TheJetway - Winter 2024 by Westside Neighborhood School

TheJetway

WINTER

20 24

THEJETWAY: WINTER 2024 Table of Contents

Editors

Welcome from HOS

ECC: Fall into Autumn

Preschool: The Magic of Fairy Tales

DK: Dangerous City

Kindergarten: Best Part of Us

1st Grade: WNSville

2nd Grade: Community Center

3rd Grade: Tongva Unit

4th Grade: The Power of Perspective

5th Grade: Solutionary Project

6th Grade: DIVE

7th Grade: SPLASH

8th Grade: SWIM

Photography

Performing Arts: CLUE!

Performing Arts: Winter Showcase

Daniel Brubaker Vince Bucci Photography WNS Community Members

Athletics

Alumni Highlights

Philanthropy Report

Annual Fund

Endowment

Ways to Give

Daniel Brubaker, Director of Communications Hannah Lawrence, Director of Marketing & PR Becky Lockhart Poulter, Assistant Director of Development Alice Arutiunian Wyman, Assistant Director of Admission

Printing Ed Su, Studio Printing

TheJetway is published annually by Westside Neighborhood School for parents/caregivers, alumni, and friends. For more information or questions, please contact: WNS Office of Marketing & Communications 5401 Beethoven Street Los Angeles, CA 90066 communications@wns-la.org © Westside Neighborhood School

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TAKE FLIGHT I am consistently filled with immense pride when I reflect upon the exceptional achievements of our students over the last year. It is so inspiring to witness the passion and dedication that they continue to pour into both their studies and activities outside of the classroom. One of our four pillars at WNS is that of Community, and therefore it’s a goal of ours that our students not only develop into exceptional human beings, but that their actions have a lasting impact on individuals beyond the boundaries of our classrooms: our wider community. As our social entrepreneurship programs extend across all grade levels, it’s truly heartwarming to witness our budding changemakers demonstrate a genuine concern for the world around them, as they seek to address significant and pressing issues facing our society. From tackling environmental sustainability to advocating for social justice, our Jets prove time and again that they have the capacity to effect change, actively engage with real-world problems, seek practical solutions, and make a tangible difference. The impact of our students’ endeavors is not limited to mere impressions; it has genuinely reached and touched lives. Whether it be through organizing fundraisers for local charities or designing a campaign to combat social issues facing Los Angeles, our Jets have become agents of transformation. They have shown a remarkable ability to connect their learning to the world around them, putting their skills and knowledge to use to create a lasting impact. Equally as important, their compassion creates a supportive and inclusive community within our school, elevating the WNS experience for all. As an educator, it is beyond fulfilling to witness the growth and development of our students, not just academically, but also as conscientious individuals. The impact of their work extends beyond grades and test scores; it is measured in the lives they touch and the positive change they create. The accomplishments of our students serve as a testament to their indomitable spirit and dedication to their education. Our Jets are going far, and it’s an honor to watch them take flight.

Brad Zacuto Brad Zacuto Head of School

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Early Childhood Center (ECC)

Fall into Autumn Festival A Celebration of the Seasons at the ECC Hannah Lawrence, Director of Marketing and Public Relations

On a crisp November morning, the WNS ECC opened its doors for our first annual Fall Into Autumn Festival, a family-friendly open house for our current ECC community and friends in the local area. This joyful morning aimed to bring our wider community together, fostering a sense of togetherness and creating lasting memories for both children and their grownups. With an array of crafts, a petting zoo, and engaging games, the seasonal extravaganza became a fun-filled occasion that embraced the spirit of fall. TheJetway

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At the craft stations, little hands eagerly dove into a world of creativity. Tables were adorned with colorful leaves, pumpkins, and succulents, as children and their parents worked side by side to create autumninspired masterpieces. The highlight of the morning for some was undoubtedly the furry and feathered friends at the petting zoo. Tupaca the friendly alpaca is always a hit at WNS! We loved hanging out with the bunnies, the donkey, and the sweetest puppy. No festival is complete without live music, and our autumn celebration was no exception! We danced and sang along to the tunes but our favorite part was hearing our youngest Jets take to the mic and perform for their classmates and families. Beyond the crafts, petting zoo, and games, the fall festival served as a powerful tool for community building. Families mingled, shared stories, and formed connections that extended beyond the walls of the ECC. The morning was a resounding success, weaving together the threads of creativity, laughter, and community. We can’t wait for the next opportunity to celebrate together at the ECC. We’ll be sure to invite the alpaca!

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ECC: Preschool

The Magic of Fairy Tales Preschool: How Stories Connect Us to the World Paige Dunseith and Nicole Gardner, ECC Herons Co-Lead Teachers “Storytelling is one of the universal ways people connect and get to know each other around the world.” -Zaretta Hammond

Stories are everywhere. At the ECC, we believe that children make sense of the world through play and storytelling. Every week, the classes at the ECC engage in an early literacy practice called Story Workshop. On this day, classroom spaces are set up to inspire the children to come up with their own stories. Students dictate their own tales as teachers write down their words. Later, the stories are shared with the larger group where feedback is invited and connections are made. At the beginning of the school year, as the three-year-olds in the Herons classroom told their stories, teachers realized that they needed more experience with breaking down the parts of a story in order to write their own. As characters like trolls and wolves appeared in the children’s narratives, we wondered if a deep investigation of a fairy tale might enhance their understanding of the mechanics of storytelling. Thus, an in-depth exploration of The Three Little Pigs began, initially led by teachers. Teachers began by reading aloud, first pointing out elements such as the story’s characters and setting, then identifying the central problem and resolution. The following week, the children used the illustrations to sequence

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the events of the story, depicting the beginning, middle, and end. Next, teachers used puppets to act out the story. Week after week, the children made connections to the fairy tale and were invited to take more agency in the process, trying on roles and telling the story in their own way. “I want to be the wolf!” exclaimed one child. The first connections occurred between the text and the children’s lives. When reenacting the story, the children huffed and puffed with all their might, like the Big Bad Wolf, and delighted in the cleverness of the pigs. Taking on various roles led to more connections. “I have a mom,” a child shared. He recognized a similarity between his life and that of the pigs. Another child offered an alternate ending featuring a reunion of the little pigs and their mother, further underlying the importance of family for this age group. Revisiting The Three Little Pigs time and again reminded the children of their own lives and even generated new ideas. After weeks of returning to the tale, the wolf emerged in one retelling with a different attitude: “The pig builds the house of sticks and the big bad wolf will come and blow it. They will make soup out of the sticks and they will eat it together. They’re both nice.” Recognizing the connection between storytelling and children’s understanding of the world beyond themselves, we shared this new perspective with the larger group. Nicole (Teacher): If [the wolf] blows down the house, what is he wanting? Emi: He wants to come in! Nicole: Paige has an idea. Paige (Teacher): Maybe the wolf is hungry. Naomi: Maybe she’s so hungry that she just wants to eat the little pigs. Discussions about the wolf’s motivations challenged the children to think beyond “bad” and contemplate new perspectives. Similar to people, the wolf had reasons behind his actions. Such conversations about the text bridged a connection to the world and how feelings impact behavior. Reflecting on alternate possibilities, whether in real life or fairy tales, builds children’s cognitive flexibility and their ability to empathize with others, both now and in the future. Fairy tales like this one are ubiquitous and appear in many cultures around the world. They often convey a lesson, follow a storytelling arc, and feature character archetypes such as villains and heroes. Introducing different versions of this story has fostered a new type of connection: text-to-text. Beloved fairy tales and their various retellings resemble a type of cultural currency; they provide varied perspectives and ways of expression. A love of one particular tale can be the first step in cultivating a love of storytelling, building upon children’s language and literacy skills playfully and powerfully. Storytelling in and of itself is powerful. Taking a closer look at The Three Little Pigs helped the children discover connections between the story and their lives, the world, and other texts. The most important connection, though, has been between the children themselves. While getting to know the fairy tale, the children got to know each other. A community of storytellers emerged, eager to share more stories and make more connections.

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ECC: Developmental Kindergarten (DK)

DK: Dangerous City Joy Griffith and Brooke Faill, ECC Sandpipers Co-Lead Teachers

“Perhaps play would be more respected if we called it something like “self-motivated practice of life skills,” but that would remove the lightheartedness from it and thereby reduce its effectiveness. So we are stuck with the paradox. We must accept play’s triviality in order to realize its profundity.” - Dr. Peter Gray

At the ECC, one of our pedagogical agreements is that we believe that children learn best in small groups with a common interest or motivation. These groups provide children with the best opportunity to construct understanding together, help foster collaboration as a fundamental practice, think more deeply and creatively about a subject, and develop greater empathy for the perspectives of others. Play plans are one of the core practices at the ECC and function to help form such groups. We invite a few children to an area to engage in dramatic play. Before beginning, the children gather to decide the basic framework of the play. They start by taking out their journals or a large shared paper to capture their ideas with written language and drawings. Thus emerged the Dangerous City project.

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During our Dangerous City work, the power of small groups became apparent as children collaborated to bring their imaginative play to life. As teachers, we observed the initial spark of creativity when the group took on the roles of superheroes who lived in a Dangerous City. The small group laid the foundation for their play plan through journaling and drawings, showcasing the richness of collaborative thinking. As teachers, we seized the opportunity to dive deeper during reflection meetings, questioning the concept of danger within the city they envisioned. During one of our reflection meetings, we asked the children how to make a city safe. Joy (Teacher): How can we make a Dangerous City a safe place? Oliver: We have to fight all the bad guys. Adley: Yeah, I know karate. Joy: Can we make the city safe without fighting? London: We can have alligators to eat the bad guys. Joy: I’m not comfortable feeding people to alligators. What keeps our school safe? London: Teachers. Joy: What will make everyone living in Dangerous City safe? London: Everyone needs a house to live in. Charlotte: Stop lights. The group began a list of things Dangerous City needed to become safer: houses, traffic lights, eating places, streetlights, rules, police. The children’s understanding of “dangerous” resonated with common perceptions: bad guys and strangers. Yet, the conversation expanded when we encouraged them to explore how to make their Dangerous City safe. The children began drawing ideas from their own communities and adding the familiar landmarks that make them feel secure. The list grew, and the children added their families, school, teachers, favorite restaurants, and other places they like visiting. The Dangerous City project, rooted in playful inquiry, not only fueled imaginative play, but also served as a platform to help us understand what makes children feel safe and secure in their community. As the project evolves, we hope Dangerous City will become a city full of people who care about the future. Good community members will continuously look for ways to improve the city and peacefully use their voices to effect change.

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Sandpipers were so excited to visit the Maker Space on the ‘big school’ campus to collect materials with which to build their city! 11

Kindergarten

Best Part of Us Kindergarten: Indentity Inquiry Molly Greenberg and Shelby MacDonald, Kindergarten Co-Lead Teachers

Embarking on our identity inquiry in kindergarten, we initiated the exploration with the enchanting narrative of “The Best Part of Me” by Wendy Ewald. The book delves into the realm of personal preferences as young children openly share their best feature and why they like that part of themselves. This paved the way for our kindergarteners to embark on a thoughtful exploration of self-identity. In the spirit of collaboration, the students were divided into small groups, fostering an environment where they could engage in meaningful discussions and creatively represent their favorite parts of themselves through both drawings and photography. It was so special to witness the enthusiastic exchange of ideas as each kindergartener took turns in both listening and sharing their unique perspectives.

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What added a distinctive touch to this endeavor was the use of photography. Instead of relying solely on illustrations, the kindergarteners embraced the challenge of capturing the essence of their favorite parts of themselves through the lens. Every photograph was skillfully taken by their fellow classmates, instilling a sense of pride in the budding photographers for capturing the essence of their friends’ highlighted features. Although some commonalities emerged in their choices, the beauty of this exercise lay in the individuality of each child’s response. The reflective conversations that unfolded within the groups were as diverse as the children themselves, showcasing a rich tapestry of thoughts, feelings, and perceptions. A particularly interesting dimension was introduced when the children were encouraged to go beyond conventional drawing methods. Instead of a simple circle denoting eyes, a visual aid with intricate eye descriptions was presented, fostering a deeper understanding of the uniqueness inherent in each child. This small group exercise marked only the inception of our yearlong commitment to exploring identity in various dimensions. Our pedagogical approach hinges on the belief that discussing differences is instrumental in nurturing the kindergarteners’ selfconfidence, fostering self-love, and celebrating the beauty of individuality. By initiating these conversations early on, we aim to cultivate a foundation of acceptance and understanding that will serve as a guiding light throughout their educational journey. As we navigate this journey of self-discovery with our young learners, we are conscious of the transformative power that these discussions hold. The seeds of self-awareness sown in these early years are poised to blossom into a garden of resilient, confident people, who appreciate the richness that diversity brings to their lives. Through activities like the identity inquiry, we strive to lay the groundwork for a future where every child feels seen, valued, and empowered in their unique identity.

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First Grade

First Grade: WNSville Gives Back Addie Mintz-Johnson, First Grade Co-Lead Teacher

An integral component of the first grade curriculum is our famous WNS project: WNSville. This much-loved cross-curricular culminating project dates back to when WNS founder, Lynne Allen, was a first grade teacher! As time has passed, Mrs. Allen’s original inspiration for the project has remained steady, while evolutions have been made to the process and product. WNSville sees students create and run their very own businesses! The project allows students to choose their group based on interest. Whether they are passionate about the arts, animals, or sports, they pick which group they will join and make products to “sell” at their WNSville booth at the conclusion of the project. Last year, students made items like sports playing cards, jewelry, toys, and joke books.

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This project teaches students to build communication skills while working in a team environment. Each day, students rotate between jobs to guide their role in the work. Assignments include the materials manager, includer, reporter, and timekeeper. These specific jobs help students focus on their own task while collaborating with their group. As students work with their team, they receive a weekly “paycheck” of $50 WNSville bucks which they can use during the final WNSville showcase. In the past few years, students have moved beyond simply selling goods to providing a service and a way to give back to their community. When introducing WNSville, the initial lessons focus on how businesses provide goods and services to their community. Students go on a field trip to visit local businesses and observe how stores provide more than the items you buy. Last year, first graders noticed how a local pet store sold items for your pets, provided a grooming service, and encouraged customers to donate to a local animal shelter. Given these observations, 2023 WNSville was the first year that students incorporated a service and a non-profit focus to their business. Each group chose a local charity that aligned with their business focus and asked customers to donate to their cause. Students learned about the importance of giving back to their community and the power customers have to use their money to make a positive impact. Many first graders chose to donate their hard-earned ‘WNSville bucks’ to charity instead of buying a product or service. While this money didn’t make a financial impact on the organizations, it taught the students about the value their dollar can have. Additionally, parents were encouraged to donate real money to the charities. At the end of the project, students raised over $500 for their charities!

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Second Grade

Second Grade: Community Center Unit Alanna Ryan, Second Grade Co-Lead Teacher

In second grade, students start the year by thinking about community. Through our conversations about identity, second graders learn how communities are made up of individuals from all ethnicities, genders, cultures, ages, and more. As we explore this idea of community, students begin learning about community centers and their significance and relevance within a local community. Through immersive discussions and journal writing, our second graders dive into creating their own second-grade community center, where every individual is welcome to join. In an effort to bridge the gap between imagination and reality, we embark on a field trip to the Stoner Park Community Center. This opportunity gives students insight into the activities, programs, and jobs that make community centers integral to the community. TheJetway

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Witnessing a real-life community center and hearing how they help community members is inspiring for our second graders. This motivates them to expand their thinking and add more details to their own community centers back at school. This year, as second graders began constructing the exterior and interior of their community center, we invited two visiting architects to speak to students about their work. It was so eye-opening! We learned about blueprints, models, and accessibility, which provided valuable insight when students started planning the community center frieze. Once the plan was set, they worked creatively and collaboratively to build a frieze of their community center using recycled materials from our very own maker space. The enthusiasm and pride each student felt was apparent, and when finished, every student beamed over their hard work.

Second grade field trip to the Stoner Park Community Center

As the unit continued to progress, students encountered challenges, which provided an opportunity for them to use their problem-solving skills to figure out how to address these issues. For example, when the community center was hit by a “hurricane,” students had to figure out how to adapt to provide shelter and support for community members while also fixing the damage that happened to our community center. Luckily, our resourceful second graders immediately thought back to our Stoner Park Community Center visit and quickly started creating plans and ideas. This special unit starts the second-grade year off by giving students a chance to be creative, problem-solve, and work collaboratively. We love witnessing how every child learns and grows throughout the unit.

We welcomed two architects to visit our classroom!

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Third Grade

Study of the Tongva

Third Grade: Tongva Unit Christina Kim, Third Grade Co-Lead Teacher

Every year, third graders learn about the Tongva, the indigenous people of Los Angeles. Students brim with curiosity, with most knowing very little about the Tongva

selecting an image of a Tongva relative to transfer onto a piece of burlap. We can’t wait to showcase our learnings to third grade families as we progress through this eyeopening unit that is so vitally important to us all as Los Angeles residents!

at the start, besides what they have learned from the Land Acknowledgement that we recite at every Community Gathering. With this in mind, we create an anchor chart filled with questions to revisit as our unit progresses. Past questions included: what did the land look like in the past? What tools were used to create homes? How did children play? Using resources such as maps, videos, images, and text, we embark on a deep dive. Our most important resource is Lazaro Arvizu Jr., a Tongva musician and educator. Mr. Lazaro joins our lessons and field trips to support the students with core concepts that we reiterate from the start to the end of the unit. These central ideas include the understanding that the Tongva refer to natural resources as relatives, because the Tongva believe that their ancestors have taken the forms of what we see in the sky, earth, plant, and animals. Another central idea is that of reciprocity. It is our responsibility to take care of the Earth, because the Tongva only took what they needed for their survival, and they gave thanks for what they took. We head to the nearby Ballona Discovery Park, where Mr. Lazaro guides students around the native plants and flowers. We sit in a kiiy, or dome-shaped home that the Tongva used as dwellings in the past. Students also learned how to make seed tubes and pendant carvings to from a necklace from soapstone. Throughout the unit, students also hear of the origin stories that the Tongva passed down from the older generations to the younger, as well as songs and language. Of course, a highlight is always the frieze wall that students create, using their knowledge of Tongva life in the past, as well as their relative perspective writing, in which students harness a variety of descriptive writing tools to take on the perspective of a relative such as juncus grass, tule reed, deer, rabbit, and shell inlay. They also explore the art of embroidery,

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Fourth Grade

The Power of Perspective Fourth Grade: Habits of Historians Shannon Parker, Fourth Grade Co-Lead Teacher

In fourth grade, our social studies curriculum has an underlying emphasis on the concept of perspective. In their social studies classes, students have the opportunity to apply what they are learning through the SEL (Social-Emotional Learning) and DEIJ (Diversity, Equity, Inclusion, and Justice) curriculum to the topics being discussed. Through using an SEL/DEIJ lens, we can absorb factual information as well as apply what we could imagine would be emotions tied to various moments in history, developing critical thinking, empathy, and the ability to reflect on varying perspectives. Fourth graders dive into social studies by reflecting on what it means to be a historian in a unit we call “The Habits of Historians.” Through learning about the habits of historians, fourth graders are introduced to primary sources, secondary sources, background knowledge, and other types of strategies to make observations and deduce conclusions. A key focal point in their learning is understanding that people in the same situation or event can have differing perspectives, and that all aspects of history involve a variety of perspectives. While learning about

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the California missions, students discover what the missions were, why they were created, and, most importantly, who the missions impacted both positively and negatively. Part of this learning exposes the students to the perspective of the Spanish explorers who settled in California, claiming the land as their own and imposing their religion and cultural behaviors on the people indigenous to California at the time through the mission system. The other part of this learning exposes the students to the perspective of the people indigenous to California at the time, and how they were forced to abandon their cultural behaviors to adopt the religion and cultural behaviors of the Spanish. A large component of this area of study focuses on and emphasizes the “hidden voices” in history, those whose voices were repressed but who were equally present during these events. In this case, the perspectives of the people indigenous to the land at the time. As a capstone project for this unit, students create statues that highlight, in their opinion, the perspectives of the people indigenous to the land when the Spanish explorers came and changed their day-to-day lives.

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Fifth Grade

Solutionary Project

Fifth Grade: Tackling Food Insecurity WNS Fifth Grade Faculty

In fifth grade, teachers decided to incorporate a Solutionary Framework into the nonfiction unit by asking students to examine “intersectional problems” both locally and around the world as they relate to food insecurity. The Solutionary Framework creates a platform for fifth graders to develop solutions to tackle the problems associated with food inequalities. In the coming months, students will read articles and reference various resources around topics such as food waste, food deserts, and nutrition, and will choose one topic from their readings to create a presentation to showcase their findings. Each presentation will include an overview of the topic, problems associated with the topic as well as a possible solution, upstanders who are making a difference, and a personal statement that articulates why this topic is important to students. In addition to allowing students to learn more about food insecurities, this unit also provides students with the opportunity to brainstorm and develop solutions to inhumane and unsustainable systems by becoming solutionaries. Critical and creative thinking as well as working collaboratively alongside their classmates to devise solutions are all part of this capstone project. To support this endeavor, fifth grade students take a field trip to the Westside Food Bank. During this field trip, fifth graders have a unique opportunity to tour the warehouse, learn more about food insecurity in their local community, and hear about how the food bank serves the community by providing access to nutritious foods. Fifth grade is looking forward to showcasing their work in March by hosting a gallery walk for the WNS community.

Last year’s fifth grade students presenting their Food Waste gallery walk to the WNS community. TheJetway

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Sixth Grade

Sixth Grade: DIVE Into Action Shannon Scarlett, Middle School Art and DCM Teacher Dylan Simon, Middle School Science and DCM Teacher

In sixth grade DCM (Design-Code-Make), students seek to understand a connection with what they create and how it has an impact on their community. They begin to understand the fundamentals of taking an idea and crafting it into reality. As their first introduction to 2D Design, sixth grade students learn a digital software called Adobe Illustrator. This is a professional-level program for graphic design. Their first project was to create a poster based on a message they would like to give to others. It could be something motivating, inspiring, or informative. Their learning objective was to understand and learn the fundamental visual elements in graphic design and apply elements of line, shape, color, composition, and typography to create an effective poster design to communicate a message to an audience. TheJetway

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Last year’s sixth grade work inspired by artist and scientist, Jill Pelto. As DCM transitions to the capstone project, DIVE (Designing Innovations for Vulnerable Environments), students begin to combine their technical skills with science. In science, their next unit focuses on the impact humans have on the environment by studying climate change. Inspired by an artist and scientist, Jill Pelto, students will transform scientific data into watercolor paintings to raise awareness about our warming planet. We’re so excited that Jill Pelto herself will join a sixth grade science class to share how her research and data fuels the content of her work: melting glaciers, rising sea levels, and increasing use of renewable energy. Pelto has been featured in several exhibitions across the country as well as magazine and news related articles such as PBS, Smithsonian, National Geographic, and the cover of TIME magazine. Students will have the opportunity to ask questions and learn more about how they can get involved. Ending the year, the last project of DIVE that sixth graders will work on is an interdisciplinary greenspace design project. Working in groups, students will design a creative greenspace of their choice designed to fit a specific community need. Students will apply their knowledge of climate change and their understanding of possible solutions with creativity and tech skills, integrating CoSpaces and website design to complete their projects. We can’t wait to see what they come up with!

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Seventh Grade

Seventh Grade: SPLASH John Umekubo, Director of Entrepreneurial Studies

Welcome to SPLASH - Solving Problems for Los Angeles’s Society and Health - the initial phase of our comprehensive two-year capstone program at WNS. As the precursor to our eighth grade SWIM (Solutionary Work in Motion) program, SPLASH sets the foundation for students to dive deep into societal, health, and environmental issues. Throughout the year, seventh graders will explore these topics, researching and identifying pressing challenges within our community. By the end of SPLASH, students will have crafted a project proposal, laying the groundwork for their SWIM projects in eighth grade. This journey from SPLASH to SWIM is a transformative experience, where students not only learn about the world around them but also discover ways they can make a meaningful impact. TheJetway

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Solving Problems for Los Angeles’s Society and Health Westside Neighborhood School

Last year’s seventh grade students presenting their projects for their families and classmates at LMU.

In SPLASH, our students embark on a series of engaging projects that not only hone their skills but also align with their chosen themes for the year. Here’s a glimpse of what’s in store: Automata Creation: Students will craft unique automata that visually represent the essence of their SPLASH project theme. This hands-on activity merges art with mechanics, bringing their ideas to life in motion. Film Production: Using Adobe Premier Rush, students will dive into the world of video filming and editing. They’ll learn the intricacies of storytelling, capturing their journey and insights on camera. Graphic Design: Every impactful project needs compelling visuals. Students will use Canva to design marketing materials, ensuring their SPLASH themes resonate with their audience. Brainstorming with AI: Embracing the future, our students will utilize AI (Artificial Intelligence) for idea generation and brainstorming. This cutting-edge tool will help them explore innovative solutions and broaden their perspectives on societal, health, and environmental challenges. We’re excited for our students to experiment with AI as it offers a wealth of possibilities. With AI, they can brainstorm innovative solutions, delve deep into research, and generate fresh ideas for problem-solving. By framing the right questions, they can uncover unique perspectives and insights. And rest assured, while students will be exploring the capabilities of AI, they’ll be doing so under guided supervision, ensuring a safe and productive experience.

Learning about the incredible work of the trash Interceptor at Ballona Creek.

Not Your Average Field Trip In SPLASH, we take unconventional field trips, visiting places where volunteers help fellow citizens, where people need a step up, or where the environment needs our creative ideas.

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Eighth Grade

Eighth Grade: SWIM John Umekubo, Director of Entrepreneurial Studies

SWIM (Solutionary Work in Motion) is a continuation and realization of the vision our students began in seventh grade with SPLASH (Solving Problems for Los Angeles’s Society and Health). Last year, as part of the SPLASH program, students delved deep into societal, health, and environmental issues affecting Los Angeles. They researched, collaborated, and crafted compelling project proposals, presented in the form of video pitches. These pitches, showcased at Loyola Marymount University, were more than just presentations; they were promises of commitment to the community. Now, in eighth grade, students embark on the SWIM journey, taking those proposals and turning them into actionable projects. Their commitment and passions shine through as they not only identify problems but also actively work towards solutions. The transition from SPLASH to SWIM is transformative, where ideas evolve into meaningful

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Solutionary Work in Motion Westside Neighborhood School

actions. As they collaborate with local organizations, engage in hands-on work, and navigate the challenges of real-world projects, our students are not just learning; they are making a tangible difference in the community. SWIM is about more than just identifying problems; it’s about crafting innovative solutions. Our students collaborate, research, and engage directly with community members and organizations. They’ll be diving deep into issues ranging from environmental concerns to societal inequalities. With hands-on experiences and real-world applications, our students are not just learning; they’re making a tangible difference in the world around them. SPECIAL EVENTS SWIM Project Showcase at LMU At the culmination of the SWIM program, students will present their year-long projects at the Loyola Marymount University’s Hilton Center. This event, open to families, friends, and faculty, is a celebration of our students’ dedication, hard work, and the positive impact they’ve made on a community in Los Angeles. It’s a moment of pride for everyone involved, and we invite you to join us in applauding their achievements. Site Visits: Engaging with the Community Throughout the year, students will embark on site visits related to their project themes. These visits provide an invaluable opportunity for students to engage directly with local organizations, gain hands-on experience, and deepen their understanding of the issues they’re addressing. While the exact destinations are tailored to individual project needs, each visit promises to be an enlightening and enriching experience. Student-Led Initiatives: Empowering Change In addition to our scheduled events, we’re excited to share that many of our students will take the initiative to organize their own events and fundraisers tailored to their specific project goals. These student-led endeavors illustrate their passion, leadership, and commitment to their chosen causes. Whether it’s a community clean-up, a food drive, or an awareness seminar, these events provide students with the opportunity to directly engage with the community and gather support for their projects. We encourage parents, peers, and the community to actively participate and support these initiatives.

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Art from the Heart Last year, a dedicated group of our SWIM students embarked on a unique project at Buford Elementary School in Lennox. Through a student-developed art lesson, they introduced younger children to the therapeutic power of creativity. But this wasn’t just an art class; it was a journey into understanding emotions, coping with trauma, and nurturing one’s mental wellbeing. Our students showcased how art can be a medium for social-emotional learning, offering a safe space for expression and healing. The hugs, smiles and artwork of the Buford Elementary students are a testament to the value of this heartfelt initiative.

Performing Arts

The Blackbox Theater Nate Cohen, Director of Performing Arts

Last school year at WNS, we made the decision to produce a middle school fall show as so many of our students were craving more opportunities to work onstage. We wanted to showcase not only our students’ dedication and talents, but also our incredible Blackbox Theatre, which is perfect for intimate performances. We truly believe in the value of offering a well-rounded Performing Arts program, and there was no better way to do this than by producing one of the most action-packed, hilarious stage plays, CLUE: On Stage! We embarked on this exciting journey by holding auditions for the cast, applications for the backstage crew, and the first table read took place in May 2023. After the table read, I was thrilled to witness that we had not just a cast and crew, but a dedicated family of theatre practitioners. Our students bonded over this experience like I’ve never seen before, creating a collaborative spirit that filled every rehearsal. The dedication of our young cast and crew was truly commendable. Tasked with memorizing their scripts over the summer break, they approached the challenge with enthusiasm and determination. As fall arrived, we dove into the intricacies of staging, facing the challenges of executing physical choreography and delivering lengthy dialogue. Despite the swift turnaround, with approximately 25 hours of rehearsals, our talented cast and crew transformed the script into a captivating production. The collaborative effort poured into building this show was a monumental accomplishment. This is undeniably one of my most cherished projects. The camaraderie that blossomed among our students, coupled with their unwavering work ethic, allowed us to stage our inaugural WNS Blackbox Show with pride and a whole lotta’ laughter. It’s a testament to the passion and talent within our students. Their commitment to the craft, combined with the guidance of our dedicated team, resulted in an unforgettable theatrical experience.

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Performing Arts

A Journey Through Motown

Winter Performing Arts Showcase Hannah Lawrence, Director of Marketing & Public Relations

The tradition of creating a Winter Program at WNS dates back to 1997 and has since become a much-loved tradition that celebrates the end of the calendar year and sends our families off on their winter break. Originally, the performance was intended for an audience of students and teachers, but over the years it has grown to become a gift to the adults in our students’ lives. A key element is that every student in K-8 is featured and has the chance to perform! This year, our performers brought their audience on a journey through Motown, featuring America’s most iconic hits and the history behind them. Students spent many weeks in not only their music classes but also in ACE+, dance, and festival choir learning and rehearsing the repertoire that they ultimately performed on the big stage! Known as the Sound of Young America, Motown Records unified audiences of all backgrounds through song and dance in the 1960s. What we love about Motown is how timeless the music catalog is. We hope that during this process, our students discovered songs that they have since come to love. Despite the incredible performances, our goal was that the students’ journeys to Hitsville, USA, taught them the lasting impact that music has in communicating a message and effecting societal change. .

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Jets Athletics

Go Jets!

WNS Athletics Olivia Botello, Athletics Director Austin Williams, Physical Education Teacher

Our Jets athletics teams continue to soar under the leadership of Olivia Botello, surpassing pre-pandemic levels and becoming more well-rounded than ever before. Jets have celebrated victories in multiple leagues over the last season, with records being set and titles won.

A huge congratulations to our athletes across all teams for their dedication, sportsmanship, and the teamwork they consistently display. We are beyond proud of the individuals that they are becoming. We would also like to extend a huge thank you to our coaches and athletics staff who inspire, motivate, and support the growth of our students both on and off the field, court, and track. We are excited for the upcoming season and optimistic for more Jet wins to come. Go Jets!

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Alumni News

ONCE A JET, ALWAYS A JET WNS alumni are always doing big things, and we are so proud of them. It’s important to us that our alumni feel a strong sense of connection to the WNS community. We invite former Jets to contact us at alumni@wns-la.org with updates. Check out what some of our alumni have been up to! Selah Johnson (‘22) soars to first place at Archer School for Girls’ Poetry Out Loud competition! With her victory in hand, Selah has advanced to the Los Angeles County Poetry Out Loud contest, which will take place in February at the Wilshire Ebell Theatre. Poetry Out Loud is a national arts program that supports students in mastering public speaking skills, building self-confidence, and learning about literary history and contemporary life. Congrats, Selah! EJ Vernon (‘21) is a junior at Crossroads, playing on their Varsity basketball team. He’s averaging 24 points and 10 rebounds per game this season. He currently has two Division 1 scholarship offers from Loyola Marymount University and San Jose State University, as well as interest from others. While at WNS, EJ played on the Boys Basketball team and helped bring home our first ever championship in the sport! We’re all cheering for you, EJ! Johannes Austin (‘21) started a non-profit organization called The Medicine Game: LAX 4 All (TMG) that works to expand access to lacrosse for minority communities in South LA. The mission is to provide equipment to the underserved community and the game of healing between Indigenous tribes to the community in our backyard. Check out the organization on Instagram @tmglax4all. Congratulations to Johannes; we are so proud of you! Seela Kapoor (‘20) was accepted to her first-choice college, Embry-Riddle Aeronautical University in Daytona, FL for Aeronautical Science! She has yet to make her final decision but this is an exciting start to her college journey. Seela has been taking pilot lessons at Santa Monica Airport and took her first flight last year! Continue shooting for the stars, Seela! WNS is cheering for you. Marlee Porter (‘20) was featured on the CBS’s The Talk, reciting an original poem in honor of Martin Luther King Day. Her poem - “A Dream Realized” - begins “I can’t quite wrap my head around the definition of a Changemaker. A series of adjectives strung together that society has collectively decided gets assigned to an elite few...I didn’t know what

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a changemaker was in second grade, when a classroom full of eager eight-year-old faces were told to embody one. The boy to my left[‘s]...hand shot up and in full exclamation he stated, I want Dr. King! He said it was because he, too, had a dream.” Marlee’s poem describes the boy’s dream amid the struggles that the Black community faces. Yet, even among the hardship there is a story of hope. Marlee refers back to her second grade Changemaker project. and we are so proud to see how this project impacted her. Watch the full video on The Talk’s Instagram, @thetalkcbs, using the QR code below. Kalyn Mason (‘18) is a sophomore at UCLA and is planning to major in Communications. She recently interned with Fox Sports’ The Herd with Colin Cowherd in their Talent Relations Department and was featured on their Women of FOX Sports Instagram account @ sheisfoxsports. We’re so excited for Kalyn!

EJ Vernon (‘21)

Dean Osborne (‘15) graduated from the University of Miami in 2023 with a major in Business Management and minors in Architecture and Exercise Physiology. He obtained his real estate license in 2021 and is currently working in commercial real estate in Westchester. He has been fortunate enough to participate in medical missions to Guatemala to support communities with vulnerable children. Joseph (Jomar) Pierson (‘14) is a Fulbright Scholar in Taiwan, teaching English and learning Chinese. Jomar joined WNS in 2005 and says that the project-based learning, such as WNSville, greatly impacted his educational trajectory. During his time in Taiwan, Jomar is exploring how to incorporate the critical skills found in WNSville into the Taiwanese public school curriculum. Jomar has since attended LMU, where he completed a BA and a MA in English. He plans to attend law school next year. We are so in awe of his journey! Grace Rector (‘13) was selected for the Fulbright Scholarship to teach as a university professor in Casablanca! She is teaching Oral Communication, Public Speaking, and Debate while taking Arabic to support her goal of working in international education and development. The grant also supports participants in community engagement projects, and Grace is offers workshops through the American Language Center. She connects the work she’s involved in with WNS memories, including her immersion Spanish classes with Señora Paul and she proudly teaches others the pledge to the earth that she recited every day for 9 years in the WNS MPR. We’re proud of you, Grace! Taylor Osborne (‘13) graduated from the University of Miami in 2021 with a major in Health Sciences and a minor in Public Health. She’s been participating in medical missions with her father since 2016, taking them to Ethiopia, India, Belize, Peru, and Guatemala. She is currently enrolled at UCLA Medical School, leaning towards becoming an Otolaryngologist. Fun fact: the Osbornes were assigned to be a host family for an incoming WNS 6th grade family while they were here and that student is now Taylor’s roommate!

Kalyn Mason (‘18) (center)

Johannes Austin (‘21)

Seela Kapoor (‘20)

Scan this QR code to view Marlee’s poem through Instagram.

Jomar Pierson (‘14)

Marlee Porter (‘20)

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Grace Rector (‘13)

Selah Johnson (‘22)

Philanthropy Report 2 20

The annual Philanthropy Report, released each fall, reflects on the successes of the prior year, showcases the school’s financials, and thanks each and every donor for helping WNS as we strive to be the best we can be. Below is a snapshot of last year’s report. The expenses and revenue charts seen here represent the annual budget that WNS thoughtfully creates and maintains every year. As you can see, our single biggest expense is faculty and staff compensation. WNS proudly sits above the median for faculty/staff compensation, which is key to attaining and retaining our top-tier teachers. Our largest area for revenue is tuition and fees. This is common to all independent schools. What is not as typical in an independent school budget is the commitment to financial assistance that WNS makes. Last year, we awarded 26% of our students with financial tuition assistance. We were able to increase our financial assistance to over $3.3 million which is the most invested in school history and over 12% of our expenses. This is what makes WNS the place it is, a place that truly represents the rich tapestry of the world we live in. To fund programs like financial assistance and essential educational initiatives, WNS must rely on philanthropic contributions from our community. As a 501c3 nonprofit, independent schools like WNS must fundraise a portion of the budget through voluntary giving.

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10%

EXPENSES 8.4% 4.1%

REVENUE

Our WNS community showed their unwavering dedication, and deep love, for our school last year and we are very grateful. To view the full 2022-23 Philanthropy Report, visit wns-la.org/philanthropyreport. Please contact development@wns-la.org for the access code.

THANK YOU When you support WNS, you’re not just supporting a school, you’re helping drive what comes next in education and community.

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It takes the partnership and loyalty of our WNS community to continue its incomparable reputation for innovation and advancement. Like all non-profit, 501(C3)’s, WNS relies on the generosity of its Annual Fund contributions to take our program to the next level. Your Annual Fund gift makes a difference in the quality of the education that WNS offers all students and provides necessary operating dollars for initiatives that tuition alone does not cover. Annual Fund donations impact every aspect of our program for this current school year.

Take a Look at This Year’s Initiatives Technology Needs Athletics Visual and Performing Arts Diversity, Equity, Inclusion and Justice Faculty & Staff Professional Development Financial Assistance Community Building Events Multimedia Learning Center Retreats & Field Trips Last year, our incredible community of WNS parents, caretakers, faculty, staff, alumni, grandparents and volunteers donated to the Annual Fund, helping us to raise over $1M! We are honored and inspired by the ongoing support from our community. The hallmark of our inclusive community is that every gift is meaningful, and every gift makes a difference. TheJetway

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The WNS FOUR PILLARS LEGACY ENDOWMENT FUND was created by the Board of Trustees to assure the long term financial sustainability and preservation of the core values of WNS for generations to come. A robust endowment is an essential component for schools in a landscape of rising tuition costs and financial assistance requests. It allows us to support families and areas of need at WNS during times of crisis. Annual Giving raises funds for the current year, while endowment giving provides for the future. Pledges can be made to the Legacy Endowment with options for payments to be scheduled over one to five years.

This is a school we love. Let’s ensure its future.

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Ways to Give Every single gift to Westside Neighborhood School is appreciated and vital to supporting the school’s mission. We welcome the support of our community and have listed below the many ways to give. We strive to make the process of giving back to the WNS community as straightforward as possible. WNS is a 501(c)(3) Nonprofit Organization and therefore donations are fully tax-deductible. For more information on making an annual or legacy gift, please contact Nikea Johnson, Director of Development, at njohnson@wns-la.org or (310) 5748650.

Make a Gift Online

Gifts of Securities/Stock

Give an online donation using American Express, Discover, MasterCard, or Visa. You may also use direct debit.

Please contact the Development Office at development@wns-la.org for transfer instructions or simply fill out the online form and choose the payment option of stock/other.

Tribute Gifts

Donor Advised Fund

Gifts in honor or in memory of a friend, family member or special occasion may be given to any of our funds by leaving a comment on our online form or emailing development@wns-la.org.

A donor advised fund (DAF), which is like a charitable savings account, gives you the flexibility to recommend how much and how often money is granted to Westside Neighborhood School and other qualified charities. You can recommend a grant or recurring grants now to make an immediate impact or use your fund as a tool for future charitable gifts. Please email development@wns-la.org if you have any questions regarding a DAF.

Pledge

Legacy Giving

In order to be mindful of each donor’s personal circumstances we can arrange a pledge payment schedule that accommodates your philanthropic needs and wishes. If you would like to take advantage of this offer, please use the ‘Pledge to Give in the Future’ tab at the top of our online form. If you are interested in exploring this option or prefer to make your gift by phone, please email development@wns-la.org.

We invite those who have experienced the magic of WNS and feel invested in the future of our school, to call us to discuss the benefits and long-term impact of giving an estate gift. Creating your WNS legacy can be a simple and quick process. If you have a will or trust, consider adding the school as a beneficiary or include WNS as a beneficiary on your IRA or other retirement account. If you would like to discuss these and other legacy options, please contact Director of Development, Nikea Johnson at (310) 574-8650 or njohnson@wns-la.org.

Visit wns-la.org/giving-at-wns to learn how you can make an impact. TheJetway

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5401 Beethoven Street Los Angeles, CA 90066