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The 7th-8th grade musical, Beetlejuice, was a smashing success and an excellent opportunity to show off the spectacular new effects, lighting, and sound systems of our recently renovated Galichia Auditorium.

Connection is published by the Office of Advancement. On The Cover Front: When the Upper School band, football players, dance team, and cheerleaders welcome you to the Lower School amidst a cloud of bubbles, it’s impossible not to crack a smile. Back: Upper School art students partnered with Wichita philanthropist, Balbir Mathur and Art Connecting Hearts, to create original works that raise funds to provide eye care for underprivileged children around the world. Contributing Writers JoyAnn Brake, Lisa Harris, Jillian King, Katie Leiding ‘04, Steve Naumann, Lindsey Ralston, Charlie Ramseyer, Kathy Rukes ‘99, Lalo Walsh, Nathan Washer, Patti Yetter 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, Cara Payne / Development Assistant, Charlie Ramseyer / Communications Coordinator, Jen Remsberg / Development Coordinator, Kathy Rukes ‘99 / Director of Community Engagement, Sara Souraty / Admissions & Parent Relations Coordinator, Lalo Walsh / Director of Leadership Giving, Barbara White / Executive Assistant to the Head of School/Data Manager Mission Statement Wichita Collegiate School exists to inspire all students to be the best versions of themselves through a college preparatory education grounded in academic excellence within our diverse and supportive community. Vision Statement We envision a future where every student actively pursues a journey of lifelong learning, and we support that journey by guiding and equipping them to think critically, live ethically, persevere honorably, and communicate effectively. Our commitment to strong partnerships with passionate educators, engaged families, and dedicated alumni ensures that we foster an environment of care, support, and opportunity. We seek to establish a culture in which each student is truly known, loved, and challenged to realize their potential, and in doing so, we lay a foundation for every student to live a life of purpose and make a lasting, positive impact in their communities.

wcsks.com

wichitacollegiate

@wichita_collegiate_school

WINTER 2025

CONTENTS 03 Letter from the Head of School 04 News Worth Repeating 06 Strategic Plan 2026-2031 10 The Whys of Student Leadership 16 Power of the Page

22 Alumni Voice 26 Homecoming 2025: Scrapbook 28 Day of Giving Recap 30 Scholarship Announcements 32 Save the Dates

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Dear Collegiate Community, With the holiday season upon us, I invite you all to take a moment to pause and reflect on the many reasons we have to be grateful. This time of year always invites us to slow down, to gather with loved ones, and to enjoy the simple moments that become lasting memories. At school, the weeks leading up to the holidays are filled with the kind of energy and joy that make our community so special: students laughing in the hallways, musical performances filling the air, Tacky Holiday Sweater day, and classrooms brimming with creativity and curiosity. These moments remind us of the deep sense of belonging that defines Wichita Collegiate School and the bonds that connect us across grades, generations, and experiences. In the following pages you will read about exciting new plans for our school and review articles on some of the initiatives within the school that we are most proud of. As we all prepare to spend time with family and friends, I encourage each of us to take the opportunity to be fully present, to share stories, celebrate traditions, and appreciate the people who enrich our lives. Whether your plans involve travel or quiet time at home, I hope the coming weeks bring rest, reflection, and renewal. On behalf of all of us at Collegiate, thank you for your continued support, your partnership, and your trust. I wish you a joyful holiday season and a wonderful start to the new year. With gratitude and warm regards,

Nathan Washer Head of School

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NEWS WORTH REPEATING 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 Our Counseling team moderated a panel on Mental Health for our faculty. 2 Carlyle Johnson hit 1000 career kills and we celebrated! 3 The annual WCS Golf Classic was the biggest success yet! 4 The Parenting Network held their first-ever Symposium. 5 The All School Assembly officially kicks off the year. 6 We love welcoming parents and special guests to campus for EC Parent Play Time. 7 The Annual Ice Cream Social had an incredible turnout this year! 8 We unveiled the new Kathy LeValley Wagner Court! 9 First Day of School, everyone was happy to be back! 10 Everything we know we learned in Kindergarten. 11 We announced National Merit Scholars in September! 12 We officially celebrated the renovation of Galichia Auditorium! 13 Meet the Lower School Therapy Dog, Lola! 14 Broadway in Bluejeans! 4

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15 Fourth Graders wore Red Bandanas as they learned about 9/11 heroes. 16 Houses have been sorted! 17 Who doesn’t love sharing a good book? 18 Our Day of Giving was a rousing success! 19 We held our first ever Color Run on middle school’s Wellness Wednesday! 20 We celebrated Dave Hawley’s illustrious induction into the KSHSAA Hall of Fame! 21 Our IncubatorEdu class is working with some incredible mentor partners. 22 The 4th graders shone at Windows and Mirrors. 23 Middle School had a building-wide Rock, Paper, Scissors competition. 24 We had two seniors sign to play on National Signing Day! 25 High-fives for Spartan Spirit! 26 The Thanksgiving Concert is still so special after all these years. 27 Our Turkeys all tangoed. CONNECTION WINTER 2025

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INSPIRING MINDS. BUILDING COMMUNITY.

s Chair of the Strategic Planning Committee, I have been asked to share a little about the strategic planning process that has resulted in a new strategic plan. I have held various roles in the school throughout the years. I have been a parent ( Jessica ’98; Chad ’04 - now both practicing attorneys); a teacher (I started the competitive debate program in the US in the early 90s and taught a MS communication class); an administrator (US Head, there was an unexpected opening in this position in the

WI C HITA COLLEG I AT E SC H OOL

fall of ’97. I signed an 8 month contract. I stayed 7 years!); a Trustee (I joined the Board in the early 2000s and currently serve again); and as of this year, a grandparent (Adam William Hensley, 2, is enrolled in Great Beginnings). We had an excellent strategic planning committee consisting of three Trustees, Nathan and his Leadership Team. We left our titles at the door. Each of us care deeply about the school and hold strong beliefs; we were encouraged to voice our thoughts openly and confidently.

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I have been involved in many strategic planning processes for nonprofit organizations. Too often, we have ended up with quixotic, muddled, and undifferentiated strategies with simplistic frameworks. Occasionally, the result is the adoption of broad motivational phrases that reflect ambiguous values that could be relevant to any nonprofit organization. These plans serve no purpose, are put on a shelf, and are only touched when dusting. We certainly wanted something different. Our first step was to gather as much information as possible. We did an analysis of our competitors within the Wichita area, and we researched what we consider our “worthy rivals,” other private independent schools across the Midwest. We consulted with the Chamber to learn the economic forecast for Wichita and Kansas. We held sessions with the Board of Trustees and aimed to gather as much input as possible from the Collegiate community. We conducted a parent survey, held community listening sessions, and organized focus groups. For all who helped, thank you. Armed with good feedback, we started at the most basic level. We asked, “Who are we and what are we trying to accomplish?” We updated our mission (purpose) and vision (outcome of fulfilling the mission).

Once the Board voted to approve the new mission and vision, we began the difficult work of crafting a plan that would improve results, give us momentum and focus going forward, and solve existing problems. We retained the Student Portrait from the previous plan and added Guiding Principles to more clearly define who we are. We ultimately developed a plan around four pillars: The Academic Program, The Student Experience, The Community, and one labeled The Future. Each goal has concrete action steps that can be measured and monitored. See the outlined goals on the following pages. The new plan is set for five years, but it may need to be revisited sooner. We can’t truly predict how AI and technology will impact education, but that it will impact education is not debatable. I hope you will review the plan when it is introduced to the community. Your questions or comments are welcome, as an engaged community helps us retain our status as the premier college preparatory school in Kansas. Sincerely, Dana Hensley Chair, Strategic Planning Committee

MISSION “Wichita Collegiate School exists to inspire all students to be the best versions of themselves through a college preparatory education grounded in academic excellence within our diverse and supportive community.”

VISION “We envision a future where every student actively pursues a journey of lifelong learning, and we support that journey by guiding and equipping them to think critically, live ethically, persevere honorably, and communicate effectively. Our commitment to strong partnerships with passionate educators, engaged families, and dedicated alumni ensures that we foster an environment of care, support, and opportunity. We seek to establish a culture in which each student is truly known, loved, and challenged to realize their potential, and in doing so, we lay a foundation for every student to live a life of purpose and make a lasting, positive impact in their communities.”

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THE ACADEMIC PROGRAM Strategic Priority 1

Ensure that the academic program purposefully prepares students for college, career, and life in 2031 and beyond using the three types of learning goals: acquire, understand, and transfer of knowledge and skills, while also fostering healthy, balanced, and ethical lives. GOAL 1: Develop a school wide integrated approach to AI/technology education that prepares students for college, career, and life in 2031 and beyond. GOAL 2: Develop an aligned K-12 curriculum that supports and challenges our students. GOAL 3: Develop a set of assessments and consistent grading guidelines that are mission aligned and ensure a developmentally appropriate learning experience.

THE STUDENT EXPERIENCE Strategic Priority 2

Invest in a comprehensive strategy that enhances the student experience in and beyond the classroom. GOAL 1: Develop a school-wide program for athletics, fine arts, and other activities that aligns offerings across divisions and creates clear pathways for student participation and growth. GOAL 2: Mature and Expand the School-Wide Character Education Program.

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THE COMMUNITY Strategic Priority 3

Cultivate the community and the talents within it so that our students are supported by talented professionals and mission aligned families in all areas.

GOAL 1: Attract and retain mission-aligned employees. GOAL 2: Enhance the Parent Partnership by building a culture through networking and communications in which all community members feel included, needed, and supported. GOAL 3: Continue to cultivate a strong school culture.

THE FUTURE Strategic Priority 4

Build and maintain a forward-thinking physical and financial infrastructure that sustains Wichita Collegiate School in perpetuity. GOAL 1: Develop a comprehensive campus master plan that aligns with academic priorities. GOAL 2: Fund Phase 1 of the campus master plan, grow the endowment to $25 million, and secure $2.5 million towards deferred maintenance. GOAL 3: Secure Wichita Collegiate’s future by implementing a robust planned giving program, growing from two members to 50+ by 2031.

To see the full plan, including action steps to meet the above mentioned goals, scan here. CONNECTION WINTER 2025

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HOW can we help our students become better leaders now and in their futures?

HOW do we help students see themselves as leaders, no matter their personality?

WHAT will help them become civically engaged to lead lives of impact and purpose?

WHAT does true success look like for our students in the future?

These are the questions that launched our Upper School Leadership Academy in 2020.

By JoyAnn Brake Director, Institute for Community Impact

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WHAT is the Leadership

Academy? The WCS Leadership Academy is a program for juniors and seniors, and is within the Institute for Community Impact at WCS. It embodies the principles of the Community Impact program, and the school’s mission and vision to help students lead lives of impact and become the best versions of themselves. We schedule community leaders to lead workshops and speak to our students about their career paths, personal leadership traits and values, advice for young people, character and service, and other topics. As students write reflections after each session, we see firsthand the impact these sessions have on the students’ thinking and the application in their lives. One of the beautiful things about Leadership Academy is how its success has been built by collaboration within our WCS family - parents,

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alumni, students, community members, Leadership Academy team members, and staff from different departments within the school have all contributed to the growth of the program in significant ways. We all have the objective to develop leadership in our students so they can have productive, meaningful lives and make a difference in this world. From the parent who helped to initiate the program, to partners who help us find speakers, the mentors who allow our students to shadow them, and our students who offer feedback, we are so thankful to all who have been a part of Leadership Academy! To see this year’s schedule of speakers and the format of the program, check out our website by scanning the QR code at the end of the article.

HOW do students become

involved? This extra-curricular program is for juniors and seniors who opt in and are willing to put in the extra time to grow their leadership skills. These students give up some open lunches and one Sunday afternoon a month to learn from some of our community’s best leaders. If juniors meet the requirements for their program, they qualify for the senior program. In addition to the

sessions, seniors also shadow professionals in different career paths. Some of these “shadowships” are set up by us, but many are sought out by the seniors themselves. Shadowing is truly one of the best ways for our seniors to develop their networking skills while experiencing possible career paths. We are thankful for the many Collegiate parents, alumni, and friends who allow our students to shadow them!

“These are the types of programs our students need and can benefit our school.”

Luke Swan ‘21 speaks with students about his role as a brand marketing specialist at Nike.

Eley Johnson ‘21 helps some Spartans volunteering at Simply Hygiene.

HOW did the program

get started? The Leadership Academy program is an example of how one parent stepped up to initiate a project they were passionate about. In 2020, in the midst of Covid, parent Jamie Schmaltz brought the idea of the Leadership Academy to me (JoyAnn Brake), as I was developing the Community Impact program. Jamie had two graduates from

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WCS, plus one current student, and she saw the need for leadership development in our school, especially as students would be entering college, internships, employment, and a world that needed their best! Jamie had experience on multiple nonprofit boards, and saw firsthand the benefit

“I truly believe that schools like ours are not simply college prep but should be focused on developing our students’ skills to be successful in life. This was a new way to deliver on that aspiration” - Nathan Washer

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of leadership education and the great resources in Wichita. She worked with our first team members to strategize topics, speakers, format, and incentives for students. Within the school, support began with Head of School, Mr. Nathan Washer. Without him, the Leadership Academy and the Community Impact program would not exist at WCS. At the inception, Mr. Washer said, “These are the types of programs our students need and can benefit our school.” Additionally, Chris Ashbrook (then Head of Upper School) fully encouraged the program. It is no secret that having a strong team with different skillsets and perspectives is needed for success. Our Leadership Academy Team still has several of the founding members, plus some great additions. With varied skillsets and perspectives, we adapt the program year by year based on student feedback, effectiveness, new ideas, and streamlined efficiency. We are thankful that the school has supported the Leadership Academy team whose members include Amy Cunningham, David LeVan, Jillian King, Hans Widener, and JoyAnn Brake. A recent affirmation of the program included feedback from the College Advisory Board visiting our school who stated that the Leadership Academy is truly a differentiator for our students. As stated by College Counselor Amanda Booth,

“Students in the Leadership Academy have a greater understanding that leadership is more than a position and our society needs active leaders to impact the many communities they are, or will, be a part of (including college). Through the program, students have meaningful experiences that set a strong foundation for their future and provide opportunity for impactful conversations with community experts. Their lens is certainly wider because of the Leadership Academy.” This current school year, we had around 100 juniors and seniors sign up for the Leadership Academy program. Our students are willing to make the sacrifice because they want to develop their leadership skills as they plan for their futures. As one student said, “The Leadership Academy program offers knowledge and wisdom beyond the classroom, from leaders who are out there doing it.”

“...leadership is more than a position...”

Hamilton Hill ‘94 chats with students after his Leadership Academy opening session remarks.

“The Leadership Academy program offers knowledge and wisdom beyond the classroom, from leaders who are out there doing it.” Leadership development continues at WCS in all the divisions. Through community impact work, character and leadership classes, opportunities for student leadership in each division, and teachers “owning” the topic of leadership in their classrooms, we continue to develop students who will lead lives of impact and become the best versions of themselves. We cannot fully predict how the Leadership Academy will continue to evolve at WCS, but we do believe its influence will reach beyond our Collegiate walls, as students leave with a mindset to live lives of purpose, character, and advocacy for good in this world. www.wcsks.com/page/leadership-academy CONNECTION WINTER 2025

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WHY READING STILL MATTERS by Steve Naumann

In an age of endless scrolling and bite-sized content, the simple act of reading a book can feel almost revolutionary. But what makes reading so valuable, and how can we foster a genuine love of literature across all ages? For this special feature, we’ve gathered insights from four of our school’s most passionate advocates for reading. Each brings a unique perspective shaped by their work with different age groups and their own deep relationship with books. From the earliest picture books that spark imagination in our youngest learners to the complex narratives that challenge our older Spartans, these educators understand how reading shapes minds, builds empathy, and opens doors to worlds beyond our own. Our contributors don’t just talk about the importance of reading - they live it. Each has shared not only their professional insights but also personal recommendations: books that have moved them, challenged them, or simply provided the kind of pure enjoyment that reminds us why we fell in love with reading in the first place. Whether you’re looking to rediscover your own reading habit or seeking the perfect book to inspire a young reader in your life, you’ll find thoughtful suggestions ahead. In the pages that follow, our experts explore what reading offers at every stage of development, and why, despite all the competing demands on our attention, it remains one of the most valuable gifts we can give ourselves and our students.

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Why do I read? That’s simple - it’s fun and cathartic! Readers read

primarily for pleasure, however the positive impacts of reading are immeasurable and important. I recently came across this quote by Ralph Waldo Emerson, “I cannot remember the books I’ve read any more than the meals I have eaten; even so, they have made me.” Some books stick with us for years or even decades and others seep into our pores, yet the details escape our memory. Nonetheless, not too dissimilar from our relationships and life experiences, books can deeply enrich and impact the human experience. Reading can bring joy and delight, build our vocabulary and knowledge, and keep the aging mind sharp. In my opinion, the best thing reading does is help readers become more empathetic and thoughtful about the world and people around us. It is cliche to say, but books truly are windows and mirrors. When books serve as a mirror, they allow readers to see themselves in a story, which can help us feel less alone or even understand ourselves better. When books are windows, they transport readers into the lives of people who may be very different from us, Lindsey Ralston • providing a wider world view. Furthermore, in an increasingly online world (and with dismal and dropping literacy rates in our nation), reading has started to feel like a wholesome rebellion against cultural trends. Being part of a reading rebellion by reading with my students and daughters (and by myself) is what drives many sacred moments in my days. I relish the fact that so many adults and children in the Collegiate community are also defying societal norms by spending their time with their nose (or ears) in a book!

L rade iteratu r e Te ac

r he

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As the librarian for Early Childhood, imagine themselves as Lower School and Middle School, part of the illustrations; the minute details of my job that years from now, change depending on the age when they hear group. The all-encompassing mention of a specific takeaways I hope for each and book title or an every student that becomes one author or illustrator’s of mine, however, stay the same, name, the child will no matter the age group. I hope and remember where they IY ri ET pray that they fall in love with, if not were when they heard or a TER ibr reading, then at least one book; that my • EC & LS L read that story. When the students know the best stories are ones that students physically leave me, I make us laugh and cry. I want the students exposed want them to go carrying books, both to such a wide variety of authors and illustrators physically and figuratively, against and genres and writing styles that choosing “one their hearts. That is my hope. favorite book” becomes impossible; that they see the beauty of the written words on the pages and

glis h Teacher

As I often say in the classroom, characters and themes, we actively coliterature is empathy personified. create the scene we are reading about Reading allows us to step into in our own minds. another person’s consciousness, More than anything, reading affords experiencing their thoughts, feelings, us the opportunity to slow down in a and motivations from the inside. For fast paced world. When we slow down young readers, reading fiction can and take a breath, we can experience provide the ability to understand the language and the metaphors that others have their own on the page. And this type of unique perspectives. The deep, critical, and emotional stories we read serve as engagement with a text a point of access for is what strengthens the understanding other empathetic response. people’s lives, thus The act of reading helping individuals to allows us to step away build an internal library from mindlessly binging of human experience. content, and instead, we Outside of the classroom, can take the time to reflect JI ad r LL this internal library can be and wrestle with unfamiliar IAN hG K IN G • 9t called upon to help students perspectives. I never settle for a with developing observational student’s response when they say, “I skills, for instance, inferring a don’t like to read.” Instead, my response character’s motivations can help us is, “You haven’t yet discovered what you to understand the emotions of real like to read.” As humans, we are often on people. This new understanding then a journey to discover what texts resonate encourages compassionate behavior. with us, and what evokes an emotional Beyond that, emotional engagement response in us as readers. Those of us can lead to greater enjoyment in who love to read are simply on the path literature. When readers use their to discover the next great book! imagination and interpret complex

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Re adin st g Speciali

Reading has always been an important part of my life, but not always an easy one. As a child, I struggled to read and didn’t always enjoy it. That’s one of the reasons I love being a reading specialist today. I understand how it feels when reading doesn’t come easily, and I’m passionate about helping students see that reading is a skill we learn, not one we’re born knowing. Humans naturally learn to speak, but reading requires our brains to make brand-new connections. I like to remind students that every brain is like a fingerprint, completely unique. No two develop in the same way, and that’s perfectly okay! Your reading ability doesn’t measure how smart you are. Many brilliant inventors, musicians, athletes, and artists have struggled to read, yet they used their unique gifts to change the world. I find great inspiration in that truth. When I was young, I loved Dr. Seuss’ books for their silly rhymes and playful sounds. As an adult, I gravitate toward books that help me grow as a mom, wife, teacher, and friend. My hope for every student is that they find their kind of book, one that makes them laugh, imagine, and feel proud to call themselves a reader.

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JILLIAN KING - These are actually my November

book recommendations in my classroom. I call them “Books to Be Thankful For”. But really, they are just some of my absolute favorite books. Juliet by Anne Fortier The Secret History by Donna Tartt The Historian by Elizabeth Kostova Circe by Madeline Miller The Forgotten Garden by Kate Morton (*My favorite author) Rebecca by Daphne du Maurier Lady Audley’s Secret by Mary Elizabeth Braddon The Short Stories of F. Scott Fitzgerald All the Light We Can Not See by Anthony Doerr If you are also looking for some non-fiction recommendations: Toughness by Jay Bilas Atomic Habits by James Clear The Captain Class by Sam Walker Think Like a Warrior by Darrin Donnelly

LINDSEY RALSTON - I enjoy all different types of books! For adults, if you want something

contemplative and heavy, I recommend The Names by Florence Knapp. It’s easily the best book I’ve read this year. However, if you crave something light, try The Five-Star Weekend by Elin Hilderbrand before the TV adaptation starring Jennifer Garner comes out soon! (I can’t wait to watch!!) My current favorite picture book is a brand new one, Humble Pie by Jory John. (I’ve been reading it to my 7-year-old daughter on repeat!) A crowd-pleasing middle grade novel that I love is Faker by Gordon Korman. (My 10-year-old daughter and I both agree that Korman is one of the best middle grade authors!)

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PATTI YETTER - And what books do I believe EVERY child should have as part

of their growing up? The list is long, but I abbreviated it to this:

Good Night, Moon by Margaret Wise Brown Charlotte’s Web by E.B. White The One and Only Ivan by Katherine Applegate Piggie and Gerald books by Mo Willems Mercy Watson series by Kate DiCamillo Because of Winn-Dixie by Kate DiCamillo The Snowy Day by Ezra Jack Keats Robert McCloskey books and a sprinkle of Eric Carle and Leo Lionni because those books will never go out of style.

LISA HARRIS - Books I’ve enjoyed:

The Noticer by Andy Andrews Reading in the Brain by Stanislas Dehaene The One World School House by Salman Khan Teach Like Your Hair’s on Fire by Rafe Esquith Children’s books from authors who have dyslexia: Captain Underpants and Dog Man by Dav Pilkey, Thanks You, Mr. Falker by Patricia Polacco, The Hank Zipzer series by Henry Winkler and Sally Gardner. A few more children’s books I like: Lady Lollipop by Dick King-Smith On My Honor by Marion Dane Bauer Out of My Mind by Sharon M. Daper

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Introduction by Kathy Rukes ‘99

Hearing from our alumni about how their experiences at Wichita Collegiate School have shaped their personal and professional lives is one of the most rewarding conversations we as educators get to enjoy. We recently surveyed a handful of alumni spanning the past two decades asking them to reflect on their time as a Spartan and what lessons or memories have stayed with them through the years. Their responses were both inspiring and affirming,

speaking to the indelible nature of a Collegiate education. Whether noting the role WCS played in the development of their character or reflecting on the skills developed while a Spartan or recognizing the importance that relationships play throughout our lifetimes, these alumni, in their own words, perfectly embody what we hope each graduate takes with them into the world: a strong sense of self and the confidence to pursue their dreams.

RELATIONSHIP

ALUMNI VOICE

“The relationships I built at Collegiate with students, teachers, and coaches were foundational stepping stones into the professional world. Those connections have continued to be incredibly valuable, providing everything from references and job opportunities to lifelong friendships.”

- Maggie Newlin ’12

“Although Collegiate “I believe Collegiate gave me the strongest taught me invaluable possible academic foundation to pursue higher lessons regarding education and beyond. The bonds I forged with school work, time friends and teachers still help guide me today. management, study Being a part of the Collegiate community is a skills, and academic one-of-a-kind experience that has allowed me to ambition, it is the connect with alumni and seek support even when social lessons that living miles from home. The bedrock of community I believe are truly unique to this school. and the emphasis on critical thinking and ethical Growing up here it responsibility have shaped both the way I see and felt like a family... It is engage with the world around me.” a family. ” - Lauren Messamore ’08

- Clare Finan ’25

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“Wherever I may be in life, I always strive to lead with kindness and put my best foot forward, and I wholeheartedly attribute this to my time at Collegiate. As life goes on, will I remember the significance of a book I read in AP Lit? Probably not. Will I remember literally anything from Calculus BC? Definitely not. But the warm and supportive environment at Collegiate taught me more than just school subjects. It taught me how to be a good person, and that will stick with me forever.”

“Collegiate nurtured both my intellect and my voice. It gave me room to be creative, curious, and bold whether through the arts, in leadership, or in service to others. The expectations were high, but they always came with encouragement and care. I learned how to take initiative, how to work alongside others, and how to show up for my community. Collegiate didn’t just prepare me academically; it helped shape my character..”

CHARACTER - Brandon Zhang ’23

- Mikey Cohlmia ’07

“Collegiate also prepared me for life in so many other ways; some I didn’t even realize until years later! Whether it was learning how to show up professionally, speak confidently with adults, or navigate tough expectations in academics and athletics, I always felt challenged to rise to the occasion. From presentations and events to the everyday structure of school life, we were encouraged to carry ourselves with respect and pride. The high standards and support from teachers, coaches, and mentors helped shape how I approach challenges and opportunities to this day.” - Ellie Newlin ’12

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“Collegiate prepared me greatly for the life that I lead today. I was able to ease into the transition to college thanks to the rigor of schoolwork at Collegiate and the work ethic I had developed because of the amazing teachers there. Collegiate not only helped me academically, but it also helped shape me into the person that I am today.”

- Erin Rolfe ’24

“The most valuable skill Collegiate instilled in me was time management. Participating in sports, theater, and clubs while managing academics taught me to prioritize tasks, so I could work towards my goals. I’m fortunate I learned this early on, so I can engage with all my passions and stay productive.”

- Sabrina Wilson ’22

“Collegiate allowed me the opportunity to be involved in all aspects of the school. I was blessed with so many wonderful teachers, coaches, and friends that helped to shape the person I am. Mr. Ockerman was instrumental in my growth in the fine arts. He inspired me to step out into the lights and to be outgoing. The Collegiate experience and culture develops well rounded people through a multitude of opportunities for personal growth!”

SKILL - David Koepsel ’00

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DENTITY “Collegiate gave me a well-rounded education and experience that has carried over to the diverse leadership opportunities I have had in my life to this point. Being a pastor requires knowledge and sensitivity to people of all ages and cultures, walking with people through all sorts of joys and challenges. The well-roundedness of my Spartan experience gave me knowledge and ability to walk compassionately and confidently with so many different kinds of people on their respective journeys.” “Collegiate set the foundation for my education in a tremendous way. It helped me to realize the privilege of education (particularly one as intentional and rigorous as Collegiate), and the power of life-long learning. I was so fortunate to have incredible and passionate teachers who shared their expertise and wisdom. Their love of teaching was so evident in the connections they fostered with students, and this has profoundly shaped my own future, inspiring me to become a teacher.”

- Curt Romig ’02

“Collegiate gave me the permission and the encouragement to explore the many facets of who I could become. That freedom has profoundly shaped both my personal and professional life. I was able to “prove myself worthy” of the person I aspired to be, without feeling pressured to conform to a single identity or follow a prescribed path.”

- Mark Ayesh ’06

- Mallory Wells ’20

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by Lalo Walsh

“This is so fun! Other than seeing Santa bring your kids presents, there is no greater feeling than giving money to a fundraiser!”

o said the smiling donor who had raced to campus on October 16, our campus wide Day of Giving, to hand Katie Leiding his donation. Little did he know that it was his family’s contribution that would push us over the $500,000 mark and unlock the Debra & David Humphreys’ Challenger gift of $100,000.

Our kind donor wasn’t the only one in a holiday mood that day. The sun was still rising when the first Upper School students could be spied making their way to the other divisions to welcome our younger students and their families to campus. Despite the early morning hour, they sparkled with excitement and were eager to do what they could to bring merriment and school spirit to a day which provides so much to WCS. 28

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To the steady beat of our drumline, playing across campus throughout the morning, unrestricted donations from current and alumni families, past and present trustees and faculty members, and even current students poured in. Enthusiasm for the day and the cause which it supports – elevating and enhancing every Spartan students’ educational experience – did not diminish once our $600,000 goal for the day had been met. Instead, our community’s generosity, through meaningful unrestricted gifts of all sizes, led us to raise a record breaking total of over $784,000. We could not be more grateful to our wonderful Spartan community, whose unrestricted support not only allows us to continue our tradition of educational excellence but also illuminates their belief in our mission and worthiness as an institution. Thanks to these generous donors, WCS Day of Giving truly felt like the most wonderful time of the year!

DAY OF GI VING

BY THE NUMBERS

GOAL:

$600,000

FUN D S R AIS ED :

$784,228.17

N UMBE R OF D ONORS :

310

LE ADE RSH IP DONORS ( $ 1 0 , 000+):

W HER E W I L L

THE 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)

Though Day of Giving this year was a tremendous success, our fundraising efforts in support of our unrestricted Fund for Collegiate continue; the more we raise, the bigger impact we can make in our students’ experience! If would like to lend your support to all that WCS offers its students, you can still pledge or donate here:

Day of Giving

LEADERSHIP DONORS Thank you to our Leadership Donors for supporting Collegiate through their generous, unrestricted gifts. Their philanthropy and faith in WCS paved the way to our historic success! CHALLENGERS ($100,000) Debra & David Humphreys ‘75 TORCHBEARERS ($50,000) Unnamed Collegiate Champion GUARDIANS ($30,000+) Jocelyne & George Laham Helen & Russ Meyer Family BENEFACTORS ($20,000+) Christine & Steve Bacci Julie & Tom Gentile Shannon & James Herrman The Elizabeth R. Koch Foundation The Mary & Joe Moeller Family Jessica & Chris Tarbell Lisa & Zachary Thompson PATRONS ($10,000+) Charese & Chris Dakhil ‘98 Kristen & Dan Dakhil ‘02 Mimi & Richard DeVore and the DeVore Foundation Debbi & David Elkouri Yeni & Paul Enegren Ilex & Michael Gelpi Helen & Ed Healy Jose Hinojosa & Ryan Prochaska Corey & Jeff Johnson Melissa ‘00 & Paul Mangan Laura ‘00 & Bradley Monahan Morgan ‘96 & Logan Overman ‘96 The Rasberry Family Catherine & Michael Rooney Arlene & Kermit Rust Sara & Tony Streich Kate & Dan Taylor Allyson & Toby Teal Deanna ‘96 & Tyler Ternes Jeanne E. Tiller & Family The Walsh Family

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ANNOUNCING

The DeVore Scholars Program By Katie Leiding ’04, Director of Development

We are thrilled to announce the establishment of the DeVore Scholars Program, a transformative new scholarship made possible through the generous twelve-year commitment from the DeVore Foundation. This prestigious scholarship is the first merit-and-need-based scholarship established at Collegiate since the Malone Scholarship Program was created in 2008. Over the next twelve years, three DeVore Scholars will earn a The DeVore Family: Mimi, Alex, Rich, and Alta significant, prestigious scholarship that funds up to 95% of their Middle School experience. This will ensure they fully benefit from the depth of our curriculum and the strength of our community. Why Middle School?

“Having a child in the Middle School has shown us how profoundly these years shape a student’s confidence, character, and sense of possibility. We created the DeVore Scholarship to ensure that talented young people, regardless of financial circumstances, can benefit from the richness of a Collegiate education and the experience it offers. Our hope is that each DeVore Scholar feels supported, challenged, and inspired to discover what they’re truly capable of, growing into leaders who will strengthen their communities.” - Rich DeVore This opportunity affirms our shared belief in the power of rigorous education during the pivotal Middle School years, when curiosity, character, and intellectual discipline take decisive shape. In welcoming highly capable students who demonstrate both exceptional promise and financial need, the program will open doors to an academic environment that challenges, supports, and inspires. The DeVore Scholars will be chosen through a careful process that reflects Collegiate’s enduring commitment to excellence, integrity, and opportunity for all qualified students. Director of Community Engagement Kathy Rukes, who oversees Admissions shared, “We are thrilled the DeVore Foundation has made this commitment to change lives. We know the indelible gift a Collegiate education is and hope that the DeVore Foundation’s generous support inspires others to help open the doors to Collegiate for exceptional students wishing to become Spartans.” We extend our sincere gratitude to the DeVore Foundation for its vision and extraordinary generosity. Their investment in the education of young people will have a lasting impact on the lives of the scholars selected and on the broader Collegiate community. By fostering access to exceptional learning opportunities, the DeVore Foundation affirms the fundamental value of preparing students for purposeful leadership and meaningful achievement. Wichita Collegiate School is honored to steward this program and to witness the future accomplishments of the DeVore Scholars! 30

| WICHITA COLLEGIATE SCHOOL CONNECTION

PROBA TE DIGNUM (Prove Yourself Worthy)

Do you know a student worthy of becoming a Spartan? We are proud to offer these merit-and-need-based scholarship opportunities for students looking to enter our Middle and Upper Schools!

DeVORE SCHOLARS PROGRAM We are delighted to introduce the DeVore Scholars Program, a groundbreaking scholarship initiative funded by the DeVore Foundation’s generous pledge. This distinguished award represents the first scholarship at Collegiate to combine merit and financial need criteria since the establishment of the Malone Scholarship Program in 2008. Who is eligible to apply for the DeVore Scholars Program? Successful applicants for the DeVore Scholars Program will: • Demonstrate a record of academic achievement score at or above the 90th percentile on a recognized standardized achievement or aptitude test • Demonstrate financial need for at least 60% of tuition by applying for Indexed Tuition at WCS • Be a United States citizen • Meet the admission requirements of Wichita Collegiate School • Show enthusiasm and motivation for maximizing his or her educational opportunities • Be ready to enter Grades 5 or 6

MALONE SCHOLARS PROGRAM In May of 2008, the Malone Family Foundation in Colorado established a $2 million endowment at Wichita Collegiate School. The purpose of the endowment was to help make the educational opportunities and experiences at WCS accessible to academically talented students entering Grades 7-9 whose families demonstrate moderate to significant financial need. Inspired by the impact his own high school experience had on his future, Dr. John Malone founded the scholarship program with the hope that other young scholars would be given the same opportunity to reach their potential. We are one of only 50 schools in the country, and the only one in Kansas, that have been designated as a Malone Scholars School. Who is eligible to apply for the Malone Scholars Program? Successful applicants for the Malone Scholars Program will: • Demonstrate a record of academic achievement • Score at or above the 95th percentile on a recognized standardized achievement or aptitude test • Demonstrate financial need for at least 30% of tuition by applying for Indexed Tuition at WCS • Be a United States citizen • Meet the admission requirements of Wichita Collegiate School • Show enthusiasm and motivation for maximizing his or her educational opportunities • Be ready to enter Grades 7, 8, or 9

Help us grow our talented, diverse, and ambitious Collegiate family! For more information and to apply: Visit wcsks.com/page/malone-scholars

Scan here

Email krukes@wcsks.com

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Save the Date for these upcoming campus events

5th & 6th Grade Band and Vocal Concert March 2

7th - 12th Grade Instrumental Concert March 31

The Wizard of Oz 4th Grade Musical March 11 and 12

5th & 6th Grade Play April 24 and 26

N C OL

Young Alumni Panel: Recent Graduates’ Reflections on a WCS Education Tuesday, January 6, 2026 8:15 AM to 9:15 AM Book Study: “The Emotional Lives of Teenagers” Tuesday, January 13, 2026

O C I AT

G I AT E

R ENT A SS

Les Misérables Upper School Musical February 19, 21, 22

CPA Family Bingo Night Sunday, March 1, 2026 CPA Spring Social: Boots & BBQ Saturday, April 25, 2026

WCS Faculty Panel: Student Development through the Lens of a Teacher Thursday, February 5, 2026

WCS / Parenting_Network

WCS / Collegiate_Parent_Association

DID YOU KNOW SCHOOL COULD BE LIKE

THIS?

SCAN HERE FOR THE SPARTAN EXPERIENCE

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