2018-2019 Best of SAAS Volume 18

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CREDITS

EDITORS

PHOTOGRAPHERS

Sheila Hanrahan Michelle Sievers Fred Strong

Martin Brakke Hannah Chapin Stacie Cone Megan Conklin Josh Del Pino Thaddeus Duhme Gwen Emminger

DESIGN & LAYOUT John Twentyfive

MIDDLE SCHOOL Alex Garland Tom Hadjuk Nick Lew Jeremy Shimmel Andrew Spitzer Andrew Storey

1137 13th Avenue Seattle, WA 98122 (206)323-6600 UPPER SCHOOL 1201 E. Union Seattle, WA 98122 (206)323-6600

TABLE OF CONTENTS 04

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OUR PURPOSE

OUR COMMUNITY

Message from Head of School . . . . . . . 04

Faculty & Staff Highlights . . . . . . . . . .50

Mission & Guiding Principles . . . . . . . 08

Student Life . . . . . . . . . . . . . . . . . . . . 53

Diversity, Equity, and Inclusion . . . . . . 10

College Advising . . . . . . . . . . . . . . . . . 56

Strategic Plan . . . . . . . . . . . . . . . . . . . 13

Alumni Highlights . . . . . . . . . . . . . . . 57

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OUR LEADERSHIP

OUR PATH

Senior Leadership Introduction for 2019–20 . . . . . . . . . . 16

35th Anniversary . . . . . . . . . . . . . . . 60

Welcome Our New Trustees . . . . . . . . .20

28

Margi Nui Retirement . . . . . . . . . . . . 62 Reflection: One Year in the Middle School . . . . . 64

OUR PILLARS

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SAAS Pillars . . . . . . . . . . . . . . . . . . . 23

HIGHLIGHTS

ACADEMIC PROGRAMS

Philanthropy at SAAS . . . . . . . . . . . . . . .66

Financial Literacy Imperative . . . . . . 24

Best of SAAS Highlights . . . . . . . . . . . . . 67

Fostering Skills for the Future: Entrepreneurship & Design . . . . . . . . 26 Deconstructing the World Around Us: Computational Thinking & AI . . . . 28 Not Another Health Class . . . . . . . . . . 30

NON-DISCRIMINATION POLICY

SIGNATURE PROGRAMS

Seattle Academy admits qualified students of any race, color, religion, sex, gender, gender identity, gender presentation, sexual orientation, national origin, disability, genetic information, or other legally protected status to all of the rights, privileges, programs and activities generally accorded to or made available to all Seattle Academy students and their families.

Senior Projects . . . . . . . . . . . . . . . . 32 Seattle Challenge . . . . . . . . . . . . . . 34 Ethics Project, Salon Project . . . . . . . 37 PILLARS

Arts . . . . . . . . . . . . . . . . . . . . . . . . . 40 Athletics . . . . . . . . . . . . . . . . . . . . . . 43 Outdoor & Travel . . . . . . . . . . . . . . . 45

Seattle Academy does not discriminate on the basis of race, color, religion, sex, gender, gender identity, gender presentation, sexual orientation, national origin, disability, genetic information, or other legally protected status in the administration of its educational policies, scholarship, and other financial aid programs, athletic, extra-curricular, and other school administered programs and activities.

Service . . . . . . . . . . . . . . . . . . . . . . .48

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“Nothing supersedes a good idea.”

—Jean Orvis, founding Head, Seattle Academy

Create Something That Should Exist, But Doesn’t Yet —Rob Phillips, Head of School

S

omething unique happened on October 12, 1983. That’s the day the first Seattle Academy students walked through the doors and into their classrooms for the first day of school at SAAS. What an adventure that first day and that first year must have been.

Those founding SAAS students, teachers, staff, and parents believed that every student could thrive with the right mix of mentoring and support, challenge and encouragement, and independence and experience.

They deliberately rejected the widely accepted practice of “independent school as gated community” and instead sought to build a school connected to the lives of students, the community, the country, and the world.

Above all, they were committed to creating a dynamic community that challenges students to question, imagine, and create in order to contribute boldly to a changing world.

On October 11, 1983, SAAS was still an idea.

On October 12, SAAS became a reality, a rocket blasting off from the launch pad hoping to defy gravity and reach escape velocity.

Fifty years ago this summer, another important mission was launched. When Apollo 11 blasted off from the launch pad, it was the culmination of years of dreaming, planning, and preparation.

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OUR PURPOSE

But it was more than a culmination—it was also a beginning, in the way that every creative act is a beginning.

II

“That’s one small step for man, one giant leap for mankind.”

—Neil Armstrong Neil Armstrong’s famous words encapsulated the ability of a mission to bridge the past, present, and future. When Apollo 11 landed on the lunar surface in the summer of 1969, it was an achievement made possible by a relentlessly optimistic view of the human potential for both small steps and giant leaps.

As the first human to step onto the moon’s surface, Armstrong is in many ways both personification and symbol of that achievement. But the reality is that it was an ambitious mission that supported a shared commitment and effective teamwork on a scale scarcely imaginable.

NASA estimates 400,000 people were part of the team that put Armstrong and Aldrin on the moon. That team included

scientists and secretaries, engineers and doctors, accountants and test pilots.

Those 400,000 individuals and their teams contributed to numerous missions and test flights and were instrumental in the development, maintenance, and improvement of the more than five million parts and nearly two million systems that made up an Apollo spacecraft.

The oft-told story of President Kennedy and the NASA Space Center janitor is emblematic of the kind of personal investment that transcended the role and task it took to land Apollo 11 on the moon’s surface, much less for Armstrong and Aldrin to step onto the surface.

Kennedy was touring the space center in 1962, stopped a janitor walking by with a broom, and said, “I’m Jack Kennedy. What do you do at NASA?” The janitor replied, “I’m helping to put a man on the moon.”

Stories of collaboration are harder to tell than stories of individual heroism and achievement. President Kennedy is widely credited as the individual who did the most to galvanize the

nation behind the space program in his famous “We Choose To Go To The Moon” speech in 1962. Long before that speech, others were laying the groundwork, thinking about the how, as well as the what and why of space travel. Their ideas were either passively ignored or actively resisted, and the reception they received from the educational and scientific establishment raises questions about our ability today to recognize and cultivate creative thinkers.

III

“Once you have tasted flight, you will forever walk the earth with your eyes turned skyward.”

—Leonardo Da Vinci Leonardo Da Vinci died 450 years before Apollo 11 left the launching pad. His curiosity was boundless; he invented machines as readily as he painted, and both his imagination and his talents defied conventional definitions of “artist” or “scientist.”

The potential for flight among his many interests, Da Vinci produced over 500 sketches exploring the nature of

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flight. He went so far as to contemplate the design of a telescope, and he also created some of the earliest known sketches of the moon’s surface.

I wonder how many schools today would be able to identify the talents of a Da Vinci, much less nurture them.

Would he have been the kid who stared out the window during class or who chose to connect the dots on a standardized test into an interesting sketch without regard for his SAT score? How many times would he have been admonished to doodle less and focus more? Or would he have been told that he could either be a scientist or an artist, but not both?

IV

“Galileo, perhaps more than any other single person, was responsible for the birth of modern science.”

—Stephen Hawking Galileo took Da Vinci’s “eyes turned skyward” a step further by designing and building a telescope, observing and mapping the moon’s surface. His inventions and contributions included the thermometer, a hydrostatic balance, and an early understanding of gravity.

But while Galileo’s work as a mathematician and astronomer is well chronicled, it’s less widely appreciated that he investigated the mathematics of music composition and instrument construction. His early dream was

“

I wonder how many schools today would be able to identify the talents of a Da Vinci, much less nurture them.

to become a painter, and he was for a brief time an instructor at the Academy for Arts and Drawing in Florence.

Thanks to its persecution of his “heresy,” the Church is the standard villain in the telling of Galileo’s story.

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But how would Galileo fare today, in an era when our government repudiates and buries research pointing to the reality of climate change? Would his interrogation of orthodoxy be celebrated in an industrial revolution-era educational system that bears a striking resemblance to an assembly line?

How would our educational system support a student with his wide-ranging interests? Would he, like Da Vinci, be told to stop tinkering and start focusing on his SAT score, his curated college admissions resume, so that he could get into the right school and choose the right major?

V

“Every vision is a joke until the first man accomplishes it.”

—Robert Goddard Nearly 300 years after Galileo’s death, an American scientist named Robert Goddard made the audacious claim that it was viable to design and build a rocket that could reach the moon. The New York Times belittled Goddard’s theories as ludicrous, declared his ideas, “Absurd.

He . . . seems to lack the knowledge ladled out daily in high schools.”

Goddard’s first rocket launch in 1926 did little to rebut the skeptics. His rocket, launched in a cabbage field in Massachusetts, reached a less than impressive altitude of forty-nine feet.

But in 1937, he launched a rocket that reached an altitude of 9,000 feet in two seconds. In recognition of his pioneer-ing work, the first NASA research facility was christened the “Robert Goddard Space Flight Center” upon its opening in 1960.

Days after Neil Armstrong and the crew of Apollo 11 blasted off for the moon, The New York Times, citing “further investigation and experimentation,” published a retraction of their criticisms of Goddard nearly fifty years prior, stating, “The Times regrets the error.”

Fortunately, Goddard, Da Vinci, and Galileo’s ideas lived on, despite the

established experts’ efforts in varying degrees to ignore and discredit them.

And yet what is our confidence in our entrenched educational systems, both public and private, college and secondary, to recognize and nurture this generation’s version of Goddard, Da Vinci, and Galileo?

VI

“Pay no attention to the man behind the curtain.”

—The Wizard of Oz The field of education loves talking about innovation and disruption, but the reality is more talk than action.

What happens in most classrooms has more to do with the past than the present, much less the future. And for all the talk of educational reform, there are whole schools of education doubling down on the status quo of standardized curriculum designed presumably for standardized kids?

Although many independent schools are laudably wary of a “standardized mindset,” they’re still at risk of being

OUR PURPOSE

to do that. But solving problems is ultimately a reaction. What about action, especially creative action?

Given both the number of and complexity of the challenges and opportunities in the world they will inhabit and inherit, being able to “create something that should exist but doesn’t yet” is even more important.

What does it take to do that?

It takes the ability to synthesize ideas from seemingly disparate disciplines.

It takes the ability to speak clearly and to listen carefully.

It takes an ability to draw from the rational as well as the intuitive.

deferential to the educational establishment when it comes to deciding what traits we should be developing in our students and what our graduates need to be able to do successfully long after they leave our schools.

We should at least consider the possibility that elite college admissions criteria are driven by a preoccupation with “rank and reputation” rather than with identifying and inculcating the traits and talents that will actually prepare students for the challenges and opportunities of the future. The result is a tragic waste of human talent and human potential.

There are countless students who are insightful pattern thinkers; they think in pictures, not numbers. There are countless students who can design and build intricate creations, but who aren’t adept in expressing ideas on the written page. There are countless students who are inventive and brave, but who aren’t great at following instructions or working on a timeline.

And there are countless students with a deep emotional intelligence that brings

groups together, but who can’t read books as quickly as they read people.

Unfortunately, the potential of those countless students are too often discounted, and their capacity for meaningful achievement is discarded. Those very students who are dismissed might well be the people with the creative potential that will be the most important to successfully navigating the future.

VII

“It’s one thing to eliminate misalignments that exist but shouldn’t.

It’s another thing to create something that doesn’t yet exist but ought to.”

—Jim Collins I believe that what Collins is really getting at by calling out “eliminating misalignments” can be paraphrased as the importance of “being able to fix what’s broken.”

This rising generation will inherit no lack of “misalignments” or things that are broken and need fixing. Yes, we need to equip them with the tools

It takes an ability to accept responsibility as a part, and as an individual, while also accepting responsibility for the whole, and as a member of multiple communities.

What does that look like in concrete terms? At Seattle Academy, it looks like debaters who participate in robotics, soccer players who dance, scientists who thrive in the sculpture studio, and software developers who can paddle a kayak and can code.

It looks like biology teachers who are published poets, math teachers who competed as World Champion and Olympic athletes, sculptors who designed sustainable buildings, and history teachers who sang in rock bands.

It looks like a dynamic community that challenges students to question, imagine, and create in order to contribute boldly to a changing world. And it looks like a group of students, teachers, staff, and parents coming together, in October of 1983, to start a new school, one that didn’t yet exist, but that should. ☜

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We are proud and excited to share our new Mission Statement and Guiding Principles.

We believe that our mission anchors our shared and enduring commitments. We believe that our mission should be both audacious and actionable. We believe our mission honors the spirit infused in SAAS at its founding, while also allowing each of us to breathe life into the words and to shape the identity of the Seattle Academy community.

We’ve spent the last two years listening and talking, reading and writing, and dreaming and drafting. It is with great excitement we introduce a new Mission Statement that is grounded in who we have always been as a school and community.

Thanks to all the members of the SAAS community: faculty, staff, students, alumni, parents, and trustees, who contributed their thoughts and feedback to the revision process.

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OUR PURPOSE

College and Life

Culture of Performance

Inclusive Community

Know the Kid

SAAS prepares students for College and Life; we value c uriosity and innovation, participation and excellence, a nd exploration and resolve.

Our Culture of Performance f osters the integration of skills a nd knowledge, the ability to c ollaborate and take risks, and the capacity to confidently n avigate change and ambiguity.

We believe that an Inclusive Community embraces cultural a gility, civic action, and a broad definition of human potential.

Our commitment to Know the K id establishes the foundation f or healthy relationships, and nurtures a mutual respect for e ach individual’s strengths, challenges, and unique story.

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Equity & Inclusion in Action DANAE HOWE, ASSISTANT HEAD OF MIDDLE SCHOOL, AND TAYLOR KANEMORI, DIRECTOR OF EQUITY & INCLUSION

Taylor Kanemori (Director of Equity & Inclusion

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Danae Howe (Assistant Head of Middle School)

OUR PURPOSE

S

eattle Academy’s mission challenges our students to contribute boldly to a changing world. Change in our world will manifest itself in many ways—some that we can predict and some that we cannot. But one thing we do know is that the changing world our students will live and work in will keep becoming more and more diverse. In all aspects of the school program and life of the school, SAAS is working to teach the knowledge and skills that will allow students to contribute boldly to that world.

Young people today are already accustomed to connecting and engaging with each other throughout the world using a variety of media that makes connecting easier and more immediate than ever before. The school’s goal is to leverage that ability to connect into the ability to create an Inclusive Community, which is one of SAAS’s Guiding Principles.

SAAS believes that an Inclusive Community is one that embraces cultural agility, civic action, and a broad definition of human potential. Through many avenues, the school works to ensure that these competencies are developed at SAAS for students, faculty, staff, and families.

Here are highlights—especially from conferences for students, professional development for teachers, and parent education— from the 2018–2019 school year: AUGUST 2018 Faculty and staff started their Opening Days with thoughtful conversation and practices with Alison Park. Alison is the author of the “Rethinking Diversity” blog and the founder of Blink Consulting, which has collaborated with over ninety public and private schools, government organizations, and companies

nationwide, helping to create communities where youth and adults can thrive. Our faculty and staff engaged in conversations about setting norms and creating a common language around diversity among faculty, staff, and students, and they discussed the dynamic nature of identity. Park also focused on thinking through different perspectives and challenged each of our SAAS educators to plan with different perspectives in mind before presenting content to a group. The opportunity to move into the school year with new tools was extremely valuable, and as we debriefed, many faculty voiced that they felt empowered and driven to start the school year with focused intentions and plans.

DECEMBER 2018 A group of nine faculty and staff and six students attended the National Association of Independent Schools (NAIS) People of Color Conference (POCC) and the Student Diversity Leadership Conference (SDLC) in Nashville, TN. These two simultaneous conferences provided time for students and adults to connect with their peers and colleagues from the independent school community. They attended engaging sessions, heard from meaningful speakers like Lisa Ling and Marc Lamont Hill, and actively participated in affinity spaces based on their racial identity and their geographic location.

Upon returning from SDLC, the six Upper School students who attended the conference, along with three 7th grade girls, led SAAS’s annual all-school Martin Luther King, Jr. Assembly in January. The Middle School students shared personal statements and reflections on what King’s legacy meant to them, and the SDLC students each recognized their privileges and ended with a compelling call to action to continue to do better for each

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other and for ourselves. A rising senior, Lalia Pickett closed by saying, “Will you recognize the good things you have and do your part to save the world? The world needs every one of you. Talk to each other. Listen to each other to learn what’s wrong, what needs to be done, what you can do, and then do something!”

Parenting with Identity in Mind. A thoughtful group of parents attended and discussed patterns and cycles of children's identities of youth from both the majority and minority points of view. They considered how to support, not just recognize, their students through their different stages of development.

WINTER 2019 Middle School faculty, Lauren Johansen, Madeline Williams, and Lewis Maday-Travis, presented two after-school Equity Professional Development seminars to faculty, which explored how and why we as educators should speak up and take action “in the moment.” Participants practiced using tools for improving equity in classroom and advisory discussions and planned next steps for continuing the challenging work of meeting the needs of all students whom we serve, especially those from marginalized identities.

THROUGHOUT 2018–19 In order to share information and create space for discussions of equity, inclusion, and diversity, Taylor Kanemori, Director of Equity and Inclusion, and Danae Howe, Assistant Head of Middle School, provided weekly articles and relevant resources, and they held regular Equity and Inclusion Office Hours to provide focused time and space to discuss readings of any topics brought to the table.

There were many examples of equity, diversity, and inclusion lessons and conversations happening inside classrooms and advisory meetings as well. SAAS’s emphasis on Social Emotional Learning (SEL) also supports inclusivity, through its focus on self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. ☜

SPRING 2019 The Parent Education Committee hosted Rosetta Lee, a local educator and diversity consultant, who presented on

EQUITY AND INCLUSION EVENTS FOR THE 2019–2020 SCHOOL YEAR

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September 9, 2019: SAAS Families Committed to Diversity Night

December 4–7, 2019: NAIS People of Color Conference

January 21, 2020: Transracially Adopted Family Night

September 17, 2019: African Diaspora Affinity Evening

January 9, 2020: LGBTQ+ Affinity Evening

April 30, 2020: Asian/Pacific Islander Affinity Evening

October 8, 2019: Latinx Affinity Evening

January 21, 2020: First Nations Affinity Group

May 11, 2020: SAAS Families Committed to Diversity Night

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Our SAAS Strategic Plan MARI ANDERSON, CHIEF OPERATING OFFICER

T

he Strategic Planning Task Force, a special Board committee assembled to review and create the mission statement and strategic plan for our accreditation, has been navigating through a thoughtful process of intake, dialogue, and framing to design the SAAS Strategic Plan. This Board Task Force was led by David Sheppard (Board Chair), and included Brian Oseran (Facilities Committee Chair and Board Secretary), Marion Joh (Board Vice Chair), Donna Bellew (Immediate Past Chair), and Ryan McDevitt (Immediate Past Alumni Chair). All engaged in the SAAS tradition of discussion, debate, discernment, plus a respectful amount of challenging, in order to recommend the adoption of this plan to the full Board in May. Although a necessary activity in service of the accreditation process, the strong intention is that it not be a plan completed only as an accreditation task and “put on the shelf,” but that the plan will have a positive effect and impact on the school, be meaningful, and actionable.

To support that intention of putting the plan into action, David introduced the Task Force, Board Members, and our Senior Leadership Team to the concept of “Strategic

Doing.” Strategic Doing focuses on the principles, goals, and initiatives that are important for the school and what needs to be done to move them forward. A strategic plan that highlights “doing” provides clarity of the priorities and a road map for those responsible in executing the plan to follow.

It allows for initiatives to roll on and off the plan as it is responsive to the dynamic and changing nature of the school. Our Strategic Plan is iterative so declaring a timeline is less important than identifying what’s our next focus during this school year to make progress on a priority.

It was a refreshing process and not entrenched in the usual back and forth of “what’s a tactic vs. what’s a strategy” or debating over short, mid, or long term time boxes that in reality, tend to be changed over time. This is intended to be a dynamic, iterative, responsive, nimble, and agile plan which seems a direct fit for our SAAS culture!

We ask that you take a look for yourself at our SAAS strategies and see, as a SAAS community member, how you can contribute. We’re excited to be moving forward on this plan! ☜

“

Going through the strategic planning process put us in a great position to address some very important questions about SAAS, from the details of facilities needs to the 30,000 foot level questions of who we really are and what are our values. It was a great thought provoking process that yielded a great strategic doing roadmap.

—DAVID SHEPPARD Board Chair, Seattle Academy Board of Trustees, (Maya ‘23)

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Our Strategic Plan provides a framework for our priorities and initiatives in support of the SAAS Mission and Guiding Principles.

Our Mission & Strategic Guiding Principles Provide long-term purpose and high-level framing for our decisions, actions, and priorities.

Our Strategic Paths Focus on SAAS strategic priorities for progress on Innovative Programs, Engaged Leaders, Inclusive Community, and Dynamic Campus.

Our Strategic Initiatives Provide a Road Map as it identifies specific projects, priorities, and opportunities that helps guide decisions and resource allocation in the near term.

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OUR PURPOSE

Strategic Paths & Initiatives INNOVATIVE PROGRAMS

ENGAGED LEADERS

Strategic initiatives designed to engage students in preparation for a future of unprecedented change, challenge, and opportunity.

Strategic initiatives designed to attract and support mission-driven faculty/staff and further develop our leadership acumen at SAAS.

ENTREPRENEURSHIP & DESIGN, FINANCIAL LITERACY, COMPUTATIONAL THINKING, AND INNOVATION

OUR PEOPLE

Continue momentum and launch next phases of curriculum design, faculty recruiting/development, and space to support these programmatic advances.

ADAPTIVE FUTURE PROGRAMMING Anticipate needs for the future SAAS and align programmatic, talent, and space decisions accordingly.

INCREASE SUPPORT FOR PROGRAMMATIC ALTERNATIVES Differentiate curriculum and program offerings to support learners’ diverse challenges and aptitudes.

Focus on meaningful and competitive total rewards for faculty/staff engagement in a highly competitive market.

LEADERSHIP DEVELOPMENT Develop skills and leadership acumen of our people for personal and institutional growth and scalability of the school. Shape the Board structure, composition, and governance in service of the mission and strategic direction of SAAS.

EDUCATIONAL LEADERSHIP Advance opportunities of leadership in the wider national dialogue regarding education.

INCLUSIVE COMMUNITY

DYNAMIC CAMPUS

Strategic Initiatives designed to increase the access to and impact of a SAAS education. Our SAAS home is on one block; our impact is global.

Strategic initiatives designed to focus our campus, real estate, and facilities decisions to support future programming needs.

CREATIVE PARTNERSHIPS

Create a centering, collaborative, innovative space through purposeful and intentional real estate and facilities decisions.

HOME OF THE UPPER SCHOOL Pursue, engage, and expand strategic public/private relationships for mutually beneficial educational partnerships and place-based service learning opportunities in local, national, and international communities.

PHYSICAL SPACES Increase access to quality physical/athletic/arts spaces to support participation and excellence and our community strategy.

SAAS COMMUNITY Attract and support a diverse SAAS population of students, faculty, staff, and families characteristic of a broad and dynamic community.

ADAPTIVE SPACE TO SUPPORT FUTURE PROGRAMMING Anticipate needs for the future SAAS and align space decisions accordingly. Pursue and maintain relationships to support our future space objectives.

ACCESSIBILITY Expand enabling logistical and programmatic options to encourage and support an increasingly diverse student population.

Continue and build upon momentum of 15% financial aid level achieved in 2019/2020 financial awards.

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SAAS SENIOR LEADERSHIP TEAM WE’RE EXCITED TO INTRODUCE YOU TO THE

The SAAS Senior Leadership Team is tasked with moving the school’s strategy and initiatives forward across multiple functional areas and navigating through high priority “things in the moment” that the school is facing. You will recognize some of this team as long-term members of the SAAS community who are taking on new and expanded leadership roles and others, newer to this team and the school, are bringing knowledge and experience that, when joining the others, can help SAAS achieve our strategy, mission, and guiding principles.

Lauri Conner aka “Conner” Assistant Head of School—Upper School What’s the most exciting part of the SAAS mission for you?

I love the commitment to “imagine and contribute to a changing world.” When we work with students, we get to push their thinking to get them to focus on what it means to be ready for the world they are about to enter. It’s about being able to look at an issue through multiple lenses, see beyond oneself and really imagine how we, as individuals, and a community can make a difference in other people’s lives.

What advice do you have for a new family member to SAAS? Trust us in partnership. While we might not talk about them explicitly all the time, we navigate each day through our core values as they are the foundation of everything that we do. When we ask you to join us in partnership, we really mean it and need the exchange of information, ideas, and support. “Ask for help” is one of the four things we tell kids to do throughout their experience at SAAS, and in our desire for partnership with you, we’re extending that to our relationship with the family as well.

What is your SAAS role elevator speech? (How do you explain what you do to others in a couple of sentences or less?)

I am the Assistant Head of School focusing on all that is the Upper School.

I work in conjunction with faculty, staff, administration, families, students, and any others that can help make the Upper School student experience a positive one.

Anything about your life’s story you think is unique, would like to share, makes you who you are?

I think most certainly the impact of my parents, but also if you would have asked my high school teachers where I would be right now, in education would not be one of their answers. Because of my own experiences through high school, and learning about, understanding, and experiencing some of the difficulties my parents have had in navigating the world, that combination of stuff gets me to who I am. For my folks, to come out of the south, and in particular from Mississippi, and go through some pretty horrendous things but still to raise their kids to be open to a variety of things is pretty incredible to me. They were advocates of kids in our neighborhood and beyond in ways

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I am only beginning to understand. My mother, who at the age of 60, opened a daycare and ran it for twenty years because she believed that every kid should know what family feels like and how fun learning can be. Because of that upbringing, I feel alignment with our core values of working with students at SAAS. My dad would say that your integrity and your word is everything—and if you compromised one, you most certainly have compromised the other—I believe that.

What book is on your night stand?

There are lots of magazines on my nightstand right now including The Atlantic, The Sun and Poets & Writers. A novel I have on my nightstand is There, There by Tommy Orange, and a poetry collection by Danez Smith, Don’t Call Us Dead.

I gravitate toward books that interrupt. We need to understand interruption so that we can identify it when it happens or, more importantly, so we understand when we need to do it.

What innovation/invention/discovery excites you right now?

While I love electronics and gadgets, the innovation that interests me the most is innovation around education, the power of the story, and around writing poetry.

Who gives you leadership inspiration in your role?

My father. He taught me the importance of leading with both the head and the heart.

You can’t lead well without the combination because the heart will stop you from being too harsh and the head will stop you from getting into trouble when the heart has had its say.

OUR LEADERSHIP

Lauri Conner aka Conner (Assistant Head of School—Upper School)

Mike Haykin (Assistant Head of School—Middle School)

Mike Haykin Assistant Head of School—Middle School What’s the most exciting part of the SAAS mission for you?

Kids today will have to solve extremely complex issues. Students enter today's world challenged by climate change, globalism, mass migration, population growth, and an array of problems that only seem to be growing. The critical need to prepare students to be creators and participants in change is captured in the Mission. So, the emphasis on "contributing boldly to a changing world" is critically important for students more now than ever in my lifetime. And it is important for our world.

What advice do you have for a new family member to SAAS? Reach out and get to know the parents and the faculty and staff at Seattle Academy.

The community is full of incredible people and incredible resources.

What is your SAAS role elevator speech? (How do you explain what you do to others in a couple of sentences or less?)

I am one of three Assistant Heads at SAAS. My role focuses on strengthening and supporting the Middle School and Learning Support Leadership Teams so that we all collectively and continuously work toward living the school mission, guiding principles, and values of the school. I collaborate with the Senior Leadership Team to help keep SAAS a community that is

constantly focused on serving the best interests of the students and at the same time supports the staff, faculty, and parents within our community.

Anything about your life’s story you think is unique, would like to share, makes you who you are?

My own struggles as a kid and my adult work experience with kids K–12 and beyond has given me a sense of optimism for what is possible. I have been fortunate to have mentors throughout my life that helped me see and attain possibilities and opportunities. My experiences as an educator and a parent has taught me that over an arc of time, strengths matter far more than challenges and a healthy community can help kids to transcend limitations both real and perceived.

What book is on your night stand?

The Feather Thief, a great non-fiction intersection between a bizarre theft and fly tying.

What innovation/invention/discovery excites you right now?

The work that is being done with neural transplants has captured my interest for years. The potential to augment the brain is rich with opportunities, ethical challenges, and threat.

Who gives you leadership inspiration in your role?

The kids, parents, and faculty are a constant source of inspiration. Kids are growing and changing every day. Being a small part of a student’s journey has fed me throughout my career. Parents and teachers’ investment in their kids and their education is a constant source of fuel for my soul.

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SEATTLE ACADEMY

Evan Hundley

Doug Ambach

Assistant Head of School—Curriculum

Chief Financial Officer (CFO)

What’s the most exciting part of the SAAS mission for you?

The boldness of the mission and the boldness of the students and faculty here at SAAS is what excites me. There are a wide variety of students that come to SAAS with different strengths and challenges and to see them take the risks they do in all of their classes, in front of others, that’s bold.

It all starts with the confidence the students develop over time that helps them become bolder year after year.

What’s the most exciting part of the SAAS mission for you?

The recognition that we live in a changing world is exciting to me. The new mission statement doesn’t change the school.

It’s changing the words to match the school and how we’ve been aligning our programs with the world around us.

What advice do you have for a new family member to SAAS? Be flexible to your child’s desire to change and grow. The first time you come to SAAS, maybe as a 6th grade parent, you’re exploring and starting to understand all the different opportunities SAAS has to offer. If you come in with only one vision of what your child can be, you will be missing out on some things that you never thought possible. Set aside time each night to sit down and ask your child, “what is something new you discovered today?”

What is your SAAS role elevator speech? (How do you explain what you do to others in a couple of sentences or less?)

In my role as the Assistant Head of School- Curriculum, I want to be an inspiration for the teachers at SAAS and be a source of information that can motivate them. I’m a listening ear for new ideas, make sure faculty take the time to take care of their health when things get really busy, and help them reach their goals, whatever they may be.

Anything about your life’s story you think is unique, would like to share, makes you who you are?

I was a walk on tennis player in college after playing a few years at Lincoln High School. The coach was not optimistic about my chances initially to make the team. I asked for a thirty-minute lesson from him and showed up in jeans on the court on November 1 in the cold in Walla Walla. After one lesson not only did I make the tennis team, I realized that I wanted to teach tennis for the rest of my life. I have taught tennis every year since my freshman year in college and went on to become a USPTA Certified Teaching Pro. What book is on your night stand?

Over the summer, I read a lot of "mind candy” or detective books.

Otherwise, I fill my reading time with books on coaching, mental toughness training, and ways to motivate people to help fulfill their dreams.

What innovation/invention/discovery excites you right now?

What excites me is anything and everything that involves progressions in sports science, measuring athlete performance, and the physics of it.

Who gives you leadership inspiration in your role?

Working with this fabulous staff at SAAS and the love everyone has for this community provides all the inspiration I need in my new role at SAAS, and I am truly fortunate to be a part of this community, too.

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What advice do you have for a new family member to SAAS? Encourage your kids to participate in as many clubs and activities in the early years, and let them decide how they focus in the later years. When you’re going through the Admissions process as a parent, look for what the school does to support the whole family and not just the kid while making sure that the school has what your kid is interested in and not just what you may be interested in. Assume that your kid will be interested in different things than you may be interested in.

What is your SAAS role elevator speech? (How do you explain what you do to others in a couple of sentences or less?)

I’m lucky. If you tell people CFO, that’s pretty understandable.

That’s a short elevator speech. My previous roles were not as understandable from the outside as I’ve had fifteen jobs during my time at SAAS. I love the variety of challenges and working in a school. Teachers, on the whole, are always thinking about ideas and communicating about ideas. I may not be in a classroom that spends time talking about the American Revolution, but I work with people.

Anything about your life’s story you think is unique, would like to share, makes you who you are?

I grew up in an education family. My siblings work in schools; my father was in education; my grandmother ran a school; her sisters were involved in education; I met my wife when we were both teachers.

What book is on your night stand?

Right now, Infinite Powers: How Calculus Reveals the Secrets of the Universe is on my nightstand. Why? Because it’s about the history of calculus. If I’m on a lounge chair in Puerto Vallarta, I’ll read things my kids are reading.

What innovation/invention/discovery excites you right now?

I’m intrigued with all the robots that we’re sending out into the solar system. Cosmology is one of my favorite subjects. The more you understand about the solar system, the more you know about how the universe works. Also all of the discoveries and research surrounding gravitational waves helping us figure out how the universe was formed and responds.

Who gives you leadership inspiration in your role?

In terms of education leadership, definitely my father.

The list of policy reforms he pushed through at the state and federal levels is long.

OUR LEADERSHIP

Mari Anderson Chief Operating Officer (COO) What’s the most exciting part of the SAAS mission for you?

Having the opportunity to witness our SAAS community and for me to be able to participate in bringing the mission to life is very special. It is actionpacked, compelling, and to have it end with the commitment “to contribute boldly to a changing world” shows a purposefulness and resolve for us to make a positive difference. I love the feeling you get after you read, say, and see our mission happening.

Evan Hundley (Assistant Head of School—Curriculum)

What advice do you have for a new family member to SAAS? Be open to the possibilities for your kid and your family at SAAS. There are many connections to be made and relationships to build over the years at SAAS. You don’t have to be in everything or at every event but encourage your kid to try new interests through clubs, activities, and curriculum, and the connections will grow as a result. Hopefully, these positive relationships will endure long after SAAS. What is your SAAS role elevator speech? (How do you explain what you do to others in a couple of sentences or less?)

I lead the operations teams of admissions, marketing/communications, facilities, human resources, safety and security, and transportation—basically, the non-finance, non-technology, non-teaching sides of operations for the school.

Anything about your life’s story you think is unique, would like to share, makes you who you are?

I was raised by a very community service-oriented family with a strong work ethic. As a Kansas farm girl, if there was still light or time left in the day, the question was posed of what I could be doing to support the family, the farm, the neighbors, the community, the team, etc. I try to bring that sense of responsibility to others that I saw around me growing up into my life today.

Doug Ambach (Chief Financial Officer)

What book is on your night stand?

There are a couple of books on my nightstand. I just finished Sapiens: The History of Humankind which navigates human evolution, migration, and culture and will soon start Bad Blood: Secrets and Lies in a Silicon Valley Startup. My daughter recommended both and is usually a great source for a “thought-provoking read.”

What innovation/invention/discovery excites you right now?

I’m very excited about the first ever distribution of a malaria vaccine in Homa Bay County, Kenya. This vaccine has been the result of a variety of collaborators over many years to eradicate (yes, the “e” word) this disease that impacts the livelihoods, economies, communities, and basic human health in remote, and often under-served, areas around the world. Also, I’m very excited about the use of drone technology in the delivery of health care to last mile communities around the world . . . vaccines, blood supplies, medications, etc.

Who gives you leadership inspiration in your role?

I’m currently so inspired by the youth taking the lead and making a stand on issues like climate change, gun control, corruption, and basic human rights. ☜

Mari Anderson (Chief Operating Officer) VOL. 18 | 2019

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SEATTLE ACADEMY

WELCOME our new 2019-2020 Trustees

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RICK CANTU (Riley ‘24 and Jaden’21) Rick is Co-Founder of Redapt, Inc. and serves as its Chief Executive Officer and President. He has more than seventeen years of experience in the technology industry and has a deep understanding of business development and entrepreneurial knowledge, successfully leading the overall direction of the company. Originally from the greater Seattle area, he began his career at Apex Computer Technology. He previously held partial ownership and a board position with the Seattle Sounders from 2001 to 2008. During this time, he was instrumental in bringing the Real Madrid game to Seattle. He holds an advisory role with Rezin Sports Marketing. Rick is a member of the Entrepreneurial Organization, Northwest Minority Business Council, and National Minority Business Council, as well as the Association of Service and Computer Dealers International.

OUR LEADERSHIP

KAMILA KENNEDY

DARRYL RAWLINGS

(Luca ‘21)

(Bennett ‘25 and Sam ‘23)

As a native of Brazil, Kamila appreciates the growing diversity of the Pacific Northwest. She has lived in Seattle for twenty years, with personal experience of neighborhoods in the North End, Eastside, and West Seattle.

She is a big believer in giving back to her community and an ardent supporter of local non-profits such as Westside Baby, Food Banks, Saint Vincent de Paul, and the Fulcrum Foundation. Throughout her career she has demonstrated great expertise in engaging teams, connecting people, and organizing complex projects. People describe her as outgoing, energetic, reliable, trustworthy, resourceful, and loyal. She is passionate about homes and people.

A native of Vancouver, Canada, Darryl spent his early twenties traveling to over fifty countries selling emerging technologies to cellular providers. In the nineties, Mr. Rawlings started a cigar company selling both online and retail with products in bars, restaurants, and golf courses across British Columbia and Alberta. Darryl sold his cigar business in 1999 and used the proceeds to launch Trupanion, a pet insurance company. As founder and CEO of Trupanion, he draws on a passion to ensure the health and welfare of animals.

At its core, Trupanion is dedicated to removing the cost barrier so that veterinarians may provide the top level of care needed to fully serve pets and their families. Trupanion achieves this by covering 90% of veterinary costs on eligible claims and by offering unlimited lifetime coverage for pets. In 2005, Darryl expanded Trupanion to the U.S. The Rawlings family relocated to Seattle in 2007, and a Trupanion office was opened in Ballard.

Trupanion went public in 2014 and opened its Georgetown offices in 2016. Darryl enjoys sailing with his wife and their two young sons. He is also an avid fan of surfing and hockey.

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SEATTLE ACADEMY

ARAVIND SWAMINATHAN (Nik ‘24) Aravind Swaminathan is a leading cybersecurity and data privacy lawyer, and is the Global Co-chair of Orrick’s internationally recognized cyber, privacy, and data innovation practice group.

Aravind has been instrumental in growing this practice area within the firm with a focus on women and minority attorneys. He was recently named a 2018 Rainmaker by the Minority Corporate Counsel Association and is one of four lawyers ranked nationally by Chambers USA in the category of Privacy and Cybersecurity Litigation. Aravind was formerly a federal cyber and complex crimes prosecutor as an Assistant United States Attorney. In this role, he investigated and prosecuted a broad array of cybercrime cases, including hacking, phishing, trade secrets theft, click fraud, cyber threats, and identity theft, as well as a number of complex fraud cases.

Aravind also serves as the Chair of The Valley School. Aravind and his wife, Sarah C. Johnson, a partner at the Pacifica Law Group, have three children with one student in 8th grade at SAAS. Aravind studied biology as an undergraduate at Cornell University and then taught high school math, science, and computer science before deciding to go to law school at Boston University.

2019–20 BOARD OF TRUSTEES OFFICERS ———

CHAIR DAVID SHEPPARD (Maya ’23)

VICE CHAIR MARIAN JOH (Ellis ’20, Ethan ’22, Ava ’23)

SECRETARY BRIAN OSERAN ’96 TREASURER BRIAN LANGSTRAAT (Beck ’23)

IMMEDIATE PAST CHAIR DONNA BELLEW (Evie ’15, John ’18, Helen ’21)

2019–20 SEATTLE ACADEMY TRUSTEES ———

CATHERINE ALLCHIN (Julian ’21)

SUNG YANG

STAN BATY

(Sophie ‘24)

(Calder ’24)

Sung is a Seattle civic activist and principal consultant for Pacific Public Affairs (PPA), Seattle’s leading lobbying firm focused on advancing business interests with local governments including Seattle and King County. Sung was a leading lobbyist for PPA and was instrumental in PPA’s management of the Seattle NHL’s bid. In his capacity for PPA, he serves as emergency communication management for his clients. Prior to working in the private sector, Mr. Yang spent over twenty years working for local government leaders and agencies. He’s been on the frontline of both civic projects (Sound Transit) and community agenda projects (affordable housing). His passion for Seattle civic and community development is clearly expressed in his volunteer work. He was a commissioner for the Seattle Sports Commission and a long-serving board member of the Wing Luke Museum (2005-2017). Sung has also advocated for marginalized communities through his board leadership at Asian Counseling and Referral Services (ACRS). He’s the president of the Seattle Center Foundation and the chair-elect of the ArtsFund.

LYNN HUBBARD (Samuel Turschman ’21)

JIM HUGHES (Peter ’22)

KAMILA KENNEDY (Luca ’21)

TIESA MCELROY ’09 MIKE MYINT (Emily ’22, Sophia ’24)

TRACY NEWMAN (Savy Cockrill ’23, Dashiel Cockrill ’25)

MARY PEMBROKE PERLIN (Adam ’18, Theo ’20)

SHARON PERLIN (Liat ’13, Amit ’15, Maital ’23)

KAYLEY RUNSTAD SWAN (Kate Swan ’16, Leo Swan ’18, Savannah Westra ’19, Anders Westra ’22)

AARON STRAUSS ’03 22

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OUR PILLARS

The core of Seattle Academy's programmatic vision is the collection of student learning delivered through pillars of Academics, Arts, Athletics, Outdoor & Travel, and Service experiences. Requirements and elective options throughout the pillars ensure that students participate and engage in each of these major areas. In addition, student life opportunities abound, so that students who find a passion in a specific arena can explore it further.

In each of these areas, students learn to conceive and create, collaborate and evaluate; they get to fail early and fail often; and they learn from their failures as well as their successes. Each area provides students with opportunities, both inside and outside the classroom, that foster both personal growth (by developing inner resources and greater self-awareness) and a global perspective (by developing an awareness of the connections linking people to each other and to their environments). By challenging students to question, imagine, and create in order to contribute boldly, the pillars allow students to go beyond anyone’s preconceived notions of who they are and who they might be.

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SEATTLE ACADEMY

Financial Literacy Imperative ¡ Lysie Taylor, Dean of Innovations

With little to no financial education provided in their school systems, most students don’t have a plan to pay for college outside of student loans, don’t understand taxes when they land their first job, and don’t know how to budget when they secure their first apartment. Not surprisingly, according to a recent survey by the Financial Industry Regulatory Authority, 76% of Millenials were unable to answer simple financial questions.

Alan Greenspan, American economist and Chair of the Federal Reserve from 1987 to 2006, says “The number one problem in today’s generation and economy is the lack of financial literacy.”

In the U.S., it is imperative that we start educating our young adults in a way that allows them to be financially independent and confident in the world.

By incorporating a Financial Literacy program into the curriculum, SAAS hopes to give students the tools they need to make good financial decisions.

Whether this means getting a job their senior year, investing money, or saving for retirement, our hope is that graduates will be well-informed and well-equipped to make the right financial decisions for themselves and their families.

Throughout the SAAS curriculum, students explore real-life scenarios through projects

which bolster the financial knowledge and skills that they will use throughout their lives. In these courses, students learn the power of financial planning, how to create effective budgets, and how to make wise decisions about savings, spending, and debt. They are introduced to the time value of money, through lessons on investing and compound interest, and learn about how credit cards, mortgages, and stocks fit into this picture.

Each topic is framed through case study work and discussions about financial principles and ethics.

In the trimester-long 8th grade Financial Literacy course, at the same time that students learn about budgeting, savings, spending, and debt, they also take the time to engage in deep discussions about how socioeconomic inequalities play a role in each of these topics. This offers Middle School students invaluable insight into the bigger picture of financial independence and encourages students to understand socioeconomic issues through a variety of lenses.

In the 10th grade Financial Literacy class, sophomores work through complex case studies and dig deeper into financial decision-making.

Some of the case studies that students encountered this year were purchasing their first car, paying for

“In the U.S., it is imperative that we start educating our young adults in a way that allows them to be financially independent and confident in the world.”

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college, and selecting a job. Using evidence and data collected throughout each project, they defended their decisions for each case in front of an audience.

Part of SAAS’s graduation requirement is that all students will take one additional Financial Literacy course in either the 11th or 12th grade. They currently have the opportunity to take additional courses in Personal Finance or Investments, each class giving them the opportunity to apply what they’ve learned in their core courses to more complex financial problems. Our ultimate goal is that each student will leave SAAS as a responsible financial citizen with a strong foundation of competency, possessing the tools to further explore and understand their financial choices. ☜

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SEATTLE ACADEMY

Fostering Skills for the Future Entrepreneurship & Design ¡

Lysie Taylor, Dean of Innovations

“If I had an hour to solve a problem I'd spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.”

—Albert Einstein

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What technological and societal trends will confront our students throughout their lives, and how do we give them the best tools to navigate and solve the problems of tomorrow?

With an ever-expanding set of complex issues facing them on a global level, the need for students to create and innovate sustainable solutions is greater than ever before.

While we can’t predict the exact challenges of the future, SAAS has crafted new initiatives and graduation requirements to develop in our students the agility to adapt to an ever-changing world and workplace. According to the World Economic Forum, key skills needed to succeed in the workforce today are complex problem solving, people management, emotional intelligence, judgment and decision making, service orientation, negotiation, and cognitive flexibility. These skills are vital in the workplace, for personal growth, and for developing as a well-rounded global citizen.

Through the Entrepreneurship & Design curriculum, SAAS has developed classes to foster these skills in a dynamic and hands-on environment. These are multidisciplinary courses that focus on developing creativity, collaboration, and complex problem-solving.

In the Middle School, all 6th and 7th graders take trimeter-long Innovations courses, where they go through the design thinking process step by step to creatively solve problems and develop new ideas.

In the 6th grade course, students focus on solving a problem for a society of their choosing whether

that society is on Mars or in ancient Hawaii. They examine the components of a civilization and identify key issues that they can tackle through the design thinking process. One of the highlighted projects in the 7th grade is the Gift Project where students interview a friend or family member who is experiencing an obstacle in their daily life, and they develop a product or solution that will improve their life. For both grades, students learn hard skills such as soldering, laser cutting, 3D printing, and designing with CAD software.

In the Upper School, all 10th grade students take a core Innovations course that helps them better understand themselves in order to improve the ways in which they work with others and overcome obstacles. Students learn to use constraints to their advantage in their final project, which culminates in the design and 3D printing of a tiny house for a member of society in need. The activity requires students to think about their customers, short-term and long-term impacts, potential risks, and resource management.

Electives such as Entrepreneurial Leadership, Sustainability, Disruptive Innovation, and Prototyping are offered for upperclassmen, allowing juniors and seniors to explore further the basic concepts from earlier courses. In order to enrich these courses, local innovators and entrepreneurs are frequently guest lecturers and judges for student work. This exposure to highly talented professionals gives students real-life perspective and valuable feedback on their ideas. The skills

OUR PILLARS

developed throughout the curriculum enables students to assess the opportunities and initiate the changes that will better their communities.

SAAS’s Entrepreneurship & Design program defines success as creating a positive value or impact in one’s world. “Try not to become a man of success,” Albert Einstein said. “Rather, become a man of value.” Design thinking, overcoming challenges, and a service mindset are inherently linked to entrepreneurship at SAAS. All of these concepts are woven into the curriculum at every level.

Entrepreneurship & Design at SAAS is a fluid and ever-evolving program that integrates cutting-edge technologies and methodologies. Just as our curriculum teaches our students agility, our courses will continue to adapt so that our current students are prepared to be bold contributors in the world. ☜

“The skills developed throughout the curriculum will enable students to assess opportunity and initiate change that will better their community.”

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SEATTLE ACADEMY

Deconstructing the World Around Us:

Computational Thinking & Artificial Intelligence ¡

Willy Felton, Dean of STEM

At SAAS, we often look at the traditional subjects that have permeated education and ask “Why are they traditional?” and “Should they still permeate the curriculum?” If topics and goals for today's kids were made sixty years ago, should we assume that they still hold true? It is with these questions in mind that SAAS took on exploring the new course areas now being taught from 6th to 12th grades. Among these new initiatives is the creation of our Computational Thinking courses, taught at the 6th, 8th, 10th grade levels, with more electives offered. SAAS did not just make an elective of a cool new thing; we are trying to make a well-formed educational experience that spans a student’s whole development in school.

What is Computational Thinking? A pioneer of computer science, Edsger W. Dijkstra, once wrote that computer science is as much about computers as astronomy is about telescopes. We take this mantra to heart at SAAS and look at Computational Thinking as ways of thinking, breaking down problems, and finding patterns in order to make repeatable, detailed algorithms that solve problems.

These methods do not have to revolve around a screen. Computational Thinking is a way of deconstructing the world around us so that we can understand the inner workings of a problem or system.

For example, in the current discussion about how people vote and how they interact with their voting machines, there are as many questions as answers.

What parts of human behavior can lead to mistakes in voting? How can voting systems be designed to mitigate these problems? In deconstructing this

problem to see how the systems work, experts study patterns in good systems and bad ones, and then processes or algorithms are developed to solve the problems that have been identified. Some of these solutions might involve the hardware or software of computers, but the understanding of the problems and solutions is a good example of computational thinking. In a case like voting systems, there are many other factors and sciences involved, such as human psychology, which is why we believe that our graduates must be empowered with applicable and well-developed skills that will serve them in any area of study they choose.

The Computational Thinking courses at SAAS give age-appropriate exposure to programming, hardware organization, logical statements, and artificial intelligence (AI). It is in AI that we see the largest area of growth and potential for forward-looking educational experiences that are rare in the high school arena. It is clear that the implementation of machine learning and artificial intelligence is changing the face of many industries.

These are no longer topics that live on the fringes of business and science but are being implemented daily across the current landscape of many fields.

SAAS believes that students need to understand the scientific and ethical backgrounds of these systems and how they affect our lives. This past year, students in the Upper School were offered a machine learning course that explored how machine learning is being used, and they discussed where those advances might take us in the future.

Students coded their own algorithms to learn

“It is in AI that we see the largest area of growth and potential for forward-looking educational experiences that are rare in the high school arena.”

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OUR PILLARS

Willy Felton, Dean of STEM

how to play tic-tac-toe while also discovering how companies are building systems that can anticipate, learn, and adapt to industry and customer needs.

The Middle School’s 6th and 8th grade Computational Thinking courses expose students to a wide range of topics that are developmentally appropriate, and students are able to access these topics regardless of their previous experience with computers. In the 6th grade, students make fully functional games using block coding; they design and dream up big goals, and then the coding requires them to navigate the details of moving objects on a screen and take into account all possible events that happen during the gameplay. 8th graders explore coding through art using languages such as Python and Javascript.

The students see how binary numbers lead to colors, which lead to pictures; and if you make enough moving pictures, you have a movie.

We believe students need to understand where we are in the computer revolution, how we got here, and the choices that were made in the process. We call this “deconstructing our digital world.” In order for kids to live in the future where vastly complex systems interact seamlessly (or not) with humans and our needs, SAAS is helping our students with the historical, scientific, ethical, and technical knowledge that will help them question, create, and contribute boldly to the changing world in which they live. ☜

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SEATTLE ACADEMY

Not Another Health Class . . . ¡ Lauri Conner, Assistant Head of School: Upper School

At the beginning of the 2018-2019 school year, a student approached a few of us on the Upper School leadership team and asked why she had to take “yet another Health class” and wondered if there was some way she could get around this credit. That question required a long answer, so I said, “Let’s talk at the end of the tri to see how it goes.” And with a nod, she was off.

We never had the meeting at the end of the term because the student found us three weeks into the trimester to say that Health was her favorite class. At that moment it became clear to me that the new Health curriculum was not only solid in content, but it also captured students where they were in a manner that allowed them to be a part of the process.

The purpose of Seattle Academy’s Health curriculum is to inform and promote understanding of emotional, social, and physical health issues, as well as to expand student understanding of the social sciences. We want students to understand their own decision-making process, to recognize the impact that their decisions have on their individual health, and to explore the many ways their decisions impact the communities in which they exist. Mission accomplished!

With Jillian Wagner at the helm in the Middle School and Hannah Gorman in the Upper School, the Health curriculum has a scope and sequence for students in grades 6 through 9. Students take a single-trimester health class four years in a row, and courses explore current issues in health education and introduce students to

major health theories, concepts that surround disease prevention, and the basic foundations for healthy relationships. Since students' questions and experiences about health, peer relationships, and sexuality are different each year, having a Health curriculum that is specific to each grade level encourages students to understand and advocate for their own health needs.

Topics covered in 6th grade include the Digestive System and Nutrition, Body Image, Healthy Relationships, and Sex Ed (Reproductive System Structure and Function, Puberty, Gender Identity, Reproduction, and Sexual Health). In 7th grade, the students continue their studies on Healthy Relationships and Sex Ed (reviewing the 6th grade topics and learning about Pregnancy) as well as learn about the Immune System and Disease Prevention, the Cardiovascular System, and Mindfulness. They even receive CPR and AED training. Our 8th grade curriculum covers the Nervous System, Substance Use, Mental Health, and again reinforces the importance of Healthy Relationships. There is also a Sex Ed component in this grade which includes the topic of Consent. Material in the Middle School classes is presented through a variety of means including guided discussions, books, videos, written reflection, role playing, research projects, building models, guest speakers, and case studies.

In an Upper School class on any given day, students are engaged in class discussions, games, and role-playing activities. A Health class in the Upper School looks something like this:

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Everyone has a brown bag with different colored Skittles. Students have to engage in a conversation with all of their peers in the class, exchange Skittles, and then count how many of each color they have.

Hannah then informs the students what each color represents, assigns points to each, and instructs them whether to add points or subtract them. Each color represents things outside of their control or within their control.

When the points are totaled, a conversation about managing stress begins, and students begin to talk about how they manage homework overload, sports, friend groups, and parental pressures.

There is a lull in the conversation because all the students understand the pressures of being an adolescent, and then Hannah asks the magic question: “So how do you cope?”

Another round of voices begins as students share their coping skills with each other. And then Hannah asks the follow up: “How do you communicate that to friends and families?”

And the role-playing begins.

Some students play the role of a parent, others are themselves, practicing on each other so that when they have to have a real conversation, they know how to do it.

This is muscle memory. And the 9th grade students are asking questions that are pertinent to their lives at the moment. But it doesn’t stop there. Last May, as faculty advisor to the Suicide Prevention and Awareness Advisory Council, Hannah worked with a student-led group to put on a special Health Week.

Health Week had a health-related activity every day and allowed students to participate in ways they felt most comfortable. The group put on the week to bridge the gap between wellness and mental health. Throughout the week the Advisory Council led a Suicide Prevention presentation and had stress release rooms where students watched shows like The Office and Parks and Recreation.

Students also hosted a panel of mental health professionals who answered student questions.

In 2019-20 the same student group will expand the program and hold three Health Weeks through the year, with the focus on Mental Health, Substance Abuse Prevention, and Sexual Health, providing students with additional ways to engage around important topics that directly affect them. ☜

Hannah Gorman, Health Faculty

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SEATTLE ACADEMY

SENIOR PROJECTS RICK DUPREE, DIRECTOR OF COMMUNITY PARTNERSHIPS

S

eattle Academy’s Senior Project Program is well into its second decade. Each Spring seniors participate in a five-week internship program with local and national organizations. This is their final culminating project. The student develops a service or program designed to fill an unmet need for an organization. Participating organizations often benefit from skills that our students have as well as gain a unique point of view of a high school student. A primary program goal is to help our students gain market-place job experience by applying their education, experience, and problemsolving skills in a real-world environment.

We placed a record 135 students in career fields including but not limited to the arts, architecture, and agriculture to global health, science, and technology. Our students worked approximately 20 hours per week and often continue beyond the five weeks, sometimes in a paid capacity.

By the numbers, 92% of our site survey respondents said they are willing to mentor again. On a scale of 1–10 with 10 being the highest rating, 96% of the sites rated our students eight or better when asked if they were satisfied with the quality of the work performed. Over 45% of our site survey respondents offered internship extensions to our students.

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OUR PROGRAMS

Among the 2019 program highlights highlights. Estelle’s project focused on were three students, Brandon Burke, a market analysis for Marine Induced Sam Ziven, and Ezra Magaram that Polarization, which included investigatworked at F5 Networks, a global ing industries where the technology is company that specializes in application potentially applicable, the economics services and application delivery around current methods of target networking. The SAAS team focused material delineation, and the potential on developing a marketing campaign to economic impact of the introduction reach students and create awareness of Marine IP to those industries. Corey about the importance of cybersecurity. did his project with Brian Fauska, the Natalie Parker Technical Director worked with local at the Seattle film director, and Repertory Theatre.

We placed a record SAAS parent, SJ His focus was Chiro on her new troubleshooting, 135 students film project, East redesigning, and of the Mountains, installing the in career fields… starring Mira control system Sorvino and computer and Tom Skerritt. interface for the And four students—Ella Kodjababian, theatre’s CNC router table. Essentially, Leo Faury, Isaac Lamont, and Oscar he worked to ensure that the router Zorn—teamed up to do a project at local technology was in place to create rapper Raz Simone’s business arm, the theatre’s actual sets based on the Black Umbrella. The group provided set designs for each production. support on a number of projects and The projects concluded with a packed launches for Raz, but the highlight “Senior Project Presentation Night” in was working with Raz’s team to start the new Middle School attended by Black Umbrella’s new community parents, site representatives, faculty, farm that included a full day of work staff, mentors, and friends. The night helping to unload soil in the space. provided students an opportunity Estelle Stedman and Corey Wood to confidently share and showcase shared their experiences with staff and their experience in the true sense of faculty at year-end meetings, which our Culture of Performance. ☜ turned out to be among the meeting

RECENT SENIOR PROJECT HOSTING ORGANIZATIONS: Allen Institute of Brain Science Bellevue Art Museum Bill and Melinda Gates Foundation The Boeing Company Center for Infectious Disease Research Dale Chihuly Studio MoPop: Museum of Pop Culture

Fred Hutchison Cancer Research Center F5 Networks Intiman Theatre K2 Sports King County Superior Court Macklemore LLC Microsoft Planned Parenthood Russell Investments

Seattle Aquarium Seattle Art Museum Seattle Mariners Seattle Sounders FC Smith Barney Swedish Medical Center Cancer Institute United States Congress University of Washington Burke Museum

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SEATTLE ACADEMY

SEATTLE CHALLENGE RICK DUPREE, DIRECTOR OF COMMUNITY PARTNERSHIPS

T

he Seattle Challenge was designed over 25 years ago and has become an important capstone experience of Middle School at Seattle Academy.

As our 8th graders move into young adult roles and prepare to transition to high school, we want to provide them with an opportunity to step out into the world and see it from a different perspective. We believe the trip helps foster in each individual a sense of independence as well as an awareness of our community and of our mutual dependence on one another.

Seattle Challenge is first and foremost a service trip. Our students visit and volunteer at different organizations all over the city of Seattle that provide different services to the more vulnerable populations of our community.

The students’ days are divided between supervised work projects with local social service agencies, navigating their way through the city, hearing from speakers, and reflecting on the experiences as a group.

The program explores the realities of people experiencing poverty and homelessness. Students also learn about some of the resources available to the homeless and the poor.

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During the three days, students eat a combination of food served at the organizations where they’re volunteering and sack meals. At night, they sleep on the floors of partner organizations.

Students are divided into groups of seven or eight, with a faculty member as group leader accompanying each group at all times. At least five additional adults are present as roving support at all times during the experience. All students complete an orientation process designed to prepare them emotionally and intellectually for the trip.

PROGRAM GOALS Seattle Academy is committed to providing opportunities for our students to contribute to the larger community as they move through the school’s program towards adulthood. We believe that Seattle Challenge supports our students’ development as members of the SAAS community and the larger community of which we are apart. Throughout the Seattle Challenge experience, we emphasize guiding students “how to think,” not “what to think.” We support students in reaching their own conclusions about how to address homeless and socio-economic inequity. Our job is to help them understand the magnitude and complexity of those issues and learn to use their voice on behalf of the convictions about solutions. In the context of this retreat, students have the opportunity to make discoveries about themselves and their classmates.

The experience encourages students to respond creatively and concretely to the demands of citizenship in a diverse and changing society. ☜

OUR PROGRAMS

BY THE NUMBERS ––

106

Number of 8th Graders who participated in 2019

45

Number of Agencies Visited

15

Number of Leaders

7

Number of Support Faculty/Staff

1,500 Hours of Community Service Completed

LIST OF SOCIAL SERVICE AGENCIES INVOLVED IN THE 2019 SEATTLE CHALLENGE Angeline's (YWCA Opportunity Place) The Baby Boutique-Wellspring Family Service Cathedral Kitchen Chief Seattle Club Cupcake Up at Teenfeed Community Lunch Emmanuel Church-UGM Overflow Shelter Emergency Family Shelter

Facing Homelessness Family Works (Solid Ground) Food Lifeline-South Park Heritage House Hope Place/UGM Women Family Shelter Jubilee Center Lambert House Lifelong Marra Farms (Solid Ground) Matt Talbot Center

Millionair Club North Seattle Family Shelter-Mary's Place Northwest Harvest: Kent Northwest Harvest: Cherry St. Operation Night Watch Operation Sack Lunch at The Oz Operation Sack Lunch Outdoor Meal Site Path With Art

Pike Market Food Bank Pike Market Commons PSKS (Peace on the Streets for Kids on the Streets) Queen Anne Food Bank Rainier Valley Food Bank Real Change Recovery Café ROOTS Young Adult Shelter St. Francis House St. Joe's Church

St. Martin De Porres St. Martins on Westlake Seattle King County Coalition on Homelessness Tent City 3 Tiny House Village Treehouse University District Food Bank Urban Rest Stop Westside Baby

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SEATTLE ACADEMY

3

Cans for Dinner An 8th Grade Student Perspective on the Seattle Challenge

BY BEATRICE WURFEL ‘23

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I ran my fingers through my wind-whipped hair in an attempt to tame it. The raindrops fell in an awkward pattern on my bright orange rain jacket. “I feel like a traffic cone in this coat,” I announced to Erin. It was the second day of Seattle Challenge, and we were wet and cold. None of us were excited to work. After walking for miles, we turned into a concrete yard scattered with makeshift shelters that had roofs made of tarps.

We entered a huge, musty warehouse, it felt amazing just to be inside and out of the rain.

Seattle Challenge is one of the culminating trips of the SAAS Middle School experience. Whereas the Upper School seniors go on the Yukon trip, the 8th graders look forward to Seattle Challenge. Students are split into groups of seven or eight, and we spend two and a half days together sleeping in different places and working with organizations that are helping to fight homelessness.

Not only do we learn about the importance of service, but we are educated on the seriousness of the homeless problem in Seattle. The trip is intense and difficult at times, but it is something we will all remember for the rest of our lives.

Ting, ting, ting, the water bounced off the roof. A young man named Elijah walked up to us, “Okay, we need two people upstairs,” he said. Gus and I raised our hands. “You two, come with me.” We jogged up the stairs to a loft overflowing with diapers. We squeezed past thousands of diapers to a small fold-out table in the middle of the room. “Take seven diapers, put them in a bag, tape it up, put them in this box. Got

it?” We nodded and got to work. Seven diapers, put them in the bag, tape it up, put the bag in the box. Fifteen minutes passed. 30 minutes past. An hour past.

Many people outside of the SAAS community believe that Seattle Challenge is a simulation of homelessness. It is not. I want to dispel that rumor once and for all. The truth is, it could never be a simulation of homelessness. It is impossible to simulate homelessness because a simulation has an end. We may have been soaked and cold. We were sleeping on community center floors and in church basements, but our trip had an end. Truly experiencing homelessness means living with no certainty of money for food and no guarantee of a shower or clean clothes.

There is no certainty if you will sleep safely tonight or tomorrow night or the next night. To us, these are all minimums, not luxuries. Right now as you read this, there is someone unsure of where they are going to sleep.

Experiencing homelessness means not knowing when, or sometimes even if, the end will come.

Light drumming continued on the tin roof. While we worked we laughed and chatted to pass the time. Seattle Challenge is everything. It’s moments of hardship, it’s education, it’s about overcoming obstacles, but it’s also about making new friendships.

If you can give time and energy volunteering, or make a donation to an organization, that’s great. But people who are homeless are in need of human

OUR PROGRAMS

contact as much as they need food or shelter. It can be as simple as giving a smile. You might get a smile every day from your friend or a family member.

But people experiencing homelessness might not have seen a smile for days.

They may not have anyone. Be that person to acknowledge them. It’s easy.

It’s free. They might not smile back, but it’s not about you. Smile anyway.

The drumming on the roof turned to thundering hoofbeats. Elijah walked up to us and asked if we wanted to work in the front. “You’re going to have to greet them with a smile,” Elijah shouted. Patrons started to trickle in one by one. They looked defeated and they were drenched—all of a sudden, even my bright traffic cone rain jacket felt like a luxury. I started thinking about how self-absorbed I’d been. I was wet and I was cold, but I would be home and in my bed in less than a day. The patrons had to go back out in the cold and stay there.

“Greet them with a smile,” I remembered.

A woman and her daughter walked in drearily from the cold. The mom grabbed the food and shoved it in her daughter’s bag. I smiled at them, but I got no smile back. She turned to face the rain that was now falling in buckets, I watched as their silhouettes faded into the gray.

PROJECTS IN THE HUMANITIES THE 9TH GR ADE ETHICS PROJECT

AND THE 10TH GR ADE SALON PROJECT

ALISON RAY, DEAN OF HUMANITIES AND WORLD LANGUAGES

T

he ability to know what to do when we don’t know what to do is vital to navigating the world today, and it’s a vital part of the mission of Seattle Academy. In our English and History departments, we create curriculum with our Guiding Principles in mind. We want students to become strong readers, writers, thinkers, and researchers, and we also want them to learn to collaborate and take risks and to develop the skills necessary to confidently navigate change and ambiguity. It’s not enough that we ask students to become problem-solvers. We want students to learn how to creatively solve problems that we haven’t yet faced, those that we cannot even yet predict.

Our 9th and 10th grade integrated humanities units, during which English and History courses combine to focus time and attention on one, multifaceted project, represent our mission in action.

In particular, the 9th Grade Ethics Project and the 10th Grade Salon Project exemplify authentic learning in a Culture of Performance.

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SEATTLE ACADEMY

Lisa Feiertag, History Faculty

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The 9th grade Ethics unit is a monthlong project during which students investigate the role of ethics and morality in their lives and in society.

They learn about different lenses through which people have historically considered ethical dilemmas; they learn to practice taking different perspectives on issues that affect them today, and they learn how to use the platform of formal debate through which to defend ideas with evidence. As 9th grade History teacher Adam MacDonald notes, each year he hears students comment that the Ethics unit gave them language to say things they’ve thought about but didn’t know how to express.

When the Ethics curriculum was first created many years ago, founding teacher Halsey Bell hoped to implement a project that encouraged students to think about where ideas—and especially ideas about right and wrong—come from. He also wanted to create an authentic assessment for which students had to combine disparate skills in a moment of action. Over a decade later, much of the project’s core remains, though just as the world is always changing, so are the questions and problems we investigate.

As 9th grade English teacher Kevin Kimura notes about the Ethics unit, “As we become more capable technologists, the ethical questions we face get harder, not easier. Aristotle didn't have to think about a computer algorithm deciding whether or not to execute a drone strike.

Kant couldn't have known that we would develop drugs that could extend lives but cost more per dose than some people make in a lifetime. Our students will need to be prepared to live ethical lives in a world more complicated than ours, so it is imperative that we do everything we can to prepare them for it.”

At SAAS, we want students to see the active potential of what they learn.

Projects designed as part of the English and History curriculum allow students to see direct connections between their work at school and the problems that await them in their lives beyond high school. 9th grade History teacher Gerald Elliott has taught the project for several years, and when guiding other teachers through the instructional goals for the project, he emphasizes

OUR PROGRAMS

better reflect the diversity of those who that we want students to explore the have influenced our students’ lives and many ways by which they can think the world, the objectives of the project about those problems so that they are remain the same better prepared as they were when to face them. the project was When students first developed again tackle It’s not enough that we twenty years ago: complex problems ask students to become Students continue in the 10th Grade to develop core Salon project, problem-solvers. We want subject-area they do so with students to learn how to skills while also an added layer learning how and of complexity. creatively solve problems why to integrate Rather than think that we haven’t yet faced, the reasoned as themselves, perspective of each student those that we cannot someone else has to research even yet predict. into their own the history and thinking. positions of a After spending particular philostime researching opher and write their particular thinker and writing and perform as that person. 10th grade essays from their research, students History teacher Lisa Feiertag notes that dress and act the part of the world’s “the chance to try on different perspecgreat philosophers, answering questions tives is key to the Salon experience.” that illuminate their similar and Though the thinkers we have studied in differing opinions on issues related to the project have changed over time to

education, the economy, or even the way wars are fought. In a culmination salon-style debate, students apply their research and flexibly adapt what they learn, transferring their understanding in the moment of performance. The result is a lot of fun for both students and teachers, but the experience also offers a powerful example of engaged learning. Whether by playing the role of Thomas Hobbes or Angela Davis, Milton Friedman, or Emma Goldman, students learn and demonstrate how to think, not simply what to think. They learn that reasonable and intelligent people can disagree, and that complex institutions depend upon those people coming together to make decisions.

At Seattle Academy, we want students to feel able and empowered to contribute boldly to a changing world.

Through performing knowledge and by learning how to think from many different points of view, students learn that empathy can make them not only better equipped to solve problems, but also more powerful in their impact. ☜

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SEATTLE ACADEMY

ACADEMICS | ARTS | ATHLETICS | OUTDOOR & TRAVEL | SERVICE Seattle Academy’s Arts Department—consisting of Dance, Music, Theatre, and Visual & Media Arts— believes that all students are intrinsically creative, and our goal is to create the environment and curriculum that develops that creativity. Through instruction that integrates learning across all departments, the Arts Department champions the school’s Culture of Performance and teaches the

skills and mindsets that prepare students to confidently approach and creatively solve the complex problems and opportunities of today’s world. Each arts area has many classes that are available to all students. Each area also has an “audition track” for students who want to make a more focused commitment to skill and repertoire development through practice and study in the art form.

By Fred Strong, Dean of Arts & Athletics

STUDENT PROFILES

01

Entering in the 6th grade, Axel Hejlsberg earned spots on the Honor Roll, High Honor Roll, and All A’s List and was named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. He was a member of the golf team, the league champion track and field, and Ultimate team as well as a member of the Advanced Jazz Ensemble competing at regional and national competitions, including the Reno Jazz Festival where he was awarded multiple soloist awards. Axel participated in Speech and Debate, the Squash Club, and went on the New Orleans and Senior Yukon trips. He worked at Jake Crocker Music for his Senior Project, where he worked with a music producer in studio composing, producing, marketing, and releasing original music. Axel is currently studying music production with the Steinhardt School at New York University.

02

Chas Rinne joined SAAS in the 6th grade, regularly earning spots on the Honor Roll, the High Honor Roll, and the All A’s List. He was named a Washington State Scholar, representing the top ten percent of the class in the state. He was

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a member of the cross country, basketball, and tennis teams and a cast member in The Addams Family. He participated in the vocal program and was a member of the Reno Jazz Festival winning Advanced Jazz Choir. He was also a member of the Intermediate Jazz Ensemble as well as the Climbing and Zambia Clubs and went on the Senior Yukon trip. Chas worked at the King County Medical Society for his Senior Project. He is attending the College of William and Mary.

03

Entering in the 6th grade, Lucia Rosenast earned spots on the Honor Roll, the High Honor Roll, and the All A’s List. As a senior, she was a member of SAAS’s Ultimate team, and she earned league first-team all-star honors as a member of the league and district champion, and state tournament playing soccer team. Lucia joined the Futsal, Health and Nutrition, and Photography clubs and went on the Senior Yukon trip. She earned a National Medal in the Scholastic Arts competition, state Gold and Silver Key Awards, and a Merit Award for photography in the National 2019 Young Arts Competition. For her Senior Project

OUR PILLARS

BY THE NUMBERS ––

Arts 2018–19

23

Instrumental ensembles

45

Regional Gold Key awards in Visual Arts

Shows offered throughout the year

Performance nights

01

02

160

Fall Trimester performers & tech

219

Winter Trimester performers & tech

390

Spring Trimester performers & tech

03

04

she worked for Seattle-based artist Anne Siems, and while there, Lucia helped Anne prepare for a solo show and learned about being an independent artist. Lucia now attends Bennington College.

04

Elena Sandoval joined the SAAS community in the 9th grade and earned spots on the Honor Roll, the High Honor Roll, and the All A’s List.

She was a member of the lacrosse, Ultimate, and volleyball teams and a cast member in City of Angels and Mamma Mia! She participated in the vocal program and joined the Multicultural Alliance, the Dead Poets Society, and the Food Chemistry Club. Elena went on the Shakespeare Festival trip to Ashland, and the China, New Orleans, and Senior Yukon trips. Elena also traveled to an international student film festival in Denmark, where she had a film screened, and one of her films was selected for Seattle’s Rough Cut Film Festival.

Her experience in Denmark led Elena to state, “I’ve found my community.” She learned more about the film production and editorial processes through her Senior Project with Straightface Studios. She is attending the School of Film and Television at Loyola Marymount University.

7

5

17 3

National Gold Medal & |“American Vision” awards in visual arts

5

Photographers in the top state group

1

Merit Award in national photography

23

Theatrical productions

1

Students with films shown in international festivals

4

Students with films shown in regional and local festivals

13

Mainstage show with student-designed costumes

Dance ensembles

6

60+

Students in the new Studio Recording program

Vocal ensembles

3

Competitive jazz choirs

Arts Course Areas Visual Arts Dance Instrumental Music Studio Recording

Film Theater Vocal Music

Photography Costume Design String Ensemble

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SEATTLE ACADEMY

Empowering the Self-Directed Student: A Profile of Carmen Oldham '19

By Lily Hotchkiss, Visual Arts faculty

Seattle Academy teachers often see themselves as facilitators and guides for their students, and they also greatly appreciate that SAAS students enjoy collaborating across disciplines and are often self-directed, both in and out of the classroom. The following is a profile of Carmen Oldham ’19 by one of her Visual Arts teachers, Lily Hotchkiss. Carmen is currently attending Parsons School of Design in New York.

Accomplished in many areas and always curious, Carmen had the opportunity to take on the role of Costume Designer for SAAS’s 2019 production of George Orwell’s Animal Farm. In preparation for the role, Carmen was mentored by faculty member, Christine Tschirgi. Carmen had actually begun working with Chris when she took Chris’ Costume Design class as a 9th grader and again as an 11th grader. As a junior, Carmen assisted Chris with Middle and Upper School productions, and then as a senior in an Independent Study with Chris, Carmen took the lead. “Carmen has a unique perspective as a high school student,” Chris observes.

“She has the ability to hear different points of view, consider all ideas, and then either fold them into her own art or set aside what doesn’t work and work with what does. That requires a great deal of sophistication.”

To begin the process of designing costumes for Animal Farm, Carmen read the script and met with Director Michael Cimino and the entire faculty design team to discuss the concepts of 42

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the production and the timeline. In those design meetings, Carmen was given the freedom to research and be inspired by her own response to the material. Michael was very impressed with Carmen’s ideas and working process: “Carmen was easily able to translate my abstract concepts into a wonderful design that was both unique to her vision and based on a form of art that went hand-inhand with the time period of the historical events in the story.”

That’s how Carmen described it, as well. “I identify as an artist,” she says. “The things that I love all come back to art. My concept for the Animal Farm costumes was influenced by art, by me as a person, and also by looking at history.

The designs I developed are a culmination of multiple facets of my life.”

I was involved as a sounding board for Carmen, as one of her Visual Art teachers, and we often met to talk about different movements in art history and to brainstorm ideas. I also have a collaborative relationship with the theater program and often help build special props and puppets. As Carmen developed her ideas, she asked me to assist with executing them, which I was delighted to do.

We all got to watch Carmen fill her journal with sketches, color schemes, inspirations, and ideas: color upon color, unexpected movement, surprises.

The main element of Carmen’s design was puppetry, and she drew on different art movements, including the Bauhaus and artists like Paul Klee.

She broke down the movements of the animal characters and then translated them into puppet forms that were given life by the actors.

No one was surprised at the outcome: the show was a success and Carmen’s costumes were wonderful. Carmen shared one other insight into her experience on the project: “One day during my Poetry class, the school held an earthquake drill.

I was under a table with my teacher, Conner, so Conner and I started talking about my art and its intersection with people, history, and literature.

‘Trust yourself,’ Conner told me. She says that a lot! That really pertained to me,” Carmen said.

“I felt vulnerable. The whole show was being designed around my aesthetic, and so I just had to suck it up and trust myself.”

So what are the conditions which allow Carmen and students at SAAS to thrive? It begins with having teachers who are invested in their students.

Who see an interest, can provide a viable path for students to take, and then support them as they pursue those further opportunities and risks. It continues with having teachers who, across all disciplines, are accessible…even during an earthquake drill! But all of the above comes back to trust: creating trust and building relationships that put students at the center of their own learning. ☜

OUR PILLARS

ACADEMICS | ARTS | ATHLETICS | OUTDOOR & TRAVEL | SERVICE As one of our SAAS pillars, athletics are an integral part of the total school program and student experience. Providing invaluable experiences beyond the classroom, athletics creates community while contributing to the personal growth and education of our students. Lifelong lessons are learned through athletics such as sportsmanship, teamwork, the benefits of hard work, and gracefully navigating both winning and losing. Seattle Academy Athletics provides experiences for a wide range of abilities and talents, with a participation based, no-cut policy. This emphasis on both participation and excellence, along with an impressive variety of sports offered each season, provides a

01

STUDENT PROFILES

wide range of opportunities and competitive levels in both the Middle and Upper School programs.

Seattle Academy Athletics is a skill-based program that takes into account the developmental and social needs of the individual and group as we make team placements. The SAAS Athletic Department carefully evaluates players who turn-out at the start of each sports season to create the best overall experience for athletes.

At Seattle Academy we have “turnouts” instead of “tryouts” since no students are cut in the process; everyone is placed on a team.

02

01

Rusha Bartlett entered SAAS in the 6th grade and earned spots on the High Honor Roll and the All A’s List. She was named a Washington State Scholar (representing the top 10% of the Class of 2019 statewide) and a National Merit Commended Scholar. She was a member of the undefeated league champion basketball team, earning an MVP Award, as well as a member of the lacrosse and volleyball teams, where she earned two Coaches’ Awards. She was a co-recipient of the Katherine Olson Contribution Award in athletics. A member of many clubs, Rusha also earned a Gold Key Award and an Honorable Mention in the state Scholastic Arts Competition. She went on trips to Vietnam, Zambia, and the Senior Yukon trip. Rusha completed her Senior Project at Community Passageways, a non-profit agency that works with youth convicted of felonies. Rusha now attends the Maryland Institute College of Art.

By Cathy Schick, Athletic Director

03

02

Kel Chen was a two-sport athlete in wrestling and Ultimate at Seattle Academy. He won the Coaches’ Award this past season for the Ultimate team. Kel was also the team captain for wrestling, was the first wrestler to represent SAAS at the state wrestling tournament, and won an MVP award in the sport. “He is one of the toughest kids that I have ever coached,” said his coach Allen Stein. “He learned the sport in just a few months.” Kel was also a co-recipient of the Male Contribution Award in athletics. In addition to athletics, he excelled academically, earning spots on both the Honor Roll and the High Honor Roll. Outside of SAAS, Kel is a boxer and rock climber, and he volunteers at the Arboretum as a summer camp counselor.

Kel now attends the University of Puget Sound.

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SEATTLE ACADEMY

BY THE NUMBERS ––

Athletics 2018–19

10

Sports offered throughout the year

67

Teams over three seasons

33

Middle School teams

34

Upper School teams

442

Fall trimester student-athletes

250

Winter trimester student-athletes

431

Spring trimester student-athletes

52

League all-stars

6

League Rookies of the Year

2

League Sportsmanship Awards

4

League Champions

78

Team sport athletes qualifying for State

29

Individual sport athletes qualifying for State

4 4

04

2

Academic State Champions

2

Team State Champions

2

Individual State Champions

Coach of the Year

School records set

2

Profile: Wrestling In wrestling, congratulations to Leighton Cahoon ‘20 for being the first SAAS girl ever to compete in wrestling. She topped her season off by advancing to the sub-regional. Along with the boys’ team winning the State Academic Award, congratulations go out to team captain Kelson Chen ‘19 and Dan Perera ‘21 for being the first SAAS wrestlers ever to qualify for the state tournament.

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03

Trevor Dunnigan entered SAAS in the 6th grade, earning Honor Roll and High Honor Roll recognition. He was a member of the track and field team and the Ultimate team where he earned a Coaches’ Award and was a league firstteam all-star. Trevor was a co-recipient of the Male Contribution Award in athletics. He also won numerous awards in film, from local and national film festivals to international festivals in Romania, Paris, Wales, and India. He went on the Shakespeare Festival trip to Ashland and the Senior Yukon trip. His Senior Project was completed at Color Creative, a film company in Bellevue. While there he shadowed the editorial and production department, helping the Color Creative team during video production. Trevor now attends the Dodge College of Film and Media Arts at Chapman College.

League MVPs

44

04

Emerson Richmond-Burke entered SAAS in the 6th grade, earning spots on the Honor and High Honor Rolls. She was a member of the league and district champion and state-qualifying soccer team, where she also earned league firstteam all-star honors and MVP and Coaches’ Awards.

Emerson was also a member of the league champion basketball team and the Ultimate team. She was a co-recipient of the Katherine Olson Contribution Award in athletics. In addition, Emerson joined the Transportation Club and participated in the Intermediate Jazz Ensemble. Emerson earned a Gold and Silver Key Award in the Scholastic Arts state competition and went on the Vietnam and Senior Yukon trips. Her Senior Project was completed at Sozinho Imagery, a photography studio where she set up photoshoots and helped edit and print photos. Emerson received a scholarship to play soccer at Stony Brook University.

OUR PILLARS

ACADEMICS | ARTS | ATHLETICS | OUTDOOR & TRAVEL | SERVICE The mission of the Seattle Academy Outdoor & Travel Program is to promote trips that can lead to significant growth for the individual—growth that often comes when one is challenged in an unfamiliar environment that requires discomfort and hard work. The program seeks to provide opportunities for students to deepen relationships with other members of the community and develop a responsible understanding of the cultures, people, and lands through which they travel. Our program incorporates outdoor/

Trip Spotlight

Over Mid-Winter break last February, four Upper School students participated in the Backcountry Ski & Splitboard Trip in the Mt. Baker Backcountry.

Led by Martin Brakke (US Science), Catherine Klem (US Math), and Mike Elges of the Baker Mountain Guides, students participated in two courses: AIARE Level 1; the first step in Avalanche Education, and Backcountry Pro 1;

wilderness travel, cultural immersion, language immersion, and service trips.

The success of our Outdoor & Travel program is measured not just by what happens on the trip, but by what is seen upon return: in the hallways and classrooms; in conversations between students and faculty; and in the growth and new perspectives students find both within themselves and the world around them.

a five-day course focused on hazard assessment, navigation, risk mitigation, decision making, touring skills, emergency protocol, and leadership.

Each morning the group met with their guide to discuss the hazard assessment, snow conditions, weather, and tour plan for the day. Starting at the Heather Meadows Backcountry Gate, near Mt. Baker Resort, the group strapped

climbing skins on their touring skis and split boards to begin their first ascent. Each day consisted of four thousand plus feet of human-powered vertical gain in “tour mode” and an equal amount of descent in “ski mode.” The group was fortunate to have deep and fluffy powder, a stable snowpack, and sunny and cool weather most days.

By Erin Aitchison, Director of Outdoor Trips, Travel, and Safety

“We'd really like to see this trip build over the years and we plan to continue with Baker Mountain Guides in the future.

They’re passionate about teaching our kids the essential skills necessary to navigate the Backcountry safely, to create an educational environment to learn these skills under the watchful eye of professionals, and to get some incredible lines in the process.”

—Martin Brakke

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SEATTLE ACADEMY

STUDENT PROFILES

01

Solomon Calvert-Adera began his Seattle Academy career in the 9th grade. He was a member of the basketball team and the league champion track and field team as well as a cast member in The Addams Family and the Vocal Showcase. In addition, he went on service trips to New Orleans and Zambia, as well as the Senior Yukon trip. Solomon chose to complete his Senior Project at Bishop Paiute Tribe Food Sovereignty Program in California. While there, he built garden plots, talked with educators about food sovereignty, and helped to build up the Paiute tribe’s food sovereignty programs. He also learned about tribal law and development in the area.

Solomon is now enrolled at Kalamazoo College.

02

Hannah Clack entered Seattle Academy in her 9th grade year and earned spots on the Honor Roll. She Joined the Bird Club and went on the Zambia trip, the Costa Rica trip, and the Senior Yukon trip. For her Senior Project, Hannah worked with Seattle artist Victoria Haven, where she assisted with the day to day operations of the art studio, including procuring materials, researching source material, assembling supplies for painting and drawings, and administrative duties such as bookkeeping, inventory, and grant application organization. Hannah now attends Western Washington University.

01

46

02

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03

03

Dario Guerra began his SAAS career in the 6th grade. He consistently earned spots on the Honor Roll and High Honor Roll and was named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. Dario was a member of the wrestling team and joined the Outdoor Club and the Mock Trial team. He went on trips to New Orleans, Vietnam, India, and the Senior Yukon trip. Dario worked at Newman Partners, a Democratic Political Consulting Firm, for his Senior Project, where he managed events and fundraising to help local politicians get re-elected. Dario now attends the University of Massachusetts at Amherst.

04

Starting at SAAS in the 9th grade, Lucy Jacobsen earned spots on the Honor Roll and the High Honor Roll and was named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. She was a member of the soccer and Ultimate teams, as well as Advanced Dance. Lucy joined the Multicultural Alliance, the Community Service Organization, and the Zambia Club, and she also volunteered at the Seattle Feline Rescue Shelter. Lucy went on the Costa Rica, New Orleans, and Senior Yukon trips. Lucy now attends Boise State University.

04

OUR PILLARS

BY THE NUMBERS ––

Outdoor & Travel 2018–19

10

217

Student trips offered

Students participated

Outdoor

5

International

4

$100k

4

Included a service component to the trip

Additional opportunities to travel and explore the PNW included: SCHOOL YEAR OVERNIGHT RETREATS, 2018–2019 6th Grade; Camp Solomon Schechter 7th Grade; Fort Worden 8th Grade; Cispus Center 9th Grade Odyssey; Olympic National Park 10th Grade; Island Lake 11th Grade; Island Lake 12th Grade; Camp Huston

SCHOOL ELECTIVE/ACADEMIC PROGRAM OVERNIGHT TRAVEL 2018–2019 6th Grade SEE Trip; Camp Seymour 7th Grade SEE Trip; Camp Orkila Seattle Challenge; 8th Grade Service Learning Youth Legislature; Olympia National Independent School Association People of Color Conference (POCC) / Student Diversity Leadership Conference (SDLC); Nashville, TN Onions, Reno Jazz Festival; Reno, NV Instrumental, Reno Jazz Festival; Reno, NV Robotics, Worlds Competition; Houston, TX Speech and Debate; Nebraska Film Festivals; Denmark, Wales Athletics competitions/camps; Bend, OR, and Los Angeles, CA. Post-season competitions throughout the State of Washington.

Provided to students in trip financial aid

70+

Days spent traveling

41

SAAS Faculty and Staff Members helped lead trips For the second year in a row, we are able to offer our faculty and staff a “Leader Training” trip to Lake Laberge in the Yukon.

The goal is to help current and future trip leaders hone their skills and increase safety knowledge. In 2018, nine faculty participated. This year we have ten faculty participating. Participants received Wilderness First Responders certification and swift water rescue training.

Where are we going?

Alaska, Yukon, Zambia, France, New Orleans, Spain, Vietnam, China, and local trips in the Pacific Northwest.

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SEATTLE ACADEMY

ACADEMICS | ARTS | ATHLETICS | OUTDOOR & TRAVEL | SERVICE “If students partake in service only for the hours, I ask, is the work really COMMUNITY service since it’s only being done for oneself? Even though the work they are doing helps others, it isn’t selfless because it’s for personal gain, so does it still classify as community service if it isn’t really for the benefit of the community?”

—Imani Reyes-Reiss, SAAS class of 2025

By Rick DuPree, Director of Community Partnerships

I had the pleasure of meeting one of our current 7th grade students during the first week of school, and our conversation somehow quickly landed on service when she shared the above quote. It was so compelling that I wanted to share it with you. As multiple thoughts raced through my mind, the thought “She gets it!” surfaced to the top.

At SAAS, we believe that one of the most effective ways to demonstrate our Core Values of Trust, Integrity, Respect, and Responsibility, is to create an environment that places a high value on community engagement. We believe that when students engage with our community and perform community service, that helps students gain a clearer understanding of the world they live in, with the ultimate goal of having a positive impact on others and increasing understanding, equity, and inclusion.

Major League Baseball icon Jackie Robinson said, “A life is not important except in the impact it has on other lives.” To that end, our Upper School students performed more than 27,000 service hours during the summer and school year of 2018-19. More than 14,000 of those hours were performed with humanitarian organizations and another 10,000 were in the educational field.

In addition to individual service initiated on a personal level, SAAS’s Upper School Community Service Organization Club (CSO) organized four major service opportunities for students. They started the year partnering with the Capitol

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Hill Chamber of Commerce to volunteer at the Chamber’s 9th annual “HILLOWEEN” kid’s carnival.

One of the CSO Club’s most longstanding and successful partnerships is with Survive the Streets, and along with our school-wide drive for sleeping bags and backpacks, seventeen students volunteered to help serve coffee and breakfast sandwiches to men and women from Seattle’s homeless community. The students then served as personal shoppers at the Survive the Streets pop-up store, assisting the men and women as they selected items ranging from sleeping bags and winter coats to hygiene kits packed by our 10th grade class at their retreat earlier in the fall.

Both students and faculty/staff next came together to donate blood at our annual blood drive with Bloodworks Northwest during the winter trimester. The CSO Club recruited volunteers to donate and shared educational information helping students learn that nearly 800 people must donate blood through Bloodworks Northwest on a daily basis to supply the need for local patients. For many, it was their first time donating blood.

The CSO Club concluded its service activities in the spring by partnering with the PCC Food Bank Program and the Rainier Valley Food Bank to conduct a school-wide canned food drive. A school-wide competition was set to see which grade could collect the most food by weight, with the winning class deciding where to direct a $150 donation. The 9th grade class was the overwhelming winner of the competition and chose the Rainier Valley Food Bank as the recipient of the collected food and the $150 donation from the CSO Club.

The CSO Club leadership is excited to kick off a new year of service for the 2019–20 academic year!

OUR PILLARS

01

02

550

03

04

746

929

527

Total Hours

Total Hours

Total Hours

Total Hours

Arboretum Jr. Camp Counselor

SAAS Basketball Manager

Camp Orkila Summer Intern

Pacific Science Center

Costa Rica Turtle and Mangroves Restoration

Teen Link variety of activities including phone shifts as a teen peer counselor

Friendship Circle

SAAS Robotics

Youth Tutoring Program and Team Read

Center for Wooden Boats

436 18

OTHERS HOURS INCLUDE Coyote Central, SAAS in the City, and Open House

STUDENT PROFILES

415

568

222

OTHERS HOURS INCLUDE SAAS Soccer Manager, SAAS student facilitator, and 6th grade mentor

113 35

OTHER HOURS INCLUDE Hope Place, Orkila Leadership activities, and SAAS teaching assistant 6th grade mentor

01

02

03

04

Kel Chen joined the Seattle Academy community in the 7th grade and earned spots on both the Honor Roll and the High Honor Roll. He was a member of the Ultimate team, where he won a Coaches’ Award, and the wrestling team, where he won an MVP Award. He was a co-recipient of the Male Contribution Award in athletics. In addition, he went on the Costa Rica and Senior Yukon trips. Outside of SAAS, Kel is a boxer and rock climber and volunteers at the Arboretum as a summer camp counselor. For his Senior Project, Kel worked in an animal shelter, Motley Zoo, where he tended animals and helped re-home them after rehabilitation. He also learned about the operations of a dog daycare and rescue facility and worked on their branding and social media. Kel now attends the University of Puget Sound.

Duncan Kubalak joined the Seattle Academy community in the 9th grade, consistently earning spots on the High Honor Roll.

He has been named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. He was a cast member in Peter and the Starcatcher and participated in Mock Trial and Robotics where he competed at Worlds. He also joined the Bird and Juggling Clubs. Duncan completed his Senior Project at the UW Autism Center where he assisted with research on the Infant Brain Imaging Study (IBIS) and produced their Spring newsletter in collaboration with the social media director.

He is attending Whitman College in the fall.

153 73

35

OTHERS HOURS INCLUDE SAAS in the City and Open House

Entering in the 6th grade, Natalie Fleming earned spots on the Honor Roll, High Honor Roll, and the All A’s List and was named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. She was a member of the cross country, golf, tennis, track and field, and volleyball teams and a manager for the basketball and soccer teams. She also participated in the dance program and visual arts, where she received an Honorable Mention award from Scholastic Arts. She joined the Transportation and Squash Clubs and served as a student facilitator.

Her Senior Project was completed at the UW’s Experimental Education Unit where she collaborated with the pre-school team and was a teaching assistant. Natalie attends Tulane University.

Beginning in 9th grade, Hava Sprung regularly earned spots on the Honor Roll, the High Honor Roll, and the All A’s List. She was named a Washington State Scholar, representing the top ten percent of the class in the state. She was a cast member in The Crucible, Once in a Lifetime, The Museum, Peter and the Starcatcher, Blue Stockings, Animal Farm, and Twelfth Night.

She participated in the vocal program, joined the Multicultural Alliance, HS Democrats of America, and the Juggling Club, and went on the India and Senior Yukon trips. Hava worked at the Atlantic Street Center for her Senior Project, working with the TAPP Program. She is attending Pitzer College.

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SEATTLE ACADEMY

PROFESSIONAL DEVELOPMENT AT SAAS At Seattle Academy, faculty participate regularly in professional development to refine their craft. We encourage faculty to pursue opportunities that will help them to grow in areas of interest, to reimagine their practices, and to consider current research about teaching and learning.

Below is a snapshot of recent explorations by a few of our faculty members.

———

01 Middle School Learning

Support Specialist Megan Roberts continued her participation in the Northwest Association of Independent Schools (NWAIS) Emerging Leaders Institute,

a two-year cohort program to develop school leadership through professional development conferences, mentoring, and workshops.

02 Middle School History and Innovations teacher Tyler Hartanov attended the Design Thinking Institute at Nueva School in preparation for teaching in our newly developed Middle School Innovations course.

03 Danielle Martin and

Elin Rummel traveled to San Diego for the annual Society for Classical Studies conference, where they attended sessions on bestemerging practices for teaching Latin and Classics.

04 Dean of Stem Faculty Willy Felton and Dean of Humanities Faculty Alison Ray attended the National Association of Independent Schools (NAIS) Equity Design Lab at University School of Nashville to investigate the topic of equity in grading and assessment practices.

07 Head of Middle School Julia Kassissieh continued her participation in the NWAIS Pathways to Leadership program, as part of a two-year cohort dedicated to developing femaleidentified senior leaders in independent schools.

05 Visual Arts teachers

08 Math teachers Chelsea

Amanda Amsel and Lily Hotchkiss both serve on the Board of the Washington Art Educators Association.

They have committee responsibilities, make workshop presentations, and help plan an annual statewide conference.

06 History teacher Lisa

Feiertag traveled to Chicago for the National Council for Social Studies annual conference.

Adrada, Sarah Smith, and Willy Felton attended the NWAIS Education Lab on differentiation to explore how to help a variety of learners.

09 Upper School English

teacher Sarah Miller, who came to SAAS from Gonzaga College High School in Washington, D.C., continued her work as part of a two-year cohort for the Seminars in Ignatian Leadership through the Jesuit Schools Network.

Faculty Profiles

50

MARK BETNEL

GINNIE CRAWFORD

Since coming to SAAS in 2014 from his position teaching Math and Science at Johnson and Wales University, Mark Betnel has been an integral part of the school community. He has anchored the Physics program, continuing to develop our courses in both Conceptual Physics and Honors Physics Some teachers might decide to settle into that particular niche in a department, but not Mark. In addition to working in the science department, Mark has taken on important curriculum development and teaching in math classes, computational thinking courses, and robotics. Mark has also been a strong mentor to students in independent studies, and with his graduate degrees in both Physics and Philosophy, Mark continues to show a desire to innovate his teaching for the benefit of his students.

Ginnie Crawford joined the Middle School Math Department in 2018. Ginnie has a B.S. in Public Policy and Planning from the University of Southern California and an M.A. in Education from Antioch University.

A professional athlete competing nationally and internationally, Ginnie made the transition to teaching four years ago and has shown that she is a powerful role model for children in both the academic and athletic realms. She places student thinking at the center of her teaching practice by guiding students to explore and communicate their reasoning. In class, she provides visual anchors that lead students through guided and independent practice.

BEST OF SAAS

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OUR COMMUNITY

01

02, 13

03

03

04, 08

04

05

05

08

08

06, 13

07, 13

MICHAEL CRUZ

JOSH DEL PINO

After three years of Middle and Upper School teaching and directing at SAAS, Michael Cruz has stepped into the role of Performing Arts Department Chair. Our complex performing arts program encompasses Theater, Instrumental and Vocal Music, and Dance, and thus requires much coordination and management. Michael has sixteen years of middle and high school teaching and directing, primarily in the Philadelphia and Seattle areas. With a B.A. and M.F.A. in Theater and Dramatic Arts, he stays current with his own acting (twenty years and counting of professional experience), and he ran his own business, Wedgewood Drama Studio, for nine years. Michael will continue to teach our popular Improv classes and direct the Middle School Musical and Upper School Advanced Acting show.

Moving to Seattle after a decade spent living and working in Japan, Josh Del Pino joined the Upper School Coordinating team in 2018.

Originally from Kansas City and a graduate of Occidental College and the University of San Francisco, Josh will put his expertise to work in his newly-developed history courses on Japanese cultural history. In his first year, Josh accompanied students to Alaska, Zambia, and New Orleans as part of the SAAS Outdoor & Travel program and coached boys' basketball and girls' volleyball. An avid photographer, Josh brings many great talents to the faculty, along with his great humor and curiosity.

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SEATTLE ACADEMY

10 Spanish teacher James Watson learned about a student-centered approach to teaching language during a week-long Organic World Language Bootcamp.

11 Learning Support

teacher Jess Claesson attended the NAIS People of Color Conference in Nashville, a conference held annually in conjunction with the NAIS Student Diversity Leadership Conference.

12 French teacher Alice

Laskin, History teachers Lisa Feiertag and Tyler Hartanov, and Head of Middle School Julia Kassissieh shared their experience and expertise at the 2018 NWAIS conference at The Overlake School, presenting sessions for faculty from peer schools. In October of 2019, Jess Claesson and Sarah Miller will share

their talents with those attending the conference to be held at Annie Wright Schools.

13 Technical Theater

Director Ed Hofmann attended the United State Institute for Theater Technology (USITT) in Louisville, KY. Ed brings his experience from that conference back to his colleagues and the many students who are engaged in all the technical aspects of producing shows at SAAS. New and returning faculty members Gerald Elliott, Cheyenne Gordon, Luke Greenway, Tom Harrington, Amy Henderson, Liz Hudson, Kate Kerr, Sarah Smith, and Lysie Taylor traveled to the Yukon Territory for intensive Wilderness First Responder and Swift Water Rescue training.

09

10

11

12

13

Faculty Profiles

52

KEVIN KIMURA

ALICIA MULLIKIN

Kevin Kimura joined the English Department in 2018 and has quickly made his presence felt in the SAAS community. A true Humanities buff, Kevin earned his B.A. in English and History from the University of Pennsylvania and his Ph.D. in English at the University of Chicago, where he gained experience teaching writing and humanities at the undergraduate level. Kevin loved teaching so much, he chose to make the transition to working with younger students. In his 9th grade English and 11th grade American Studies classes, Kevin’s high-energy style and humor make for a dynamic and positive learning community. And beyond the classroom, Kevin is highly involved in the life of the school: in his first year, he led a group on the Odyssey trip, advised the Junior Statesmen of America Club, and coached in the Upper School basketball program.

Since first working at SAAS as a guest choreographer in 2012 and joining the faculty in 2015, Alicia Mullikin has helped to build and grow the dance program. Working with Middle School Dance Project students through Advanced dancers, Alicia choreographs work for SAAS students and leads a unique student choreography mentorship program. As director of the dance program, Alicia coordinates several guest artists and organizes events like SAAS’s Diversity and Dance Workshop. Alicia is in demand as a performer and choreographer both locally and nationally. In 2018, Alicia was featured as one of four Latino artists in Los Artistas, an Emmy-winning episode of the PBS & KCTS-9 series, Borders and Heritage. Alicia has her B.F.A. from Cornish College of the Arts and is currently working on a Masters in Arts Education at California State University Long Beach.

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OUR COMMUNITY

SAAS STUDENT LIFE Life at Seattle Academy is beyond what happens in the classroom.

We are home to a vibrant community of students pushing themselves in areas of interest, trying new things, taking risks, and building meaningful relationships. SAAS is home to young leaders, students creating and joining clubs, students going on trips they had never imagined going on, students finding a passion for service, and so much more. We aim to provide an atmosphere that cultivates well-rounded, engaged students, and to create a community that embraces each student for both who they are and who they hope to be.

Club Profile WRITTEN BY KIKI CAPUTO ‘22

In early May, the Mary’s Place Club hosted twenty-six teens experiencing homelessness for an evening of fun, food, and education. The teens came from four shelters around Seattle, from Burien to North Seattle. We started the evening getting to know each other through playing games and taking pictures in a photo booth.

After everyone had some fun, we welcomed three speakers: 1) Dr. Joe from Mary’s Place who talked about mental health and some

of the challenges teens in shelters face; 2) Melanie Reed, SAAS’s Director of College Advising, who talked to the kids about the possibilities of college, the process for applying, and financial aid; and 3) Sarah Bigler who held an interactive discussion about healthy relationships.

Many of the teens who were the club’s guests have either experienced unhealthy relationships or know someone who has.

These teens are often overlooked in shelters.

Their backgrounds put

them at greater risk for teenage anxiety, social pressures, and mental health issues.

After listening to our speakers, we had dinner, an ice cream sundae bar, and a shopping event.

The club had been collecting clothing donations at SAAS, and that evening we set up a boys’ store and a girls’ store. Each of the teens got to go into the store and pick out an item.

The event was a great success, and we learned a lot from the teens who attended. These kids

are just like us, but they have some challenges— some were refugees who struggle because of their accents, some have developmental disabilities, some have parents who are sick. Almost all of the kids have big dreams, including going to college and becoming a doctor. The most valuable part of the evening was not the gifts of clothing and gift cards, but the opportunity for these kids to play ping pong, eat ice cream, and feel “like kids” for a night.

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SEATTLE ACADEMY

STUDENT PROFILES

02

Entering in the 9th grade, Maddy Byrne earned spots on the Honor and High Honor Rolls and was named a Washington State Scholar (representing the top ten percent of the Class of 2019 in the state) and a National Merit Commended Scholar. Maddy participated in soccer and Ultimate. As a member of the Speech team, she attended the 2018 National Speech and Debate Association Nationals in Public Forum debate and competed at state in Extemporaneous Speaking.

She also competed at First-Tech Challenge state competition with the Robotics team for three years and went on the Senior Yukon trip. Maddy completed her Senior Project at White Water, LLC, where she explored reductive manufacturing with a desktop CNC mill and CAD/CAM software.

Maddy now attends the McCormick School of Engineering at Northwestern University.

01

02

03

04

54

01

Kameryn Batingan began her Seattle Academy career in the 6th grade. She consistently earned spots on the Honor Roll, the High Honor Roll, and the All A’s List. She was a member of the lacrosse team, the league champion track and field team, and the volleyball team, where she earned a Most Valuable Player Award. She participated in the Underwater Robotics, Arts, and Transportation Clubs, and she went on the Senior Yukon trip. Kameryn earned a Gold Key Award in the state Scholastic Arts competition.

Her Senior Project was completed at Urban Art Concept where she worked on films for the company and developed the skill set to complete a marketing project from beginning to end.

Kameryn will take a gap year starting fall 2019.

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03

Evin Jaff entered SAAS in the 6th grade, and he earned spots on the Honor Roll, High Honor Roll, and All A’s List. He has been named a Washington State Scholar, representing the top ten percent of the Class of 2019 statewide. He was a member of the track team, the Ultimate team, and the Robotics team, competing with the team at World’s competitions. In addition, he joined Model UN, QSA, Dungeons and Dragons, the Bird and Outdoor clubs, and Dead Poets Society. Evin was also featured on television for his creation of a suicide prevention button that quickly connects individuals with support services. For his Senior Project, Evin worked at the UW’s Hearing Research Center, researching the molecular signals controlling the regeneration of sensory hair cells in the inner ear. Evin now attends the McKelvey School of Engineering at Washington University in St. Louis.

04

Beginning his SAAS career in the 7th grade, J.W. Thomas consistently earned spots on the Honor and High Honor Rolls. He joined the Students Spreading Disability Awareness Club, the Escape Room Club, and the Zambia Club. He also went on the Costa Rica service trip and Senior Yukon trip. J.W. was one of several seniors who traveled to Zambia for their Senior Project, exploring the viability of solar lighting and ovens with our partner schools in Munali and working with PATH Zambia to learn more about health needs specifically in Zambia as well as globally. He is attending the University of Miami.

OUR COMMUNITY

BY THE NUMBERS ––

Clubs

50

Total Number of Clubs

18

Middle School Clubs

32

Upper School Clubs

884

Total student membership in clubs

Largest Clubs

by Membership

35

Outdoor Club

40 Robotics

51

Bouldering

64 Zambia

65

Speech and Debate

85

Current & Prospective Students in the Admission Process:

schools represented in the newly admitted students

Through a personalized, accessible, and responsive admissions process, we demonstrate how SAAS provides a safe space where students grow, learn, and reveal their authentic selves. Students don’t just passively exist in the school; they actively share their talents and learn from those around them.

50% of the incoming 6–8th grade students are students of color

Our current student body plays an integral part in the admission process and is a key to our success in attracting and enrolling new students. Our students volunteer to lead tours at Open House events, serve as student hosts on visit days, and eagerly engage in lunchtime Q&A sessions with prospective students.

34% of the incoming 9th grade students are students of color

Additionally, students have the opportunity to demonstrate leadership through our Upper School Student Facilitator Program and Middle School Seattle Academy Leadership Team (S.A.L.T.) Program. These student leaders play a vital role in delivering a personalized experience to our current and prospective families.

Who’s coming to SAAS: Facts about the incoming cohort of students!

Estimated

30%

of newly enrolled students will utilize Learning Support

Here are a few details about the cohort of students who entered SAAS this fall.

Those students, at this very moment, are contributing to our community!

Since the school was founded in 1983, the student population has grown from 72 students to now 938 or an increase of 77%. To complement this growth, the 2019–20 student body will include the most racially and socioeconomically diverse 6th grade, as well as the most diverse group of learners school-wide.

$1.2m in Financial Aid grants awarded to newly admitted students

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SEATTLE ACADEMY

COLLEGE ADVISING Seattle Academy’s College Advising program is the natural culmination of school’s mission. Students, who throughout their time at Seattle Academy, have taken risks in front of a variety of audiences over and over again present themselves capably and confidently to colleges. And SAAS’s well-informed, organized, and enthusiastic team of college advisors is there to support them at ever stage in their search. To provide the best college

BY THE NUMBERS ––

100%

450

Percentage of Class of 2019 attending a college outside the State of Washington

Recommendation letters written for 12th graders by faculty and by College Advising

99%

29

133

97%

Percentage of four-year colleges chosen by Class of 2019 appearing in Barron’s Profiles of American Colleges 2019 Barron’s does not include international institutions

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Melanie Reed. “Seattle Academy is such a great place to do this work.

Our students do amazing things and combine such interesting experiences from all areas of SAAS’s program.

And the Culture of Performance seems to tie everything together so well for them, as I think the student profiles in this magazine show.”

One hundred percent of Seattle Academy’s college applicants gain admission to colleges and universities.

Of paramount importance, however, is knowing students well, helping them identify great next-steps choices, and fostering an atmosphere of good health and pride. ☜

Percentage of Class of 2019 applicants admitted to colleges and universities

Percentage of Class of 2019 entering a four-year college immediately or after a planned gap year

56

coaching, college advisors draw on their understanding of the admission world and their knowledge of each student’s strengths; they appreciate equally the fine details of their profession and the dynamism of partnering with high school students and their families.

The college advisors carefully track trends in college counseling through networks they have established through long careers in college admission and college counseling. They know firsthand how college admission works and how to describe Seattle Academy’s offerings to students’ advantage.

“We’re the luckiest college counselors!” says Director of College Advising,

VOL. 18 | 2019

Number of States where Class of 2019 will enroll

940

Number of applications filed by the Class of 2019

7

Average number of applications filed per graduating 12th grader

2019 graduating class size

550

Approximate number of individual College Advising meetings annually with seniors/families

29

Class of 2019 mean ACT composite

1255

Class of 2019 mean SAT composite

721

Class of 2019 mean SAT Subject Test in Math (Math 2)

144

Number of colleges scheduling visits to Seattle Academy during Fall 2019

79

Number of different colleges chosen by Class of 2019

OUR COMMUNITY

SAAS ALUMNI PROFILES Reid Furubayashi ’11 is an executive recruiter at Spencer Stuart helping to build and enhance high-performing senior leadership teams for clients ranging from the world's largest companies to emerging businesses and local nonprofit institutions. Before joining Spencer Stuart, Reid spent two years on a Fulbright Scholarship in Bulgaria where he taught English in a small, rural community and led a national non-profit speech and debate organization. He graduated from Seattle Academy in 2011 and received a B.A. in Philosophy, Politics, and Economics from Claremont McKenna College in 2015. He currently lives in Seattle where he serves on the Board for the Giddens School and the BEST Foundation.

“My path has been far from linear. It has taken me across the globe and into cultures outside of my comfort zone or language ability for that matter.

I attribute this curiosity or boldness if you will to my experiences at SAAS, whether that be from the Zambia program, the Seattle Challenge or that mildly embarrassing ballet performance I had to perform at the end of the trimester.”

Mireya Grey ’17 is a Junior at the University of Washington, studying sociology with a double minor of Spanish and entrepreneurship. This summer, Mireya played with the Jamaican Soccer team in their debut in the 2019 Women’s World Cup. After that Mireya traveled abroad for a month in Peru to study art and blackness and indigeneity in Peru’s past and present. Mireya has pushed boundaries as a young, black, female student-athlete by excelling in her sport and staying involved in her community. Mireya shares, “Typical expectations of an athlete are to excel in their sport, even if it means neglecting academics. It’s important to me to be involved in my community, to learn about people and culture, and to be the best at what I’m passionate about. She is proud to be involved in school clubs “pertaining to being a black woman/ athlete, a Christian athlete, and Native Alaskan”.

Mireya shared appreciation for her parents, Rob Phillips, the rest of the coaching staff at SAAS and her coaches at UW. She has always been encouraged to be the best person she can be and is proud to dance, speak languages, act, teach, learn, and more. Mireya may have not always been the best at some of these activities and that’s where her growth and love to learn came from.

“I have never been limited, and if I could share any advice, I would say to never limit yourself, even if you find that you are especially good at one thing.”

Lauren DuPree ’07 was in Seattle Academy’s Dansation, an all-grade dance company, from 6th grade through her sophomore year. She always wanted to be an actor and loved to dance.

After graduating from SAAS, Lauren attended Howard University in Washington, DC, and studied Musical Theatre. Today, Lauren is back in Seattle and is an actor, singer, dancer, and writer. In March, she produced her first solo cabaret, A Night With Just Du Pree, at Langston Hughes Performing Arts Institute. This summer she finished shooting East of the Mountains in Washington, starring Tom Skerritt and Mira Sorvino and directed by SAAS alum parent SJ Chiro. Lauren plays a supporting role which is also her feature film debut. Lauren also runs a personal blog on health and wellness, justdupree.com.

“I'm most proud of my blog and the one-woman show I produced, which shared most of the themes from my blog. It's one thing to be hired to portray a character in someone else's story, but to be able to share my own story and reach people through that has been transformative. Creating my own work excites and fuels me and producing that show taught me what I'm capable of. Another highlight would be portraying Orphie in Orphie and the Book of Heroes at The Kennedy Center.”

David Campbell ’86 is a founding alumnus who entered Seattle Academy the year it opened. He is an airline captain, piloting the Boeing 737. In addition to flying, much of David’s aviation career has involved work for the Airline Pilots Association International, where he has endeavored to improve the working conditions for pilots and promote safety in the airline industry. David earned a Bachelor of Arts Degree in Psychology from Western Washington University. In his spare time, David dabbles in documentary film making and beekeeping. He looks for opportunities to practice French which he learned from Monsieur Jack O’Connell at SAAS and from living in Nice, France. David lives in West Seattle with his wife Jill and son Parker who is a SAAS 10th grader.

Reid Furubayashi ’11

Mireya Grey ’17

Lauren DuPree ’07

David Campbell ’86

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Nithya Menon ’12

Marcus Petitt ’09

Conner Pierce ’18

Nithya Menon ’12 is an engineer focused on integrating her technology and design background towards social issues like water and energy access and agricultural productivity in rural communities across Asia and Africa. After graduating from Harvey Mudd College in 2016 with her Bachelor degree in engineering, she gained diverse, international work experiences in order to explore her passion for doing socially impactful work. She spent a few years working jobs and projects in Kenya, India, Myanmar, and Mali, developing smart water management and agricultural tools. And for the past 2 years she has lived in Cambodia, working as a founding member of an energy technology startup, Okra Solar, creating a cheaper, cleaner, and reliable energy solution for off-grid communities across Southeast Asia. She is thrilled to be living a lifestyle of adventure and is committed to pushing herself to try new things and go beyond her comfort zone.

Marcus Petitt ’09 currently resides in Los Angeles, CA, creating music and inspiring students to do the same. Since graduating in 2013 from the University of Southern California's Thornton School of Music with his B.M. in Music Industry Studies (emphasis in Vocal Jazz), Marcus Petitt has performed in Los Angeles venues such as the Barnsdall Theatre in Hollywood, the World Stage in Leimert Park, the Walt Disney Concert Hall, and the L.A. Korean Folk Festival, just to name a few. Marcus is the Music Program Director at St. Anastasia Catholic School—receiving 2018 Teacher of the Year by the LAX Chamber of Commerce for his work - and provides private vocal instruction for students of varying age and experience. Marcus also directs both the youth and young adult choirs at Holy Name of Jesus Catholic Church. In 2015, Marcus scored an award-winning USC student animation entitled, "King," and released several original singles on iTunes and Google Play with his Gospel group, Marcus Petitt & Eclectic Praise.

Conner Pierce ’18 just completed his first year at the University of British Columbia where he is studying Kinesiology. While at SAAS Conner competed in track and field and was named a Washington Interscholastic Athletics Association Athlete of the Week as well as to the First Team

Lynne Siefert ’04

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All-Emerald City League. As a Thunderbird at UBC, Conner became a 2018 U.S. Paralympics Track and Field All-American in both the 100-meter and the 400-meter men’s division at the Desert Challenge Games. In August of this year he qualified for and competed in Peru at the 2019 Para-Pan American Games, an international multi-sport competition for athletes with physical, intellectual, and visual impairments. The games attract the best Para-Athletes from North, Central, and South American. Conner is also a motivational speaker, dabbles in bodybuilding, and is writing a memoir entitled Long Sprint: My Unique Run from Palsy to Paralympian.

“I owe a lot to the SAAS community for supporting me on this long sprint of my life, this road from Palsy to Paralympian. My coaches, friends, and teammates have allowed me to succeed at the collegiate level, believe in myself and my ambitions, and make it onto the most prestigious Track and Field team in the World, Team USA.” Lynne Siefert ’04 holds a Bachelor of Arts in International Studies from the University of San Francisco and a Master of Fine Arts, with an emphasis on experimental film and media art, from Emerson College. Since graduating from Seattle Academy, her work has been shown in national and international film festivals such as the Edinburgh International Film Festival, EXIS Experimental Video and Film Festival, and the San Diego Underground Film Festival. Her artwork has been exhibited in galleries and museums, including Glassbox Gallery in Seattle. Lynne was recently named as the winner of the 2019 Betty Bowen Award by the Seattle Art Museum and The Betty Bowen Committee, comprised of Northwest curators, collectors, and artists. The first filmmaker to win the award, Lynn’s films, addressing the climate crisis, will be featured at the Seattle Art Museum in the Spring of 2020. ☜

San Francisco Reunion 2019 at Uber, hosted by Shayla Miller Love ’98

Carly MacConnell ’08 and Matt Dawson ’09 at the Winter Alumni Event at Rachel’s Ginger Beer

Guy Hutchison ’90 and Melinda Mueller (Science Faculty)

Adam Quinn ’11 (second from right) and cast of Dear Evan Hansen speaking to students in the Black Box

Peter Clark (Science Dept. Chair) and Rachel Liddell ’11

(left to right) Adam Stelle ’05, Aaron Strauss ’03 (Alumni Board Chair), Dori Scherer ’04, Nathaniel Hudson ’03, Phillip Berry ’06, Zach Laster-Hazzard ’06, Andi Alhadeff ’07 • Speaking on the Alumni Panel to Class of 2019

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SEATTLE ACADEMY

35th Anniversary

S

eattle Academy was founded in 1983 by a dedicated group of students, faculty, and parents who were inspired to start a new school designed to prepare students for college and life. Seattle Academy’s strong entrepreneurial spirit, willingness to take risks, and commitment to create a cohesive community working towards mutual goals are as relevant now as they were in 1983.

At the school’s founding, the primary academic programs were located in leased classroom space at Temple De Hirsch Sinai on Capitol Hill. As school programs and the student body grew, our campus grew. Satellite campus locations were leased, including science labs from Seattle Central College, two warehouse loft spaces for arts and physical education, and a myriad of fields and gyms throughout the Capitol Hill neighborhood and the city.

As growth and demand continued, it became increasingly clear that to control our destiny we had to control our own campus. In 1998, the school was able to purchase the Vanderbilt Building (which now houses Upper School academic programs) and acquire several other properties soon after on the 12th Avenue block. In 1999, SAASbegan its first capital campaign to build the Arts Center, which opened in 2001, and the Gym, which opened in 2002.

Following the construction of the Arts Center and Gym, the school turned its attention to “people and programs,” assuring that our community continued to be developed and nurtured, that curricular and co-curricular programs were integrated and cohesive, and that systems were in place to support the larger footprint of the school. This internal evaluation inspired

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the 2003 launch of our Prep for Life campaign to increase socio-economic and cultural diversity in our student body, and strengthen the Learning Support program. Shortly after that campaign, Seattle Academy launched a Financial Aid Endowment campaign, and despite a faltering economy, our community successfully raised $7 million, which qualified us to receive an additional $1 million matching grant from the Bill and Melinda Gates Foundation.

The 2007 iteration of SAAS’s Strategic Plan included a strong commitment to the school’s culture while continuing to develop new programs, garner endowment resources, improve the campus, and develop committed leaders throughout the school community. In light of these priorities, the Board and Founding Head of School Jean Orvis, began a thoughtful and well-planned leadership succession. In July 2009, Joe Puggelli, then Assistant Head of School and Head of the Upper School, was appointed Head of School and took the reins from Jean, who had guided and shaped the school for its first twenty-six years.

Under Joe’s leadership, the school embarked on the SAAS Rising campaign, a campaign designed to create purpose-built spaces for the sciences and for the Middle School program. The result was the STREAM Building opening in 2015 on the corner of 13th and E Spring, with seven labs and a commons area designed to encourage student community-building. The Middle School opened on the corner of 13th and E Union in fall 2018, the first mid-rise middle school in Seattle. With six full stories, each grade has its own dedicated floor.

All grades have access to a Robotic/Makers, along with a middle school gym, rooftop playfield, and commons area.

OUR PATH

“

officers, and talented actors who know how to After 23 years at SAAS, provide quiet leadership. They are chemists Joe retired in the Spring of who dance, basketball players who sing and 2018, leaving the school in act, poets who thrive in the sculpture studio, the capable hands of Rob Our students have and software developers as comfortable in Phillips, who had served as embraced the notion the wilderness as they are adept at thinking teacher and coach, and as the innovatively about technology.

Assistant and Associate Head that all things are This fall, as we enter thirty-six years since of School alongside Joe. Rob’s our founding, Seattle Academy is a vibrant first priority as Head included possible and refuse community of over nine hundred students getting the new Middle to be defined by a and two hundred dedicated faculty and School ready for students staff. Our students are as bright, diverse, and and faculty when classes single activity, passion, intrepid as ever, and our faculty and staff began in September 2018, and or accomplishment. bring an impressive level of subject mastery leading the school through and a broad range of life experience to their its fifth NWAIS Self Study work. We continue to refine and innovate and re-accreditation process. our college-preparatory curriculum—and This process included programs in our key areas of academics, arts, re-examining and revising athletics, outdoor/trips, and service—while our Mission Statement we continue to garner state, regional, and Guiding Principles, national, and international recognition. and creating a new Strategic Plan, all of which will Seattle Academy exists because of the efforts and the carry SAAS into the next thirty-five years. determination of our community throughout our history. We The true success of the last thirty-five years lies in the are grateful for the remarkable gifts and talents of everyone achievements of our students in the classroom, on the stage and who has shaped Seattle Academy’s past and grateful to those athletic fields, on the wilderness trips, and in acts of service. who continue to inspire and build our future. As a dynamic Our students have embraced the notion that all things are community that challenges students to question, imagine, possible and refuse to be defined by a single activity, passion, or and create in order to contribute boldly to a changing world, accomplishment. They are scientists who participate in robotics, we eagerly look forward to the next thirty-five years! ☜ imaginative costume designers who are student government

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AFTER 36 YEARS, MARGI NIU RETIRES:

She’s The Best There Is JEAN ORVIS, SEATTLE ACADEMY, FOUNDING HEAD OF SCHOOL 1983–2009

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J

oe Puggelli, who succeeded me as Head of School in 2009, likes to tell the story of when he applied for Assistant Head at Seattle Academy. As part of his due diligence, Joe called a former colleague who had chaired the school’s most recent accreditation and had a deep context on the school. When his friend started to tell Joe about me, Joe interrupted and said, “Don’t tell me about Jean, I want to know about the Business Manager.”

According to Joe, the reply was “Margi Niu is the best there is.”

“She’s the best there is” has been repeated by a long list of the school’s finance chairs, finance committee members, auditors, accreditation chairs, bond insurers, bankers, other CFO’s, and even teachers who have worked in other schools. The school’s survival in the early days, meteoric rise in subsequent years, and current enviable position of full enrollment and state-ofthe-art facilities can be credited to the talents of many people, but none more so than Margi. This hard work and dedication earned Margi the National Business Association’s 2012 Will Hancock “Unsung Hero” Award given to business officers who have made a significant or extraordinary impact at their school.

Margi and I first met in 1980 as fellow graduate students in the MBA program at the University of Washington. We became friends immediately. Among the many things we had in common, her husband Peter and my husband John were both engineers and avid Husky football fans. John and I will never forget the Chinese banquets at their house, fabulous food served up with a ripping combination of her Irish humor and Peter’s Chinese

OUR PATH

humor. During our graduate school days, Margi and I often studied together in the Burke Museum café. Our bond was rooted in true friendship, but one of the most important things I learned during those two years in business school was that Margi had the best financial mind in the class. l will never forget the late September day about a year after our graduation when I told her what I had gotten myself into: starting a school from scratch in two weeks with minimal resources after every other school had been in session for several weeks. Stunned silence. I filled the awkward moment in the only way I knew how: I offered her a part-time job at a paltry salary. She laughed (who wouldn’t?), and then asked, “When do I start?”

The next day she went to work, acquiring the documents we needed, applying for non-profit status, collecting examples of bylaws, articles of incorporation, and refining the rough budget the board and I had hammered out. Her “office” was a student desk in one of the classrooms we leased at the Temple De Hirsch.

She didn’t work part-time; she worked double-time.

At that point, the odds weren’t great that the school could survive the year.

Margi has been with the school since day five, taking a hiatus only when she and Peter returned to Hong Kong where he served as a consulting engineer during the construction of the new airport. While there, Margi was hired by an association

“

As I work with high functioning, well-respected schools around the country, I repeatedly see proof that Margi is the best there is. In terms of her skills and sophistication, she’s in a league of her own.

charged with stemming the “brain drain” from Hong Kong during the transference of its sovereignty to China, an unusual role for a Caucasian woman in Asia and a testament to her talents.

In the meantime, Seattle Academy was about to take the greatest institutional risk since the school’s founding: acquire land and build our own campus, again with few resources. To make it work, we needed the best team possible and Margi needed to be part of the team. I called her in Hong Kong and explained the challenge. Once again, the stars aligned, and Margi and Peter returned to Seattle with baby Kathleen.

Today, as you explore the school’s state-of-the-art buildings, watch more than 900 students enthusiastically tackling academics, arts, and athletics, or marvel at the jaw-dropping pictures of kids on international, domestic, urban, or wilderness adventures, it is almost impossible to imagine the school’s early days when, as Joe Puggelli used to say, “If nothing was a commodity, we would have cornered the market.” While everyone along the way has contributed to the school’s remarkable success, no one has contributed more than Margi Niu. Craig Tall, a school founder once said, “Margi is Seattle Academy’s Godmother.”

As I work with high-functioning, well-respected schools around the country, I repeatedly see proof that Margi is the best there is. In terms of her skills and sophistication, she’s in a league of her own. But the key difference is her focus on what really matters. While she is the “Queen of the Spreadsheet” and a healthy bottom line, her first consideration is always the impact of financial decisions on students, programs, and the community. She manages to always walk a fine line that balances institutional advancement and fiscal health.

Brilliantly strategic, Margi is one of those rare people who sees the big picture while managing the minute details with

precision and understanding.

Her work is flawless, her loyalty unflagging, her judgment spot on, and her work ethic legendary.

Margi is there long after most people have left for the day, spends significant weekend time in the office, and typically takes little vacation. For many years, her only times away from school were when she and Peter accompanied Kathleen, a high-ranking athlete, to gymnastics tournaments.

Courageous and faith-filled, she continued to shoulder an immense workload after Peter suffered a stroke and was disabled for several years before his premature death three years ago. Even through her own personal tragedies, she has been a priceless mentor and guide to generations of Seattle Academy colleagues, trusted for her wisdom, great advice, warmth, and support. She is always there for others.

It’s hard for me to imagine Seattle Academy without Margi. She has earned a joy-filled retirement and is looking forward to moving to Columbus, OH to be closer to Kathleen, son-in-law Alex, and adorable grandbaby Evelyn. Most of all, I hope she takes great satisfaction in the extraordinary contribution to so many young people, faculty, staff, and families who, whether they know it or not, owe so much to this remarkable lady.

Whatever the role: wife, mom, grandma, CFO, colleague, or friend—she is, indeed, the best there is. ☜

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W

hen I look back on the past year I am flooded with images, such as happy students talking with peers as well as staff and faculty throughout the building, students helping each other, and students engaged in discussions and collaborative workgroups in Health, History, English, Science, and Math classes. I see coordinators helping students problem-solve, students playing on the rooftop and shooting baskets in the gym, and students working on projects in Computational Thinking, Robotics, and more. I remember students discussing identity in Advisory Social-EmotionalLearning (SEL) activities and other classes throughout the Middle School as well as sitting in the commons area chatting, laughing, and relaxing with Mt. Rainier rising from the sky out of the window in the background. I hear the band practicing in the early morning before school. I see pictures of students dressed in costumes on “Mix It Up Day,” on retreats, and playing group games on Field Day. I remember the 8th graders on Seattle Challenge walking through Seattle between service agencies, and I recall all the faculty and staff meetings to discuss how to help kids, how to enrich the curriculum, how to discuss hard topics, and how to make sure kids stay safe.

I press myself to remember negative images and find that to be a difficult task. During each day of the school year, I am always focused on what needs to be fixed and what needs to be improved. But when I step back and I reflect on the last year, I see all that is working well. We started this year with a new building, a new schedule, new classes, and many new faces, and here’s what is working well: The caring and common commitment of the faculty, staff, and support service providers to teach, support, and serve students is something I wish I could more effectively share with each and every parent.

A building that is extremely impressive, beautiful, and functional. The new building is much more than a structure.

The light and the views, the purpose-built classrooms such as the music room, makers space, the gym, and lunchroom, all have had an impact far greater than just being a new space or more space. Classrooms that are state of the art.

The gym and the rooftop play space. The ability for each grade level to have their own floor and for students to have the room and comfort to learn, live, and play is a gift that has an impact that is so great that it is difficult to measure.

A school program that offers broad exposure to new opportunities and provides options for excellence and challenge. New classes, new curricular project work, new clubs—even wrestling!

The engagement of students throughout the day, throughout all curriculum and all programs is something that does not happen by accident. The intentionality to engage students in classes and in a broad range of experiences is the result of a lot of hard work by all faculty and staff that is usually unseen, but so important.

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REFLECTION

One Year in the Middle School MIKE HAYKIN, ASSISTANT HEAD OF SCHOOL, MIDDLE SCHOOL

Adolescence is a complicated time. Developmental differences are astoundingly large. Kids are changing every day.

Kids are forming identities and defining their own values, peers, and priorities. It is our collective role to help students see beyond their self-imposed sense of their limitations and beyond their known strengths; to help them see new opportunities and to broaden their sense of who they might become. Adolescence is a time when kids have a hunger to belong. Adolescence is also a time when kids are defining their own values and learning how to align actions with values, despite the very real challenges, social pressures, demands, and expectations (both real and imagined) that they face. It is also a time when kids are developing core skills and knowledge. They are learning how to integrate skills and knowledge and apply their learning to solving and creating. It is a time when students both can and need to better understand the experiences and the strengths and challenges facing their peers and other community members.

I feel extremely privileged to have a perch where I get to see the growth of students day in and day out and work with a community of faculty, staff, administration, and parents who are committed to the care and growth of our Middle School students. Do we have many improvements that need to be made?

Am I in the right rowboat with a community that is paddling the same directions? The answer to both questions is a resounding “Yes! Absolutely!” My reflections on the year leave me excited and optimistic about the road ahead. ☜

OUR PATH

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HIGHLIGHTING PHILANTHROPY

AT SAAS In the last school year, SAAS families, alumni, alumni parents, faculty, staff, and friends donated nearly one million dollars to the Annual Fund, our primary fundraising campaign.

The Annual Fund plays a part in our general operating budget fulfilling needs in the life of our school such as:

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The philanthropic spirit and generosity of our SAAS community make great things possible! Seattle Academy is fortunate to have generous donors who step up each year to support our programs, students, and faculty.

Resources for classes across the curriculum.

Advancements in technology serving students and faculty in and out of the classroom.

Competitive salaries and professional development for our exceptional faculty and staff.

Financial aid to assist families with tuition and fees.

An inclusive, no-cut athletic policy engaging over 80% of students in team sports from novice to varsity.

Avenues to pursue studio arts, photography, film, theatre, dance, vocal, and instrumental music.

SAAS IN THE CITY 2019 In Bloom With over 600 registered guests, including current and alumni parents, faculty and staff, 14 alumni spanning over 30 years of graduating classes, along with 150 Middle and Upper School student performers, this year’s SAAS In the City delivered a beautiful night of celebration, community, and collective impact. Together, we raised $620,000 for Financial Aid and Community Chest, programs that ensure access and inclusion for students regardless of socioeconomic background while enriching the learning and development for all students.

FACULTY Melinda Mueller, Science faculty, Book Is Announced as a Finalist in the Washington State Book Award 2018 Chris Tschirgi, Costume Designer, Nominated for Outstanding Costume Design for The Gregory Awards Madeline Williams, 7th Grade Coordinator, Wins the National Councils of Teachers of English (NCTE) Affiliate Leadership Development Award for 2018 Alicia Mullikin, Dance Teacher, and Choreographer, Appeared in Emmy Award-Winning PBS/KCYS People of Color Series Lily Hotchkiss, Visual Arts Teacher, Selected to Show at the Storefronts Program Kate Olson, Woodwinds Coach, Featured in Issue of Earshot Jazz

ALUMNI Joel Gamoran ’03 Publishes his First Cook Book Nanda Prabhakar ’95 Receives National Association of Social Works (NASW) Image Award Peter Summerville ’10 Joins the San Diego Padres Megan Barwick ’15 Earns Women’s Soccer Academic All-American Award Conner Pierce ’18 Named 2018 US Paralympic Track & Field All American Samantha Casne ’01 Highlighted King 5 News Feature About Women in Politics Gavi Staloch ’18 Featured as Geek Wire’s “Geek of the Week” Hadley Hillel ’14 Featured at National Film Festival for Talented Youth (NFFTY) 2018 Jordon Bolden ’12 Appears on CBS Blue Bloods Alexa Jarvis ’08 Debuts at the Metropolitan Opera Lynne Siefert ’04 Has Film Featured at Local Sightings Film Festival Toma Kraft ’08 Named on the Charlotte Agenda 30 Under 30 Andi Alhadeff ’07 Nominated for Outstanding Supporting Actress at the Gregory Awards 2018

STUDENT LIFE Ben Riley ’19 Earns Silver Medal in Light Weight 4 at National Youth Rowing Championships Robotics Team Competes at FIRST Robotics World Championship for Third Consecutive Year Shay Meseck-Schick ’23 Wins Washington State Men’s Gymnastics Championship; Sam Rawlins ’20 Places Second in All-Around Speech Team Finishes Fifth at Washington State 3A Tournament Andres Gibbons ’19 Wins National Level 2 USTA Doubles Championship

Mock Trial Team Competes at State Tournament Ethics Bowl Team Competes at State Tournament Elke Ambach ’21 Wins Washington State Swimming and Diving Awards (Gold in 100 Free and Bronze in 200 Free) Jordan Howard ’22 and Chloe Rubin ’20 Appointed to the Seattle Youth Commission Middle School Robotics Team Qualifies for Washington State Semi-Finals Maya Sulkin ’19 Inters with Israel Education Nonprofit StandWithUs SAAS Featured in Seattle Met Magazine Article 10 Amazing Adventures in Seattle’s Private Schools Evin Jaff ’19 Highlighted on King 5 News for Suicide Prevention Button Gigi Olsen ’19 Earns Bronze at the 2018 USEF National Pony Jumper Championship

ATHLETICS Boys’ Golf Team Wins State Championship Girls’ Tennis Team Wins State Championship Boys’ Varsity Wrestling Team Goes Undefeated and Wins Emerald City League Championship Kel Chen ’19 First SAAS Wrestler to Compete at State Leo DeBruhl ’21 Featured in Seattle Times article

ARTS Aaron Greenstein ’19 Photograph Selected for Jones Soda Award Seattle Academy Earns Fourth Place in Washington State High School Photography Competition Advanced Jazz Choir Earns Second Place at Reno Jazz Festival Alaina Neuburger ’19 and Leila Guilhemotonia ’19 Photography Selected from National Competition for Paramount Production of XQ Super School Live Leila Guilhemotonia ’19 and Lucia Rosenast ’19 Win National Medals in the 2019 Scholastic Art and Writing Awards Calvin Lundin ’23 Earns Outstanding Soloist Award at Bellevue College Jazz Festival Lucia Rosenast ’19 Receives Merit Award for Photography in the National 2019 Young Arts Competition Carmen Oldham ’19 Profiled in Washington Arts Education Association Magazine for Costume Design Work Jordan Isaacs ’19 Filmed Featured at Local Sightings Film Festival

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