Seattle Academy 2024 SAAS In Focus Magazine Vol. 5

SAAS SNAPSHOT: Springapalooza

Senior Laith Cutler hyping up the Boys Varsity Soccer team ahead of their Springapalooza match against Sultan High School.

Writer & Editor

Gena Wynkoop

Layout Design & Photography

Todd Rotkis

Additional Writing

Taya Dukes (Grade 12)

Harlan Grady (Grade 12)

Vivian Jones (Grade 11)

James Lemmon

Hilary Bowen O’Dougherty

Rob Phillips

Todd Rotkis

Additional Photography

Gerald Elliott

Mei Enoki (Grade 12)

SAAS Marketing & Communications Team

Adam Breunig ’12

Darby Frey

Madeline Pennington

Todd Rotkis

Andrew Spitzer

Gena Wynkoop

FRONT COVER: Middle School Science

6th graders Zoe Roy (left) and Yazee Wilson (center) in Dr. Baris’ class learning how atmospheric CO2 is absorbed by our oceans. Here, students are observing how a CO2-rich environment affects a pH-sensitive solution. The blue-dyed “ocean” changes to green and then yellow as CO2 is produced by a vinegar and baking soda reaction in the paper cup above.

BACK COVER:

Seniors Gabriel Alexander and Harry Curtis riding a dog sled across Lake Laberge during the Senior Yukon trip.

SAAS SNAPSHOT: Performing Arts

Middle School band performs at fall End-of-Tri.

35. In Our Innovations Era: Robotics and the New Home of the Upper School

15. The SAAS Summit: A Year of Innovation, Collaboration, and Civic Engagement

22. Exploring Philosophical Perspectives in the 10th Grade Salon Project

28. Imagining New Worlds in the 6th Grade Utopia Project

42. SAAS Around the World Featuring: SAAS Trips to Japan, Vietnam, Vancouver Island, and Washington D.C.

46. Embracing New Orleans

Written by: Vivian Jones (Grade 11)

48. Breaking The Ice Written by: Taya Dukes (Grade 12)

8. The Forest AND The Trees Written by: Rob Phillips, Head of School

SAAS SNAPSHOT: Service 8th graders during the Seattle Challenge haul wood chips to mulch beds at Marra Farm in South Seattle.

is a community garden that helps teach students about farming and grows food for the community.

94. Building #SAASPride and The Cardinal Council

Featuring: SAAS Moves to Metro League, Athletics Highlights and Next Level Athletes

101. Young Minds, Big Questions: 8th Grade Symposium

107. James Lemmon on ‘Know the Kid’ and His Journey to Head of Middle School

61. The Renaissance of Speech & Debate

67. Game, Set, Match

78. SAAS Creates

Featuring: Claudia Landau (Grade 12), Music Production, Block Party, Art Walks, Middle School Vocal Project 90. SAAS Alumni Making Waves in Public and Private Sectors

Written by: Harlan Grady (Grade 12)

Written by: James Lemmon, Head of Middle School

Marra Farm

THE FOREST AND THE TREES

Written By: Rob Phillips, Head of School

“A book is like a single tree in a forest, in that it exists in conjunction with and because of a great many others around it.”

- David Suzuki

We’re fortunate in Puget Sound to see the beauty of trees and the wonder of forests almost literally in our backyards. A walk in Seward Park reveals towering Douglas-fir leaning into the light beside Sitka spruce, tall and droopy Western redcedars sheltering Western hemlocks beneath them, and Bigleaf maple with their giant leaves that carpet the forest floor in orange and red in the fall.

A drive to the mountains contains much of the same, plus alder trees - the unsung heroes of the forestthat pop up along creeks and avalanche shoots. Alders are almost weed-like in their aggressive growth, and alders are hell to hike through. But they can also grow in soils that other trees can’t, and once they’ve managed a growth cycle, the alder provides the nitrogen that the subsequent forest depends on.

Once on the east side of the Cascades, in forests like those in the Teanaway watershed, the majestic Ponderosa pines dominate – in part because of their incredible ability to withstand and benefit from the fires that have historically been a natural part of the landscape. But a walk in those forests leads through fir trees, larch, lodgepole pine, yew trees, and still a few native white oaks.

Whenever I’m lucky enough to be able to walk through those amazing trees in our incredible forests, I’m struck by the unique character and story of each tree and the collective power and potential of the forest that those trees create together.

On each walk, I think about the similarities between the growth and individuality of trees and the unique growth of students.

Schools should be like forests, rich in biodiversity, nurturing communities, and fostering growth through fast streams and still ponds, in bursts and cycles, across seasons and years. Unfortunately, they often resemble tree farms instead.

SAAS is, I believe, a healthy forest.

SAAS is not a tree farm.

Forests are resilient, vibrant, adaptable, and nurturing. They have evolved to take advantage of climate and geography. They’re resistant to threats and often turn threats into advantage – from landslides to fire to droughts to windstorms. Tree farms aren’t designed to adapt – they’re designed to grow in a controlled environment, with limited variables, and for shortterm outcomes.

Tree farms are good at curating trees for a predetermined outcome: poplar trees destined

for paper mills and lined out in rows like stalks of corn; stands of Christmas trees, trimmed and measured; and apple trees growing in an irrigated desert climate, genetically modified to produce fruit of a specific taste, texture, and appearance.

And while commercially curated trees have benefits, they don’t share the most important traits of forests, at least not as related to what we want for our students now and as the future leaders of our communities: resilience, adaptability, and uniqueness.

Trees in the forest even have a kind of biological curiosity –they’re trying to understand their surroundings in order to sustain growth.

SAAS does and has always cared deeply about student growth, resilience, adaptability, connection, and uniqueness.

What does that look like? If you walk through the forest that is SAAS, what will you see?

You’ll see students in a group who plan and organize their work, Big Picture thinkers who brainstorm and imagine, and pattern thinkers who weave the disparate ideas of the group into a coherent whole.

They’re learning about each other and from each other. They’re growing individually but are connected in the same way that the

roots of aspen groves connect in the soil.

You’ll see students who excel at seeing patterns in data, writers who wield language with deftness and precision, and speakers who distill complicated topics with grounding clarity and an ability to help others see the Big Picture.

They’re learning about each other and from each other. They’re growing together and growing individually in the same ways that a cedar’s shape is unique from that of an alder tree.

You’ll see kids who can make magic happen with a saxophone or a spot welder in their hands. It looks like goal scorers and goalkeepers; in a theater production, it looks like singers and dancers and actors who bring worlds to life on stage…thanks to the kids who build the set and who run the lights and sound.

Once again, they’re learning about each other and from each other. They’re growing individually, becoming young adults who understand their own unique gifts, and growing together in learning to translate those gifts into creating and sustaining nurturing communities.

Henry David Thoreau, that great fan of walking, writing, trees, and forests, once noted that “I took a walk in the woods, and came out taller than the trees.”

That perhaps best sums up what we want for our students as they grow and develop during their years at SAAS. And when they stand together on stage as seniors at their graduation, they’re not like a line of trees in a tree farm.

They’ll stand together like trees in a forest as capable and aware young adults who can speak and listen, who can act and reflect, who accept their individual responsibilities, and who recognize the whole is greater than the sum of its parts.

Building on the idea of healthy forests and healthy schools, SAAS is hosting a fall Summit on Climate Conservation and Citizenship. To see a preview of the fall Summit, see “Looking Ahead to SAAS Summit Fall 2024” on page 19.

SAAS SNAPSHOT: Engineering

Calvin Brost, Jonah Salverda, Max Wilken & Elliot Oh during launch day for Introduction to Mechanical Engineering. This project touched on aerospace engineering and mechanical advantages. Students worked in groups to build launchers using levers and pulleys, as well as gliders that were designed to maximize lift and eliminate drag. The group that launched their glider the furthest got to waive their final presentation.

SAAS SUMMIT

SAAS SUMMIT

ENTREPRENEURSHIP & INNOVATIONS

ENTREPRENEURSHIP & INNOVATIONS

A YEAR OF INNOVATION, COLLABORATION, AND CIVIC ENGAGEMENT

This year, Seattle Academy launched its inaugural SAAS Summit, a multi-modal experience combining a forum, think tank, and networking event, all set on the SAAS campus. We held two sessions this year, one in October and one in May, each featuring an impressive lineup of speakers and panelists.

The best part? All speakers were current SAAS parents, alumni, or alumni parents, demonstrating how these important topics are shared as community values. Our community, brimming with entrepreneurs, movers and shakers, and brilliant minds, aimed to foster an environment

“At each SAAS Summit, we intentionally invite multigenerational collaboration and problem-solving to build connections where there has been isolation and to translate early failure into eventual success.”

- Rob Phillips, Head of School

where ideas could be shared and explored.

In the fall, the Summit focused on the themes of Entrepreneurship and Innovation, bringing SAAS community members together to discuss topics ranging from Fostering a Green Economy to Cultivating Sustainable Innovation and Business, and Creativity & Culture Catalysts to Intersection of Entrepreneurship & Real Estate Development. The central theme was “creating something that doesn’t exist yet but ought to.”

The first keynote speech, “Navigating Innovation in Seattle’s Entrepreneurial & Economic Landscape,” featured speakers Colleen Echohawk, Glenn Kelman, Andrew

Newsome ’12, Pete Nordstrom, Heather Redman, Mark Vadon, Merrie Williamson, and moderators Ben Bergman ’00 and Maddie Lee ’15.

The second keynote, “Innovating Tomorrow: Charting the Path for Future Entrepreneurship,” included Rick Cantu, Cody Finke ’08, Wei Gao, Martinique Grigg, Dan Levitan, Nicole Piasecki, Lewis Rudd, and moderators Ben Bergman ’00 and Maddie Lee ’15.

The day was filled with engaging and insightful discussions about entrepreneurship and the skills required to be an innovator in business while also emphasizing empathy, understanding the why, and maintaining a clear vision.

Dan Levitan, a former investment banker and co-founding partner at Maveron, discussed

the book “Mindset: The New Psychology of Success,” by Carol Dweck. “The biggest thing [in entrepreneurship] is a growth mindset,” said Dan. “It highlights the fact that in life, we all need resilience and need to feel that failure is part of the road to success. If I had to give summary advice, it would be, figure out what you like or what you do well, do it with vigor, and don’t be afraid.”

Dan elaborated on the difference between a growth mindset and a fixed mindset, explaining, “You can either have a growth mindset or a fixed mindset. In a growth mindset, you are less worried about the outcome and more worried about the process. You can think about winning or losing a game - but how did you play? The stuff that you can control, how did you do? A fixed mindset gets discouraged when they lose a game because of the outcome.”

Current SAAS parent Nicole Piasecki, Global Board & Business Strategy Expert and Chair of Cybersecurity Subcommittee Howmet Aerospace agreed with Dan, adding: “Self-awareness about what you are good at is really important as you evolve and understand more about yourself and where you want to apply yourself.” She added, “The thing that I would emphasize as an entrepreneur and business leader is to stay diligently focused on the customer and the problem you want to solve. Never let go of that.”

Wei Gao, SAAS parent and partner at Madrona Venture Capital, concurred, “Be stubborn on your vision but flexible on the execution and details. Success is rarely a straight line, and the path may be full of failures, setbacks, pivots, and disappointments. Don’t lose sight of your purpose.”

In the spring, the community explored Civic Engagement and Social Entrepreneurship under the theme “The Work Won’t Wait - Forging Coalitions for Positive Change.” The event spotlighted leaders using their entrepreneurial and collaborative skills across private, public, and nonprofit sectors as catalysts for effective action amidst daunting challenges.

Featuring over 50 panelists from the SAAS community, including alumni, alumni parents, and current parents, the event drew

over 175 attendees and more than 80 SAAS students, marking it a resounding success.

Panels covered a diverse range of topics, from the future of public service and the justice system to climate conservation, education, and healthcare.

Discussions also addressed the dynamics of public and private partnerships and community organizing efforts.

The Opening Keynote, titled “2032,” featured a distinguished panel that emphasized the urgency of conversations on politics and civic engagement

and highlighted the younger generation’s pivotal role in driving meaningful change.

Panelists included Ellis Andrews ’20, Gabby Borenstein ’18, Gabriel Greschler ’14, Tim Punke, David Sheppard, Colleen EchoHawk, and Sung Yang.

An engaged and dynamic dialogue ensued, urging students to prioritize various avenues of engagement. From advocating for increased voter participation to emphasizing the importance of local politics and viewpoint diversity, the discussions offered invaluable insights.

David Sheppard, a SAAS alum parent and the Regional Inspector General of the U.S. Department of Commerce, emphasized the importance of voting, stating, “66 percent of eligible voters in the US vote. That means that 34 percent didn’t. My suggestion to young people... encourage your friends and family to register to vote. Once people are registered, they are much more likely to vote.”

Echoing this sentiment, Gabby Borenstein ’18, a SAAS alum and member of the U.S. Senate Committee on Commerce, Science, and Transportation for Senator Maria Cantwell, stressed the significance of local involvement, highlighting the impact of initiatives beyond headline-grabbing issues. “I always advocate for involvement at the local level. I think politics always start from the ground up,” she said. “I think it’s easy to focus on big-ticket items, headlinegrabbing things. But there are ballot initiatives, state legislation, and state supreme court items every day that have a real impact

on everyday lives. Don’t lose sight of those!”

Tim Punke, current SAAS parent and Head of West Coast Monument Advocacy, urged students to advocate for viewpoint diversity in educational institutions, emphasizing the importance of cultivating critical thinking skills and fostering respectful discourse.

“My push to everyone in this room, especially the students, is to push your school, educators, and colleges to give you viewpoint diversity. They need to teach you how to think. You have to be a good listener, and you need to articulate viewpoints that you disagree with,” Tim said.

The SAAS Summit stands as a testament to the power of collaboration and innovation in driving positive societal change, inspiring attendees to champion causes they are passionate about and create tangible impacts in their communities. We look forward to next year,

continuing to grow, learn from one another, and build upon the accomplishments of the 20232024 school year. See you at the next Summit!

LOOKING AHEAD TO SAAS SUMMIT FALL 2024

During our Spring 2024 SAAS Summit, themed “The Work Won’t Wait,” one of the standout breakout sessions was titled “How a Greener Future Can Strengthen Our Democracy.” This session featured panelists such as Megan Birzell, Austin Easter ’10, Eli Etzioni ’14, and Jerry Tone, all notable figures in the environmental sector and valued members of the SAAS community.

The panelists tackled pressing questions in an era where climate shifts are as visible and immediate as political and economic transitions. Those at the forefront of conservation and sustainability are crucial in

preserving a shared future for all communities. The discussion centered around lessons from the past, areas of opportunity, hope, and prioritization. They explored the actions that current leaders should take and what lies ahead for the rising generation of conservation and climate leaders.

Building on the success of this session, the fall 2024 Summit will expand on these ideas, focusing on climate, conservation, and citizenship.

We are pleased to introduce two of our keynote speakers for the upcoming summit: Martinique Grigg and Sally Jewell.

Martinique Grigg, a SAAS parent and current Board Chair of the Wilderness Society, is a Founding Partner of Grant Peak Capital, Board Chair of evo, and Former Executive Director at The Mountaineers. As a trustee

of the Nature Conservancy, Martinique advocates for the environment through a socially conscious strategy and will bring her extensive expertise to our discussions.

Sally Jewell, an alumni parent, business executive, and environmentalist, served as the 51st United States Secretary of the Interior in the Obama Administration from 2013 to 2017. She is the Global Board Treasurer for the Nature Conservancy and the Interim Chief Executive Officer. Sally is renowned for her science-based, landscape-level, collaborative approach to natural resource management. Her work has included championing the importance of science, sharing data to better understand the earth’s systems, encouraging sustainable water use in the West, deepening relationships with Indigenous communities, and conserving the nation’s most

vulnerable natural, cultural, and historic treasures.

At SAAS, we deeply value climate conservation and educating the next generation of conservationists. We eagerly anticipate the insightful and engaging discussions that will emerge from the keynote and breakout sessions. Stay tuned for more updates!

Sally Jewell

Photo Credit: thoughtco.com

Martinique Grigg

SAAS SNAPSHOT: Innovations

To kick off their final spring Innovations project in Entrepreneurship, 6th graders launched an Innovations Marketplace. Each student designed, created, or bought products to sell to their peers. Starting with $5 in ‘SAAS Bucks,’ the goal was to create the most compelling business model, including marketing and signage, to become the highest earner.

hat would it be like to approach real-world problems with the mindset of a specific philosopher? That was the challenge 10th graders in Lisa Feiertag’s English and History class faced while diving into Seattle Academy’s infamous “Salon Project.”

“In the Salon Project, students learn about the social contract and roleplay a twentieth-century philosopher,” explained Lisa, SAAS’ History Department Chair and Upper School History Teacher, and SAAS alumna from the Class of 2002. “Their job is to become an expert on their philosopher’s ideas and the historical context of their thinking. Then they discuss their philosophies with other thinkers, similar to the social gatherings of intellectuals in salons during the Enlightenment.”

The project consists of an essay where students dive into their philosopher’s ideals and are tasked with creating a metaphor that describes those ideals.

“The students write a short critical essay in response to questions about their philosopher’s perspectives,” said Lisa. “The questions asked them to articulate the ideas and probable views of their philosopher on a variety of contemporary questions so they can converse with other 20th-

century philosophers in the spirit of intellectual inquiry.”

The preparation for the project is dense. Students take a deep dive into the philosopher’s writings, learn their objectives and ideologies, and essentially embody them. And why is it called the salon project?

“There’s a whole background behind the name because back in the 1800s, people would go into salons and watch philosophers discuss different topics in a nonaggressive debate,” explained Stella Torres (Grade 10), a student in Lisa’s class.

“My philosopher was Ayn Rand. In my essay and to prepare for my debate, my summary was like, ‘My name is Ayn Rand, and I created objectivism. I really like to talk about myself, and I don’t care about anyone else because selfishness is a virtue.’”

In their essays, Lisa asked the students to make an analogy that explained their philosopher’s beliefs.

“My analogy was that of a garden. Everyone individually is their own plant, and the government can’t tell you how to grow because that’s rude,” explained Stella.

For Jonah Salverda (Grade 10), his philosopher was Frantz Fanon.

“It was a fun task to essentially embody the spirit of a philosopher,” said Jonah. “Fanon was a very different thinker than I am, but seeing the world through someone else’s eyes was really interesting.”

Jonah explained Frantz Fanon as “a Marxist, which is unique, and I’ve never had any experience with actual communism or Marxism.” Jonah explained Fanon as growing up in Martinique under French rule.

“He was very anti-colonialist because of his childhood,” said Jonah. “Then he was drafted for World War II under French occupation, so the people who occupied his country made him fight for them. After that, he started fighting against colonialism in general and was against the idea of oppression, class systems, and the hierarchy of people rather than any differences between individuals.”

Jonah used the analogy for Frantz Fanon of a shoal of fish because while each part is an individual, they come together to protect against predators.

Stella explained her philosopher Ayn Rand as having a lot of opinions. “I think the whole thing behind Rand is that she created her own philosophy, objectivism, which is based on an objective reality. It’s all based on morals instead of emotions. You’re making decisions based on what’s the

rational thing instead of what is the good thing to do.”

Something that was interesting to Jonah was Fanon’s views on violence.

“I did a lot of learning about Frantz’s main mentor, Aimé Césaire; she was one of the first female revolutionaries in France and was his main inspiration in philosophy and anticolonial thinker, which was the base of his work,” said Jonah.

“Frantz Fanon and Aimé Césaire were very similar. He took a more radical approach because his whole thing was that violence was the answer. Violence is the only way decolonization can happen.”

Beyond violence, Ayn Rand had some other interesting philosophies that Stella learned in her readings.

“Ayn Rand had specific beliefs about who is the perfect person and how to better oneself.

One of the things that she was very intent on is the complete demolishment of altruism and complete selflessness. For example, if you see a homeless person on the street and you give them money or food, that is altruistic. It’s not your obligation to give them anything. If they are homeless, that is their own problem.”

Personally, Stella thinks that sounds heartless but she did somewhat align with Ayn’s idea of selfishness and self-esteem.

“Currently, we think of selfishness as a bad thing. Ayn didn’t think of it that way. It wasn’t about materialistic things or wanting everything for yourself. It was more about putting yourself before you put everyone else. It’s a more moral way of looking at selfishness.”

After diving into the philosophers and learning everything they needed to know, it was time to debate in the salon-style

forum. In groups of four and five, students got up, were tossed prompts, and had to nail down the ideals with modern-day topics.

“We were given different prompts or ideas to argue with our philosopher’s ideals in mind, but sometimes, we would get random and out-of-the-blue prompts like ‘What emoji would your philosopher use the most? Or like, ‘What is the meaning of freedom?’” explained Stella.

When Jonah got up for his debates, the topics were a little different.

“The topics from my panel were how our philosophers would feel about standardized testing and the involvement of government in education, government restrictions on carbon emissions for large corporations, and government involvement on the price of health care and certain medicines.”

How would Jonah, or Frantz Fanon feel about these issues?

“His biggest thing was that the government shouldn’t be involved in anything that the individual is a part of, so I went down the route of like, ‘Standardized testing shouldn’t be a thing because the government shouldn’t be in charge of what is classified as good knowledge and what is classified as bad.’”

For the healthcare portion, it wasn’t so straightforward, said Jonah.

“While they shouldn’t be in charge of who has health care, they should also make sure that everyone has health care. So it gets convoluted because no specific person could have better access to health care than another but also the government couldn’t sway that either way.”

After learning all there is to know about their philosophers, both Jonah and Stella started to see how their ideals would play out in the modern world.

“[I notice my learning about Frantz Fanon] when we’re learning something new in history and recall Fanon talking about it,” said Jonah. “I wouldn’t say I have prejudice about some things but I already have some preconceived ideas because I’ve read all of his work about whatever we’re learning.”

Similarly for Stella, “I think a lot about Ayn Rand now that the unit is over, which I surprised myself with. I think about her philosophy quite a bit. I think about how she would see things when I see current events on the news. It’s like wearing filtered glasses. I can see the world how Ayn Rand would see it and that has been an interesting experience.”

Imagining New Worlds

In the 6th Grade Utopia Project

This spring trimester, 6th graders embarked on an extraordinary journey through the Utopia Project. Emily Cuadra, a Middle School English teacher and the mastermind behind the project, describes it as a chance for students to envision and design their own ideal societies.

“The Utopia Project runs for the whole spring trimester, and I have the kids design their own society. They’re asked to consider things like government and how it’s formatted. How do people get around? What kinds of transportation are available? What are the values and what are some laws?”

The project’s open-ended nature allows students to infuse their creations with both practical and fantastical elements. “They have to focus in on three traditions for their utopia and also some of the technology that’s included, so it’s really loose and fun, especially with the fantastical elements,” Emily explains. “They might imagine walking into a scanner that tells you if you have any health issues. They’re thinking ahead.”

Emily’s vision aligns with the curriculum’s literary component as students read Lois Lowry’s The Giver. “The project happens in tandem with reading The Giver. We discuss how government, technology, and

transportation operate in the book. All the questions they write about in their own utopia come from the themes in the book.”

This blend of literature and creativity resonates deeply with students. Amelia Taddy, who designed a utopia named Haven, shared, “I really liked The Giver. It made me think about different what-ifs and philosophical things. Our main values in Haven are kindness, respect, justice, and creativity.”

Penny Melnyk’s utopia, Chamomelia, focuses on relaxation and respect. “Our traditions are basically having a relaxing week where everyone drops everything and relaxes. Everyone cleans up after

themselves to prevent what happened to Earth,” she said. “The core values are relaxing, patience, kindness, and respect.”

Grayson Holland, who designed Celok, emphasized equality and fun. “My utopia’s name was Celok, and the traditions are that everyone goes on skydives. Everyone is having fun, and everyone is equal,” he explained.

Emily notes that students often integrate current global issues into their utopias without prompting. “The overall trend I’ve seen is that every single utopia now has a sustainable element, and I don’t prompt them with that. Six years ago, maybe a handful of students would pick up on that, but now it’s front and center daily.”

This keen awareness of sustainability and social issues reflects the comprehensive nature of the project. “A lot of the things that we talk about in sixth grade like inclusion and making sure that people feel a sense of belonging, they integrate those. There’s a lot of clean energy transportation coming our way. Some kids are really thoughtful about medical care, like free medical care for all,” said Emily.

Students’ engagement with the project and The Giver often leads to profound realizations. Penny reflected, “At first, you’re like, ‘Oh, this world in The Giver is terrible.’ Then you’re like, ‘Well, actually, it seems like a pretty cool place to live if Earth was trashed.’” Grayson added, “We

have a lot of choice here [in our society]. In The Giver, you don’t have that choice.”

The creative freedom of the Utopia Project allows students to explore a wide range of ideas. Emily explains, “Usually, somewhere along the way, a kid will design a communist society. And then I’ll point that out and be like, remember, this has to work. We’ve learned important lessons about this like a dictatorship or a king. And I ask, ‘Do we want to go there?’ Not really, so sometimes you have to raise questions, but most of the time, kids are totally on top of it.”

Combining creative writing and critical thinking, the project’s

structure helps students appreciate their current world while envisioning better futures.

“We have a lot of work time, and I don’t structure it too much. It’s just kind of like watching them take ownership of this by the time that they get to the spring,” Emily said.

Students like Zoe Alford-Moss, who designed Abres Animaux, and Carmen Cramer, who created Carmencita, exemplify the imaginative and thoughtful nature of the project. Zoe’s utopia values water, plants, animals, and community and features innovative technology like the Zulo, a solar-powered hoverboard. “I like The Giver because it proved that there isn’t

really such a thing as a utopia,” Zoe reflected.

Carmen’s utopia focuses on community and creativity, with residents living in mushroom houses and enjoying traditions like Four Leaf Clover Days. “I really liked The Giver because it had such a complex story. Something that I took away from the story is that difference is great and amazing!”

As the students present their utopias, they not only showcase their creativity but also demonstrate their understanding of societal complexities. Amelia summed up the project’s impact: “Through The Giver and the

project, it made me realize how everything is connected. It was amazing to end the year on this, especially with The Giver. I love how the book tied into our final project.”

The Utopia Project encourages students to think critically about the world they live in while imagining innovative and inclusive futures. Through their imaginative societies and reflections on The Giver, students gain a deeper understanding of utopian ideals and the real-world challenges that accompany them, making this project a highlight of the 6th-grade experience.

SAAS SNAPSHOT: Physical Education

(Left to right) 6th graders Alex

and

play a variety of sports and games throughout the year during health and P.E. classes.

Nielsen, Alex VanAntwerp,

Jojo Hansen

In Our Innovations Era:

Robotics and the New Home of the Upper School

Seattle Academy has undergone a remarkable transformation from its modest beginnings in the Temple building. Over the past 42 years, SAAS has expanded to encompass the entire block on 12th Avenue between Spring and Union. This growth reflects a strategic effort to consolidate all facilities onto a single campus, culminating in the upcoming opening of the Home of the Upper School (HoUS) in the fall of 2025.

The journey towards campus unification began with the purchase of the Vanderbilt building in 1999, the construction of the Arts Center in 2001 and Upper School Gym in 2002. Then followed the STREAM building in the fall of 2015, and most recently, the completion of the Middle School building in 2018. Each of these milestones has been instrumental in fulfilling the vision shared by the SAAS student body, faculty, staff, and Board of Trustees—a vision that prioritizes a cohesive educational environment for all Cardinals.

12TH AVENUE | STREETSCAPE AERIAL

Many departments will benefit from this new building, from Music Production to Innovations to Engineering, which, for the Robotics program, means further opportunities for growth.

Gerald Elliott, Robotics Program Director and Upper School History Teacher, has been with SAAS since 2013 and has witnessed the evolution of numerous programs, notably the flourishing Robotics Department, following the expansions in space and equipment under his tenure. With the upcoming addition of HoUS, the prospects for further growth in our Innovations programs are very exciting.

The Robotics Programs Through the Years

Beginning at the Temple, Robotics started with Chelsea Adrada, a longtime faculty member who started out as a volunteer. She introduced the first Lego League team, which had some success.

“When I joined, we were up in the Temple,” said Gerald. “From there, we took over the sculpture studio in Arts Center 201. I couldn’t have a 50-person Robotics club like we have now.”

Opening in the fall of 2015, the STREAM building offered students a basement laboratory, outfitting an upgrade in machinery and space.

(Above) Gerald Elliott with members of the Middle School Robotics team in the fall of 2022. (Below) Gerald with the Robotics Teams in 2015, and in 2023.

“For the Upper School, the first major change in the Robotics program was with the STREAM building,” said Gerald. “The team used to be about eight kids, and now we’re over 60 on our largest team. As SAAS has doubled in my 10 years, Robotics has grown about fivefold. That’s been made possible by our new spaces.”

Gerald continued, “From the minute we moved into the STREAM building seven years ago, there’s a clear difference. Our team gets better and larger quickly. There’s growth right after that, that the STREAM made possible and allowed us to make better, higher quality robots.”

A few years later, SAAS broke ground on a new building, eventually opening as the official Middle School building in the fall of 2018. “As soon as we got space in the Middle School, we began amplifying that program.”

Robotics Successes

In recent years, we have seen Upper School students, especially those who joined in Middle School, make significant strides. As a result, they are achieving greater success earlier, having started at a younger age in a more challenging engineering environment.

One group specifically in the 2023-2024 school year named “Triton” and comprised of rising 10th graders Thomas Gust, Tenzin Larkin, Miles Lipson, and Theo Lipson, have worked since Middle School on their underwater ROV (remotely operated vehicle), which qualified them for the World Championship competition in June 2024.

“Triton started in 7th-grade Robotics, the first trimester I took over, and they built these

Team “Triton” Goes to World Championships!

In June 2024, the 9th grade Robotics team ‘Triton’ went off to Kingsport, Tennessee, to participate in the World Championships. It’s the second time a SAAS robotics team has qualified, but back in 2020, the Worlds were canceled due to COVID-19.

At Worlds, Team Triton competed among 36 teams in the division, finishing 11th overall, placing them in the top third globally! Triton was the youngest team present, and during the competition, they partnered with a team from Hong Kong and assisted the French team by lending them one of their robots on the final day. Teamwork makes the dream work!

beginner-level underwater ROVs,” said Gerald. “The next year, Team Triton is in the 8th grade, and they decided to make an intermediatelevel ROV in the Navigator League. They went from Scout Beginner level to Navigator in the 8th grade, and they won regionals and state last year. This year, as 9th graders, they upgraded to the advanced league called the Ranger League in the underwater robotics world, and they got first place in Ranger.”

He continued, “So we see this three-year trajectory where they went from 7th-grade beginner level to 8th-grade intermediate. This year, as 9th-graders, they leveled up to advanced and knocked out teams that are mostly 11th and 12th graders.”

Gerald said the team’s talent and varied skills create a strong and dynamic group. However, such success would not have been possible without the opening of the Middle School and the expansion of more complex and challenging Robotics options in the curriculum.

“I want to point out that they’re in their third year because of Middle School robotics. We’ve had this continuation of everything they’ve learned in Innovations and Robotics classes. They’re amazingly talented kids. They built and piloted that robot. It’s really cool to see their growth at SAAS.”

Senior Silas Lockwood builds RC Plane for Independent Study

Senior Silas Lockwood injured his knee skiing last year, and while recovering in a cast, he decided he wanted to build an RC fixed-wing airplane for backcountry search and rescue.

Silas dove into the world of Independent Study with Robotics Director Gerald Elliott, and this fall, he began the construction of the plane.

Silas fabricated using his home shop while also attending Robotics practices after school for machining and materials. He created a custom foam cutting tool, soldered all of his components, and by the end of the trimester, he had a prototype that he tested and worked on throughout the winter trimester.

In an attempt to set his prototype apart, Silas sat down with search and rescue professionals to research what those folks in the field need and how his airplane could best serve them. Silas flew his glider in the Cascade Mountains recently and then presented what he had learned about aeronautical engineering to his family, teachers, and friends.

Every year, the program grows and continues to flourish as it becomes more of a recognized activity and explorative class on campus. “I think we’ve gotten to the size we are now because kids are recruiting others, we’re having fun, and there are many mentors. But I think what underlies that is the infrastructure and these spaces,” said Gerald.

In the Middle School program, the team is composed of an

equal number of girls and boys for the first time in either division.

“That has been one of my big goals,” said Gerald. “When I took over the program two years ago, it was never about winning Underwater FRC this year. It was about democratizing robotics and ensuring more kids joined. We want to ensure it’s seen as an open place for them.”

The Future Home of the Upper School

As for plans for the Home of the Upper School, Gerald sees nothing but bright futures for students interested in engineering.

“One thing I’m really excited about in the new Home of the Upper School is that there will be two large shops on the ground floor. There’s a huge new main

Team to Watch: ‘The Hammerheads’

“We have an all-girls team in the Middle School that has walked away with trophies back-toback these past two years,” explained Gerald. “They went from beginner league in the 7th to intermediate in the 8th. So, we have two underwater teams who have continued to level up.”

entrance with all glass windows, so people who walk by can see all the cool things we’re building. I think we’re building some of the coolest things out of any high school in the city,” said Gerald.

From aeronautics to flightfest to underwater robotics, all of the hard work these budding engineers are putting into their craft will be on display.

“I think SAAS is proud of what these kids are doing, and I want them to show it off more,” said Gerald. “It’ll be like when you walk into the Arts Center. You know you’re in an art building - that space rocks, and the same will happen with Innovations. You’ll walk in and know the kinds of cool things we’re building here.”

The Upper School Building will feature five floors and 100,000 square feet of interior space with an additional 11,000 square feet of outdoor courtyard space.

The building will add thirtyeight flexible learning spaces, including six purpose-built labs and a two-story Upper School Community Commons.

“It’ll be a game changer in a few ways. We’ll have a bigger shop. We’ll have higher level computer numerical controlled machines.

Right now, we have one on a smaller scale, but we’re ready to roll with the bigger one when we get it.”

He continued, “In the new building, we’ll have four welding stations next to each other, so our processes will be improved. The amount of kids we can train will improve in both quality and quantity. We’ll have more kids doing engineering, and they will be building finer products. I am really excited about this new building.”

Even with the spaces they are given now, Gerald, the kids, and

the mentors have absolutely crushed this year. Between five drones, nine robots, eight battle bots, two underwater ROVs, 20 rockets, and remote control planes, to name a few – to think where they can go with bigger spaces and better technology is exciting.

“We have more options for kids to pursue than anywhere in the Northwest. It’s not just that we have many options and a lot of kids, but they’re actually finding success and bringing home some hardware,” said Gerald.

So, what’s the secret to the thriving Innovations, Engineering, and Robotics programs at SAAS?

“It’s definitely the talent and brains of these kids, but I do have to say, the infrastructure growth has certainly been a huge player. We’re now the biggest program in the city. I think we can just get so much better even with the expansion of the Home of the Upper School.”

SAAS Around The World

Outdoor & Trips

Highlights

2023-2024

Washington D.C.

Over spring break, 20 7th-grade students went off to the country’s capital for a week’s worth of exploring, learning, and fun!

“We visited multiple museums, galleries, and attractions to teach the students how our government began and is currently being run,” said Sydnie Schooler, an Upper School English Teacher. “We took a day trip to Monticello that did not disappoint and was a highlight of our trip for many.”

Japan

In its first year, the Japan trip was a popular one! The trip was to focus on Japanese culture, which is rooted deeply in traditional practices and thinking and allowed students to experience something completely new. The Upper School students visited Tokyo, Kyoto, Osaka, and Awaki Island, with each location giving them the opportunity to get involved in the world of innovation, society, and ecology of Japan.

SAAS Around The World

Vietnam

Upper School students embarked on a captivating adventure to Vietnam, a land of timeless beauty and rich cultural heritage. The trip, a SAAS staple, was carefully curated to explore the country’s natural wonders, historical treasures, and vibrant local flavors. The students explored the essence of Vietnam, from its big cities like Ho Chi Minh City and Hanoi to its serene countryside. They also engaged in three days of service learning on a project in the city of Hue.

Vancouver Island

Over spring break, Middle Schoolers got to explore the beautiful Vancouver Island!

“Students got to experience a landscape that is familiar yet remote,” explained Freddy Carley, Director of Outdoor Trips and Travel at SAAS. “They had the opportunity to learn and participate in various outdoor activities that will challenge them in different ways. The five-day trip featured hikes, camping, and canoeing while also learning about the rich culture of the island’s native people.”

Embracing New Orleans

Lessons from Miss Brigitte and Beyond

By: Vivian Jones (Grade 11)

The New Orleans trip is offered to Upper Schoolers interested in service learning credit. The group works for two weeks with Youth Rebuild New Orleans, Glass Half Full, and Common Ground Relief. Between work days, the kids explore New Orleans, from the swamps of the bayou to the French Quarter and the incredible museums and historical sites.

The New Orleans trip was an incredible immersive learning experience because I was not only rewarded for the impact of our service work but from the amazing people we met and the historical places we visited. Through tour guides to next-door neighbors, we were lucky enough to experience the welcoming and celebrative New Orleans culture first-hand.

If you asked any student from the 2024 New Orleans trip who their favorite New Orleanian they met on the trip was, there is a good chance you will hear about the infamous Miss Brigitte! On our first day working with

Youth Rebuilding New Orleans, we gathered on the lawn of Miss Brigitte’s yellow shotgun house, the house we would repaint over the next four days.

Standing on her porch, she expressed her gratitude to us and began sharing her story and what our work meant to her. She told us how her father had helped build the house next door at the age of 13, where she was born, and where all of the

neighborhood kids would come in as if it was their own house, leaving their bikes lined up along the sidewalk.

The energy and culture were alive in the Seventh Ward back then, but after Hurricane Katrina, she believed it would never be the same again. Unfortunately, due to Hurricane Katrina, the house became uninhabitable, so her father bought the house next door and fixed it up as much as he could, which is where they live together today.

As we worked that day, she not only provided us with endless sodas and refreshments, but stories about her life, opening her heart to us as though we were her own grandchildren. As we hugged her goodbye that day, she promised a meal tomorrow! When she came by our house to bring enough home-cooked beans and rice to feed a village, we all came to the door to see her warm smile and steal a hug. She became our New Orleans grandma, and as she told everyone at her work, we became her family.

After four days of scraping flaking paint, calking, cleaning, priming, and painting, the gorgeous lime green paint job with cream trim, as requested, was finished! When Miss Brigitte returned home to see her house that day, she told us that she was too speechless and unable to pick up the phone to call and express her gratitude. Even her cousin, who came to hang out with her that day, did not recognize her house, driving by it three times before he realized.

Miss Brigitte embodied the culture of New Orleans as a whole by immediately treating us as her family, willingly sharing her history with us, and giving back to us. Miss Brigitte was among many of the vibrant people we met on this trip who have inspired me to not only continue to give back to my community but to banish judgment and allow curiosity to reach the hearts of strangers!

Breaking The Ice

My Experience on the Senior Yukon Trip

By: Taya Dukes, Grade 12

Seniors Taya Dukes and Sydney Glaberson heading out on their dog-sledding adventure on frozen Lake Laberge.

A neat row of red-clothed chairs all sit facing the front of the boat. I sit down and instantly notice the itchy fabric on my legs. Pulling out my notebook, I begin to write about the day before. I start by looking at the time; it reads 5 AM. After about 20 minutes of writing, I look up while closing my journal with a satisfied sigh. Looking through the front cabin window, I see many mountains on both sides of the boat. I take a deep breath, smiling at myself, thinking that I was, in fact, on the Senior Yukon Trip.

While grabbing my book, I see an older woman, probably in her 70’s. Her skin looks tan and leathery from the sun, and she has straight black hair. She sits down next to me. She noticed the book in my hand and said, “What are you reading?” I debated not telling her the real name because I wanted to read and did not want to explain the book. But after a brief pause, I told her, “A Court of Wings and Shadows.” She seemed interested, so I told her about it.

After talking about books, I decided to ask what brought her up to Alaska. She then went into her story: her family, her job, and what brought up the Great White North. As I sat and listened to her, it dawned on me that I could have missed all of these amazing stories by not taking the time to get to know someone new. From then on, I made it a goal to get to know as many people as possible, including those in my very own graduating class of 2024, that I

may not have known if we didn’t have the chance on this once-in-alifetime opportunity.

Many people are apprehensive about starting a conversation with someone new, but I say do it: get to know someone new as much as possible, I promise you will make amazing memories and friends.

The sail from Bellingham, Washington, to Skagway, Alaska, took us four days. The days were simple, and I began to understand what the purpose of the time sailing was - to connect and be present with our peers, genuinely. The schedule on the boat went as follows:

7 AM Wake-Up

7:15 AM Rush to Breakfast (though the breakfast was amazing, they made everyone order individually, and you can imagine how long that took with 150 SAAS people plus 50 normal passengers. If I wanted not to be hangry, I had to rush to get food)

8 AM Get Money for Food

9 AM-12 PM Read, Friendship Bracelets, Walk

12-2 PM Lunch (long line, again)

2-6 PM Read, Friendship Bracelets, Walk

6-9 PM Dinner (same long line, again)

9-10 PM Read, Friendship Bracelets, Walk

10 PM Go to bed before everyone else starts making noise

On the fourth day, we land in Skagway around 6 PM. Unloading the ferry in groups, we say goodbye to the folks we met, thank the captain, and head for the buses. There were three buses waiting for us. Each one going to a different destination: Ice Camp, Base Camp, and Buckleville. I hear Sarah (the boat leader who teaches Psychology) say that my group will be at Buckleville first. I lug my backpack into my bus and load up. After a mild hiccup of the bus breaking down (it’s a long story), we made it to Buckleville.

Being tired, sluggish, and overall done with the day, I didn’t have time to think about the fact that I was about to drive on ice. In the front seat, the guide and one of our teachers sat. I slowly closed my eyes when they started to talk about bear attacks. The guide launched into stories about recent bear attacks, which was just the thing I wanted to hear about when I was about to spend seven days in the wild…

The next morning, I woke up to eight girls

sleeping in an 8-foot by 6-foot shack that should really only fit six people. Teeth chattering, I look from the ground at a window above me and only see white. That made me happy that I kept my bag inside because, well… my supposedly waterproof bag was not that waterproof after all. I shimmy and wriggle all my clothes on in my sleeping bag. As I step out of the bunk, I feel my feet slip under me, reminding me that I had just slept on ice last night.

I curl into my jacket, expecting a gust of wind and snow, and I am pleasantly surprised when I am met with blue skies and the sun shining down on me.

During the trip I decided to try and take some time to be alone and to have space. One day, I decided to wander from camp to a large

rock formation with many rocks piled on top of it. I learned that was from a class much older than us, and it was a way to recognize students who have passed away. It felt like a nice place to center myself. I climbed the large rock and sat underneath the tree that grew from the rock. I sat there for 15 minutes, letting myself sit, listening to laughing from afar,

and feeling the wind on my face. I wanted to sit there forever in the peace where nothing really mattered, and yet everything mattered. However, my feet and fingers did not agree as they started to get wildly numb from the cold.

My goal this entire trip was to be present and in the moment. Though sometimes my attention

can wander off as it’s very hard to stay consistently present in a moment, I felt completely enveloped in that exact moment with myself. I left a rock with the other pile and went on to see the sunshine and the smiles on my peers’ faces. I was happy to be with these amazing people.

Later that night, I noticed that there was a break in the clouds, so Syd Glaberson (one of my best friends) and I adventured out on

the ice. We adventure 40 yards from the fire. Knowing that the light would make it harder to see the stars, Syd and I lay on the ice looking up at them. I could feel a cool sensation on the back of my body through my jacket and pants. We were silent for about 20 seconds when we heard some Crack, Crack, Thud, Clap. We instantly shoot up on our elbows and look at each other. Both of us have the same look. Was that the ice below us? Logically, I knew

that the ice was four feet deep and that it was just expanding and shrinking, but actually hearing it was a lot scarier. I tell Syd “Let’s just lie back down and look at the stars some more. It’s just the ice expanding.” We lay down for another 30 seconds and heard another large Thud. I quickly say, “Nope, nope, nope, let’s go, Syd, I am not staying here.” We stood up and quickly walked back to the campfire.

Something interesting happens when the logical part of your brain cannot outweigh the normal protective part of the brain. Even though I only got to look at the stars briefly, I will never forget the sound of large, powerful ice cracking. The sound of that might just be more intriguing and beautiful than the stars.

After two nights at base camp, we went to our last destination, where the entire grade slept for the night. At this point, I’ve already gotten to know many people I did not expect to. One of the things I loved most was that I could play

cards or sit around the campfire and just get to know people I don’t normally talk to.

At school, many people tend to fall into a pattern. For example, at school, I saw it kind of like a job. I would go to my classes, eat in the art room, and take any break I got for myself because I was so exhausted from socializing in class. Any time outside of class, I would have to plan what homework I had to do or what other things I needed to do. But out in the Yukon, the only thing you have to do is talk with your peers. I loved it. I had enough

energy to truly get to know the people around me that I don’t normally get to. It was a way to break the normal day routine we find ourselves trapped in so often.

The last night, I worked with faculty and students to make spaghetti for the entire grade. It was fun to watch a normally boring task become one of the biggest memories of the Yukon trip. Music was blasting while we ran around the kitchen to get everything together. We did not end up serving until 8 PM, which made me appreciate how long it takes to prepare food for a group

of 150 people (shout out to the SAGE crew for doing that every day). Once everyone had eaten, we gathered in a big circle and were allowed to talk to everyone about whatever we wanted to. As I heard people stand and thank our class or the teachers, I realized that I truly did love this class. Even though I have spent seven years with them, there were some I never got to know as well as I wish.

My one regret at SAAS was not going on more outdoor trips to share experiences with people I don’t normally see. Toward the end of the night, I walked out on the dock of the frozen lake, sat down with some of my best friends, and looked out to the lake. Taking a deep breath, I started to cry. The realization that I am almost done with high school. It’s the small things about my class that I will miss the most. There were smiles in the halls, small talk about how someone was doing, and random hacky sack circles.

If you remember anything from this article, remember to break out of your normal life and experience something that might just be amazing. Do something that gives you butterflies, and it might just pay off or not, but when it does, it will be something you will remember forever. Thank you to all the faculty, teammates, and peers who have made my whole middle school and high school experience extraordinary at SAAS.

SAAS SNAPSHOT: Outdoor & Trips

Seniors Jack Cammermeyer, Liam St. Clair, Harry Curtis, Ben Wilmot, and Kyliah McRoy on the Yukon Trip playing an impromptu ‘ice hockey’ game on a smooth piece of ice with a rock as a puck and driftwood as hockey sticks.

SAAS SNAPSHOT: English

Students in Ms. Schooler’s 9th grade English class showing off their projects after reading ‘A Dolls House’ and ‘The Yellow Wallpaper.’ They explored themes of oppression, mental health and independence and were challenged to respond to the texts creatively, whether that was with art, sculptures, poems, dioramas, short stories, or letter exchanges between characters.

The past few school years marked a resurgence for the Speech & Debate program. After facing setbacks due to COVID restrictions and remote tournaments, the program has experienced a renaissance as we return to a more normal structure. This revival is also largely thanks to Chris Goodson, Seattle Academy’s Upper School Rhetoric, Speech & Debate, and Mock Trial teacher, who has brought new life to these programs.

As an incoming 6th grader, now rising senior, Carmen Spoonemore was attracted to SAAS because of the program.

“The main reason I looked at SAAS was because of the sort of dynasty of Speech and Debate victories, and the coach at the time was just fantastic,” said Carmen. “So I applied to SAAS, and then, unfortunately, the coach had to leave. Then, during COVID, the department struggled.”

Carmen continued, “When Chris joined SAAS, I think that was the final step towards revitalizing the program. I’m so happy that he’s come on. He’s been doing such a great job getting people recruited and excited.”

There are many ways in which students can get involved in these programs; in the 9th grade, they can take an Intro Rhetoric class, and all students can engage in Speech and Debate class, which is over two trimesters per school year.

“For Speech, the students need to create persuasive or informative pieces,” explained Chris. “It’s really more like acting, where they interpret a text for dramatic or humorous purposes.”

Then there’s Debate.

“Debate is sort of the other piece of the puzzle. It has the same tournament schedule and locations, it’s just slightly different. Students create original cases that argue in favor of and against resolutions of topics they don’t choose,” said Chris.

Chris, who comes from a background of teaching these topics

at the collegiate level, knows the benefits this program provides to the student’s overall education. It not only sharpens their ability to think on their feet, but it keeps the students updated and informed on what is happening in the world around them.

In the 2023-2024 school year, topics that were argued included student loan forgiveness, whether the US should withdraw its military operations in the Middle East, or whether or not there should be more gun restrictions. “It’s very topical, and cases change monthly,” said Chris.

“Being able to argue either side of these topical events underscores the whole endeavor. Students don’t get to choose these topics, especially for debate, and they are getting thrown into super relevant topics to our society, whether on a global or domestic scale,” said Chris.

“They’re super complex. I don’t even have time in my day to do the proper research for something like that.”

For 9th graders who take Rhetoric, a one-trimester class, this is a great time to figure out if the Speech and Debate path is something they take an interest in. It’s also a good time for Chris to see if they are digesting rhetorical devices and recruit for the Speech and Debate team.

“This position allows me as the Head Coach of Speech and Debate to identify people who might be good at these other things, whether it’s a defender speaking, public speaking, or debate. If they bring a persuasive speech that is clearly organized and researched and contends with whatever the counter-argument might be, I can see the potential as early as the 9th grade.”

Many students this season in Speech and Debate had great success, excelling at different tournaments throughout the year, including Carmen and Gia Gupta (Grade 10). The two of them made it to the National Individual Events Tournament of Champions in Omaha, Nebraska, with Carmen advancing to the finals, eventually ranking fifth in the nation.

The two had been working on their speeches throughout the year, researching, refining, and

Maddie Lee ’15

Alumna Maddie Lee ’15 talks about how the Speech and Debate program sparked her love of policy and rhetoric, both frequently used in her role as the Senior Policy Analyst at Enel North America, a multinational clean energy developer.

In Upper School, Maddie was a part of the Speech and Debate team that won 10 state championships, six of them consecutive and credits the program as the catalyst for her interest in rhetoric. She also recalled a few notable assignments that helped her discover interests in morality and current events, especially in the context of law and policy.

“Beginning freshman year, I competed in a Speech and Debate event called Extemporaneous Speaking, which requires one to deliver a seven-minute speech, with memorized citations, that answers a randomly selected international or domestic current events question after 30 minutes of preparation,” she said.

These questions, such as, “Is Tunisia a model that other Arab countries should emulate?” introduced her to international law and politics. In her sophomore year English class, Maddie wrote her first-ever research paper, which discussed the egregious human rights violations being committed by the Assad regime in the Syrian Civil War and resulting violations of international law.

“My experiences at SAAS definitely contributed to my interest in policy and the work I do today,” said Maddie. “It was at SAAS that I fell in love with research: identifying a question, digging deeply into sources and evidence, and ultimately creating a product that seeks to deepen our collective understanding of a topic.”

perfecting their performances, and they both kept rising to the top.

Gia focused her speech, ironically, on the concept of “debate.”

“Gia’s speech at Nationals was, ‘What is considered debate in mainstream media?’ She argued that it isn’t really an examination of different points of view, but rather, a polarizing argument that if you disagree with me, you’re wrong and somehow my enemy. There’s no real investigation into what deeper issues lie in any given social title.”

“She goes further into the presidential debates and says it’s not really debating. There are moments where you see a little contending with specific information, but it’s really just a clashing of personalities,” Chris said.

Carmen’s speech was called “The Tipping Point” which was all about the history of tipping service workers in the US.

“The whole thing with tipping, it’s crazy, I didn’t know any of this stuff,” laughs Chris. “There’s a whole post-Civil War element as a way not to pay freed slaves. In that time, people would hire freed slaves, and a way to not pay them was to allow them to work for tips. So, there has been an anti-tipping movement in the United States, arguing that it’s essentially un-American to shift the responsibility of paying

people to the customer instead of the employer. It makes the customer the unofficial manager of the joint, with no accountability. Yet, these people are dependent on that relationship for their lives.”

“The reason I chose the topic of tipping this year is because I watched this interview by a professor from UC Berkeley, and she was talking about the history behind tipping, which I also had no idea about, and it was just a revelation,” said Carmen.

“I started the practice of tipping so differently,” she continued. “Every time I give a tip, it’s no longer something that I passively think about. I understand

everything that’s gone behind it. All of the people who have been affected throughout history and everyone who’s fighting to make tipping a practice that doesn’t exist anymore. Every time I went to a store or a restaurant, I was thinking about the history. That, to me, is the signal of a great topic.”

As the program continues to flourish, the skills the students are gaining in this program are ones they can take with them throughout their lives.

“There are many skills I want the kids to learn by taking these classes, like memorizationChatGPT isn’t going to help you with any of that. But they must also become familiar with certain rhetorical devices that must be included in their speeches. I want students to understand not only what these rhetorical devices are and how they can use them in their own work but also look around them,” said Chris.

“When somebody’s talking to you, what do they want? How are they using rhetorical devices to persuade you? You can’t really do any of that until you’ve done it yourself.”

And there is always a place for those interested in the art of persuasion and convincing. Students interested in law often gravitate towards and find a sense of belonging in Mock Trial, a class whose team regularly competes at state.

“I like when students say, ‘I always felt that people judge me because I am bossy or argumentative, and debate has really validated that part of my personality.’

It’s valorized in this discipline. For those kids, this program feels like home,” smiles Chris.

I always say my three favorite things are writing, speaking, and learning, and Speech and Debate are all three of those things and like the most perfect package,” said Carmen.

“It’s going to sound really nerdy, but I always say my three favorite things are writing, speaking, and learning, and Speech and Debate are all three of those things in the most perfect package,” said Carmen. “It’s just something that combines all of my interests. It’s such a fun thing to do for me, and that I know it’s gonna stick with me through my entire life. The things I’m learning now and Speech and Debate are going to set the tone for the rest of my life.”

“It’s just something that combines all of my interests. It’s such a fun thing to do for me, and that I know it’s gonna stick with me through my entire life. The things I’m learning now and Speech and Debate are going to set the tone for the rest of my life.”

Ellis Andrews ’20

Ellis Andrews graduated from SAAS in 2020 and the University of Washington in 2024. At UW, Ellis was a double major in Finance and Marketing, minored in French, and served as the Vice President of the Associated Student Body of UW. Ellis attributes a lot of her desire to join ASUW to her time on the Ethics team at SAAS, a club that falls under the Speech and Debate category.

“I know that being on the Ethics Team was an incredibly relevant experience because you have to pass resolutions and argue your opinions,” she said. “There are so many different stakeholders, opinions, and considerations that you really have to think about. That’s the hardest and also my favorite part of my job. It’s complex.”

She was even invited back this past winter trimester to serve as a guest judge for a few practices. “The Ethics Bowl Team at SAAS right now is so wonderfully talented,” said Ellis. “The critical thinking and analytical skills that I learned at SAAS, I use every day. Especially lessons from the ethics team–those are so essential to my job now.”

Year

Set MATCH

LET’S GIVE A GOLF CLAP TO CARDINAL ATHLETES FOR THEIR STELLAR ACHIEVEMENTS IN 2023-2024!

New Year, New League

saas joins metro league

The 2023-2024 school year proved to be a remarkable success for our Cardinal athletes, highlighted by Seattle Academy’s admission into the Metro League—a historic milestone for our student-athletes.

Joining the Metro League promises substantial benefits for our students, including shorter commute times to face opponents and the exciting addition of sports such as baseball and Girls Flag Football, along with elevated competitive opportunities across the board.

“The Metro League is not only the oldest and largest in the state but also encompasses the most students,” noted Shavette McGhee, the Assistant Head of School for Student Experience. “SAAS is quintessentially a metro school, centrally located with easy access to neighboring schools like O’Dea, Holy Names, and Garfield.”

While the Metro League hadn’t admitted a new member since the 1980s, securing SAAS’ inclusion involved a deliberative process of negotiation and consideration.

“The decision to move was driven by the sheer scale of our athletic program,” explained Shavette. “Previously in the Emerald Sound League, which catered to smaller independent schools, our growth meant we needed a more expansive platform.”

Following multiple presentations by Shavette and Athletic Director Cathy Schick to the Washington Interscolastic Activities Association (WIAA), Seattle Academy earned its place in the Metro League.

“No longer will our students have to travel long distances on school nights,” Shavette remarked. “They’ll compete against nearby schools, saving time for students, coaches, and volunteers alike.”

While adapting to change presents new challenges, the league transition offers extensive opportunities for students to grow, explore new interests, and compete at higher levels.

“The Metro League is dynamic and vibrant,” emphasized Shavette. “It’s a transformative experience for our community—one that promises to elevate our athletes and foster greater school spirit.”

Amidst all the changes, including heightened school spirit and elevated competition, anticipation is high among the community.

“I’m particularly looking forward to the games,” Shavette shared with a smile. “The Metro League fans bring such energy and passion. I can’t wait for them to experience what SAAS is all about—it’s sure to build even more excitement and friendly competition.”

A Year in Review: Cardinal Athletics

2023-2024 athletic achievements Fall

Throughout the 2023-2024 school year, Seattle Academy’s athletic programs achieved success across various sports, showcasing outstanding performances and milestones. With 579 participating athletes and 71 teams, it was a phenomenal year. Here’s a comprehensive look at their achievements:

Girls Soccer:

The Varsity Girls Soccer team clinched the state championship for the sixth time in school history, securing a thrilling 2-1 victory over defending champions Klahowya in the final game.

Girls Cross Country:

The team won both league and district championships and placed second in the state meet. This achievement marked the highest team finish in Seattle Academy history.

Boys Golf:

The team secured third place in the state championships.

Winter

Boys Basketball:

Won the Emerald Sound Conference, finished fifth in the state tournament, and were also academic state champions.

Girls Basketball:

Finished second in the Emerald Sound Conference and competed in the state tournament.

Wrestling:

The boys and girls teams had exceptional seasons, both winning the Emerald Sound Conference, including Jackson David with 54 career wins and Kate Risse becoming the first female, and first wrestler, to qualify for and win a state match.

Spring

Boys Track and Field:

Placed second in the state championship and won the academic state championship. Individual event state champions included Dio So-Gilmore (400m), Reggie Witherspoon III (100m, 200m), and the 4x400m relay team, comprised of Dio, Ellis Beasley, Reggie, and Dash Cockrill.

Girls Lacrosse:

Finished in the top four in the state.

Boys Lacrosse:

Also finished in the top four in the state.

Competitive Dance Team:

In their inaugural year, they placed fifth in the Hip Hop category at the WIAA Competition.

Additional State Placements in Track and Field:

Several athletes achieved podium finishes, including Jalani Clemmons, Maxine Connell, Amara Pallari, Dio So-Gilmore, Rhiannon Root, Laila Bolton, Lily Johnson, Emalee Wright, Eva Ortiz, Tyler Stiefel, Alex McCleery Brown, Ellis Beasley, Ellie Candell, Layla McClain.

Overall Recognition:

The school achieved second place in the WIAA Scholastic Cup, underscoring excellence both in athletics and academics.

Kyliah McRoy was selected to represent the USA in England for the World’s Ultimate Championship.

Sports Contribution Awards:

Five athletes received the Sports Contribution Award, demonstrating leadership, excellence, courage, and sportsmanship, and embody the core values of SAAS through sports. These five students went above and beyond these standards:

Brody Bryant, Sydney Lennard, Alex McCleery Brown, Kate Risse, Reggie Witherspoon III

SENIOR School Record Holders:

Bell

98 goals 56 assists

David Wrestling: 54 career wins

Track & Field:

Jackson

Reggie Witherspoon III

Teka Smith-Bates Track & Field: 4x100 meter

Griffen

Lacrosse:

A Year in Review: Cardinal Athletics

Next Level Athletes

Drum Roll, please: Introducing the Class of 2024 Next Level Athletes! The Next-Level Athletes ceremony is an annual event that allows our Cardinal community to celebrate the seniors playing sports at the collegiate level next year!

This year, we honored eight students over a variety of sports; from lacrosse to volleyball, Bowdoin to Occidental, these talented athletes will be playing a wide range of sports at colleges and universities across the country. Friends, parents, teachers and coaches gathered in the gym for our own SAAS letter signing process where athletes promise to keep in touch, share accomplishments with the SAAS Athletic Department and pledge: Once a Cardinal, always a Cardinal.

Griffen Bell

Lacrosse, Hamilton College

Taya Dukes

Lacrosse, Ithaca College

Ila Giblin

Basketball, Occidental College

Hudson Hilen

Baseball, Claremont McKenna College

Abby Kvart

Volleyball, Carleton College

Sydney Lennard

Lacrosse, Bowdoin College

Rory Leonard Football, Grinnell College

Kate Risse

Lacrosse, Harvey Mudd College

NOT PICTURED:

Talbott Chesley

Basketball, Pomona College

Alex McCleery Brown

Basketball, Occidental

Reggie Witherspoon III

Track & Field, University of Oregon

glimpse into the Seattle Academy Performing and Visual Arts highlights of 2023-2024.

Senior Claudia Landau’s Directorial Debut

For their senior project, Claudia Landau decided to take all of their theater chops and put them to the test: by producing and directing Harold Pinter’s The Dumbwaiter

“Pinter is a classic playwright, and his work is taught in a lot of college classes. I chose it because it’s about 45 minutes long and absurdist in nature,” explained Claudia. “It has a lot of themes of class, power, and how people exist within those structures.”

Claudia called upon their fellow senior Advanced Acting students, Alex Olsen and Max Milios, to star as two British hitmen waiting for their next assignment and enlisted Sam Nelson and Toby Boswell as their stage management crew.

The group worked together to plan the show, go over every detail, and perform for small groups in the Seattle Academy Black Box theater in June.

“I’ve never directed anything [fully on my own before]. It’s been a really great experience. It’s been a lot of work with only five people and three weeks to make it happen, but my friends are incredibly talented people,” smiled Claudia. “I love the theater, and I am proud of the fact that we’ve created a really, really good show in a short period of time.”

This year, at Seattle Academy’s biggest financial aid fundraiser, SAAS In The City, many performing arts groups came together to perform an original song called “I Wanna Make A Change.”

The song was originally developed in the Music Production classroom by Kaylia Bell (Grade 11).

“I made this song at the beginning of the school year with a girl named Shea Andrews in my class. We tried coming up with words that we wanted to be the theme of the school year,” explained Kaylia. “Some words were ‘Roots,’ ‘Truth,’ and ‘Change.’”

When the girls picked “Change” as the theme, the class got

together, and “I Wanna Make A Change” was born.

After performing the song at Music Production’s Block Parties and school assemblies, the group was asked to perform again at Benaroya Hall downtown as an opening act for Emmy awardwinning poet, Sharon Nyree Williams.

For SAAS In The City, performing arts teachers concocted a plan to create a bigger ensemble alongside Music Production.

Even with the difficulty of coordinating rehearsal schedules, The Onions joined to assist with vocals, the String Ensemble played a beautiful introduction, and 7th Grade Instrumental Band added wind instruments for the chorus - it was a huge production!

But the musical momentum didn’t stop there. Students then took their work to the next level and recorded the song in a professional music studio. The backing track of the song was composed and arranged by SAAS senior Andreas Buneci. Andreas composed a sample for the song that was also used in a song by mega-famous rapper, Drake. Guided by teachers Amos Miller and Paris Randall, SAAS was able to bring out Drake’s own producer, Chase N Cash, from New York to mentor the students in the professional studio where the kids recorded the song. For such a powerful song with a poignant message, the song became a recognized number on campus, even being released on Spotify!

“To see the song come to life in this way has been amazing,” smiled Kaylia. “When we originally made the song, I didn’t expect it to be this huge thing. It’s been really cool.”

Block Party A Finals Week Tradition

During final assessments week, the students know they can expect two things: finals, of course, and End-of-Tri, both longstanding Seattle Academy traditions.

But there’s a newer tradition on campus that has proven to be a really nice reprieve from the finals schedule stress.

“I love that Block Parties act as a kind of a getaway. It’s like a cool down from the stress of finals week,” said Berke Ozturan (Grade 11), a Music Production student.

Block Party is a casual gathering where Music Production students perform what they’ve been working on in the recording studio, show off their emcee or DJ skills, or perform an original song with their bandmates.

“It’s an escape from the typical school stress. Being able to create music of any kind and show up and have fun has been really valuable for me personally,” said Berke.

VISUAL ART WALKS

In recent years, the Visual Arts Department added Visual Art Walks at the end of each trimester, a way for students to display their work all over the walls of the Arts Center.

From fiber arts to photography to painting to sculpture to film, community members are invited for an afternoon stroll through the Arts Center, to see essentially a gallery of all the amazing artwork that was made over the trimester.

It’s a fun way for students to show off their art but also a unique activity for faculty, staff, and students (who may not be enrolled in arts) to see what’s happening on the corner of Spring and 12th Avenue!

The spring trimester also features the Senior Art Show, where seniors can display all of their artwork over their entirety of their time at SAAS. Each student has their own designated area, similar to a personal gallery, where they can proudly display their work, and also show how they’ve grown as an artist. This personal portfolio showcase proves to be bittersweet and sentimental for seniors, as it’s one last SAAS art show before they head off to their next chapter.

MIdDle School Vocal Project

This year, the SAAS Arts Department introduced the “Vocal Project” to our Middle Schoolers who love to sing! Meeting two days a week after school, the Vocal Project group is taught by Performing Arts Teachers Kaitlin Webster and Danae Howe, and they have truly put on some amazing shows this year!

Claire Mauksch ’07 Championing Justice Reform

In May, Claire Mauksch returned to SAAS to be a panelist at the SAAS Summit, where she shared insights on civic engagement and justice system reform. Claire, who currently serves as Assistant General Counsel at the Bail Project, has dedicated over a decade to combating mass incarceration and disrupting the money bail system. Her role involves counseling senior management and collaborating with nonprofit organizations, governmental entities, and key players in the justice system.

Claire’s journey into law began at Seattle Academy, where she was an enthusiastic participant in Mock Trial and a passionate

theater student. Her experiences at SAAS ignited her interest in the legal field, leading her to pursue studies in History and Politics at Tufts University, a year at the University of Oxford, and eventually, law school at Georgetown University.

After graduating, Claire worked at the Bronx Defenders, representing over 2,000 clients in one of the nation’s poorest congressional districts. Her holistic approach to defense encompassed various aspects of her clients’ lives, from housing to family court. Life’s challenges brought her back to Seattle, where she continues her advocacy with the Bail Project.

Claire’s story is one of resilience and dedication. Following the death of her husband during the pandemic and the birth of their son, Claire has become a grief advocate, encouraging open dialogue about loss. At the SAAS Summit, she spoke of broken cash bail systems, the impact of a SAAS education on her career, and the importance of exposing oneself to diverse perspectives.

Ethan Bancroft ’05

Bridging Communication in Transportation

Ethan Bancroft, the Creative Content Strategist at the Seattle Department of Transportation (SDOT), plays a crucial role in keeping Seattle residents informed about infrastructure developments and traffic disruptions. His work ensures the city stays connected and residents can navigate Seattle’s complex transportation network.

Ethan’s love for writing and humanities was nurtured at Seattle Academy, where he also engaged in sports and the arts. After graduating, he studied Rhetoric and Media Studies at Willamette University. His career has been dedicated to public service, focusing on transportation communication.

Before joining SDOT, Ethan worked for 12 years at a consulting firm, handling outreach and communications for major transportation projects, including the 520 Bridge Project

and the West Seattle Bridge closure. His efforts ensured that the public received timely and clear information, enabling them to adapt to significant infrastructure changes.

Ethan finds fulfillment in his work, balancing creative writing with the practical need to keep the community informed. His dedication to public service and effective communication has had a direct impact on the daily lives of Seattle residents.

Claire and Ethan’s stories reflect the diverse paths that Seattle Academy alumni can take in their careers. Both have leveraged their SAAS education to become leaders in their fields, driven by a commitment to public service. While Claire tackles systemic issues in the justice system, Ethan ensures that vital transportation information reaches the public.

Alison Dammann ’04 A Rising Star in Content Development

Alison Dammann is a seasoned content development executive and producer with a decade of experience at top-tier production and digital media companies. Her expertise lies in cultivating and managing relationships and strategic partnerships across the entertainment landscape. Alison possesses a deep understanding of today’s dynamic media marketplace and has a proven track record of identifying and collaborating with creators, concepts, and talent that stand out.

As the executive producer of acclaimed series such as Netflix’s “Escaping Twin Flames,” “Keep

Sweet: Pray and Obey,” and Oxygen’s “New York Homicide,” Alison has demonstrated her exceptional ability to lead successful projects. Her dedication and skill have not gone unnoticed; she has been named to the prestigious 40 Under 40 list at L.A. TV Week for Good Caper Content and included in Realscreen’s Factual Under 40 Cohort in 2024.

From deal-making to development, producing to programming, Alison is recognized among emerging executives and creatives who are shaping the future of unscripted and non-fiction content. She was honored as one of the top 30

talents influencing the industry today, a testament to her peers’ recognition of her impact and achievements.

With her remarkable career trajectory and contributions to the entertainment world, Alison continues to be a driving force in content development and production.

Alison Dammann

Photo Credit: goodcaper.com

Andrew Newsome ’12 Journey in Business and Community Impact

Andrew Newsome’s journey through education and into the business world began during his time at SAAS. As a student, he was intrigued by the idea of a business career but was uncertain about the path it would take. He immersed himself in economics, taking two classes with Barton Truscott that delved into pressure and macroeconomics. These courses sparked his interest in market dynamics, solidifying his desire to pursue a career in business, even though he was still figuring out the specifics.

Upon graduating from SAAS, Andrew enrolled at Vanderbilt University, where he studied corporate strategies and human organizational development. This unique combination allowed him to master both the quantitative and qualitative aspects of business. He learned the importance of numbers in driving business success but

also recognized that people are the heart of any enterprise. By combining these disciplines, Andrew aimed to build a wellrounded skill set to serve him in his future endeavors.

After graduating from Vanderbilt, Andrew had a clear vision: he wanted to invest in minorityowned businesses to help bridge the wealth gap. Initially, he believed that tech-focused ventures requiring substantial capital were the way to go, influenced by his upbringing in Seattle, a tech hub. However, as he gained more experience, he realized that there were many other profitable business types worth investing in. His goal remained consistent—to establish a fund that supports minority businesses, though his approach evolved over time.

Currently, Andrew is the Vice President of Innoplast, and the Former VP at ScaleCo. He

helps business owners buy and sell companies, allowing him to witness firsthand the impact of his work. He sees how selling a company can enable business owners to maximize their life’s work and reinvest in their communities. This process creates generational wealth and job opportunities, particularly in communities of color, which is a source of immense satisfaction for him.

In the fall of 2023, Andrew sat on the SAAS Summit Keynote panel titled ‘Navigating Innovation in Seattle’s Entrepreneurial and Economic Landscape,’ where he emphasized the importance of curiosity in entrepreneurship and leadership, and the power of having a ‘North Star’ to guide one’s actions, making a leader and entrepreneur truly strong.

Building #SAASPride

My Experience on the Cardinal Council

By: Harlan Grady (Grade 12)

I joined Seattle Academy as an 11th grader, and my experience coming here was fantastic.

SAAS had this amazing community and challenging school environment, which I wasn’t used to. I was genuinely surprised at how much support I received right off the bat, and how people wanted to get to know me and help me transition into becoming a Cardinal. I was so amazed by all of the resources and how the faculty, deans, and other staff members were interested in my story and wanted me to integrate into SAAS.

Because of that easy transition, it made me proud to be at SAAS. Joining the Cardinal Council (see page 99) and helping my peers embody that sense of #SAASPride became a joy for me. I could bring that sense of SAAS Pride because SAAS has always been such an incredible place.

My role with Cardinal Council often put me front and center, so it could be assumed that I had brought this spirit and energy from my previous school, but in truth, it was just channeling the energy that was already here. I only reminded my classmates how lucky they were to be in this place. I mean, we’re given nearly unlimited academic resources and support, but beyond academics, we’re also one of the state’s best dance, theater, arts, and athletic schools. Sometimes, after three or even six years, people forget to count their blessings. SAAS Pride existed in our grade long before I ever showed up.

There was a definitive juxtaposition between my old school and SAAS. All of the resources and opportunities that SAAS provides inspired me. Everyone at this school is incredibly talented at one thing or another. I think that people don’t always look at it that way and can get bogged down with the day-to-day.

I was lucky enough to be working with fellow senior Kate Eleveld, SAAS faculty member Hilary O’Dougherty, and Cardinal Council members, so when I told them at the end of my junior year that I wanted to join and that I had a plan, they were pretty easy going and guided me through the year.

I think the Cardinal Council was successful at creating more pride and enthusiasm around our athletic games, pep rallies, and student assemblies. This year was the second year the council had been operating. I’m grateful we had the chance to take a bit more action this year, which was really cool of the ASB and the Upper School leadership

team to facilitate. We set many goals in our first meeting of the year, which included pep rallies and increased student attendance at sports events, and we got so much more than that done.

I will say it was a special opportunity to lead the pep rallies. It wasn’t planned; at the Hoopla rally, one of our other student leaders went out sick that morning, so I had to take the mic. I knew I wanted to bring the energy, so hearing everyone in the stands give me energy back was amazing and further helped me step into the role. Then, for the spring pep rally, it was smooth sailing!

Something I’d share with future leaders is that you must take the first step for people to follow. Nobody follows a person who doesn’t move. Taking that leap is hard, but it’s almost always worth it.

It meant a lot to me to be involved during my time at SAAS. I knew I wanted to be involved in student leadership, and the athletics department offered me, as an athlete, a great happy medium. I know what it’s like to be an athlete here and what it’s like to have your friends and peers behind you when you’re competing.

It was great to be able to help out across all of the sports this year, from filling the stands for

volleyball games to having a raucous crowd supporting the JV basketball squad at Hoopla to drowning out the announcers at Starfire for one of SAAS’ most highly attended Fallapaloozas ever.

That sort of community we can find is special and will help all of our students come together, whether they realize it or not. Especially as we go into the Metro League and play other Seattle schools, the togetherness that a big basketball crowd on a rainy Tuesday night at SAAS can bring is unique and valuable.

WHAT IS THE CARDINAL COUNCIL?

By: Hilary Bowen O’Dougherty, Assistant Athletic Director

The Cardinal Council is a group of Upper School student-athletes that serves as a bridge between the athletic department and the student-athletes at Seattle Academy. The idea was spurred when a group of students approached the department, hoping to have their voices heard more and participate in the athletics process.

The council works to build a sense of spirit and community, promote athletics, and continue to enhance the athletics experience for all at SAAS! Members meet weekly throughout the year in addition to attending a retreat in the

summer. Formally, the council is expected to support our big athletics events - Fallapalooza, Hoopla, and Springapalooza in addition to some of the other events like Volleyball Fest and the home wrestling meets.

year, from filling the stands for volleyball games (people couldn’t believe it!) to having a raucous crowd supporting the JV basketball squad at Hoopla to drowning out the announcers at Starfire for one of SAAS’ most highly attended Fallapaloozas ever.

At these events, council helps at the spirit station, support halftime events and players of the games, and create content for social media. Informally, they are expected to be the “face” of Cardinal athletics, meaning we encourage them to attend home games across all sports. We believe that if the council members aren’t out supporting at events, we can’t expect the rest of the community to! Some things that the council has built or introduced over the last year include pep rallies before the big events; Cardinal Corner in the ASB emails to provide upcoming home game information and other pertinent information related to athletics; and the Cardinal Council Instagram account. They promoted games of the week, celebrated studentathletes, and made strides to more formally connect with students to hear about their experiences.

That sort of community we can find is special and will help all of our students come together, whether they realize it or not. Especially as we go into the Metro League and play other Seattle schools, the togetherness that a big basketball crowd on a rainy Tuesday night at SAAS can bring is unique and valuable. Also, our school is way cooler than all the other schools around here! We win trophies in five sports a year. Is that not insane?!

SAAS SNAPSHOT: Dance

(Front left to right) Naomi Kassa, Frankie Kettrick, Jasrah Awil, Dallas Dixon, (back) Wailyn Chen, and Salma Saleh, all 7th graders, performing a dance routine during End-of-Tri.

Young Minds, Big Questions

Highlights from the 8th Grade Symposium

On May 17th, 2024, Middle School classrooms were filled with enthusiastic 8th graders who, after months of diligent preparation, delivered their final presentations for the 8th Grade Symposium, a long-standing Seattle Academy science tradition. After months of gathering data, whether by surveys sent out to the SAAS community or by conducting scientific experiments, the brave and budding scientists got up in front of peers, teachers, friends, and family members and presented their scientific findings.

Briar Alison

Briar and Alison were exploring bias in the medical field. They asked the question, “How has COVID-19 affected bias and treatment for patients in minorities in the medical field?” They began with lots of research, then spent time organizing and editing their surveys, in which they tested their peers on their experiences at the doctor’s office.

Ben Miles Luca

Ben, Miles, and Luca wanted to explore neurodiversity at SAAS. Their testable question was, “How many neurodivergent students at SAAS feel like they get the right support from peers and teachers throughout the school year?” They found out that 82 percent of tested students said they are neurodivergent and that they feel there could be more resources for students with learning disabilities.

Finn Trude Alice

Finn, Trude, and Alice decided to ask the SAAS community about their knowledge of abortion rights. They hypothesized that people who identify as women would know more about abortion and abortion rights than people who identify as men. Overall, they discovered that their peers as a whole didn’t have much access to abortion rights information.

Goldie Makenna Caleb

Goldie, Makenna, and Caleb wanted to see how students were affected by COVID-19. They used a survey to test student’s mental health and see how they felt about their own learning during remote school and how equity and inclusion fit into these factors.

Grayson mycah logan

Grayson, Mycah, and Logan’s testable question was “How much energy can SAAS students produce? The “what” was to test kids when they ran, and they wanted to compare how much power kids make versus how much power a renewable energy source makes.

mackenzie

mayce Isa

Mayce, Mackenzie, and Isa wanted to test whether sleep deprivation affects student’s levels of stress and exacerbates symptoms of depression at school. Their prediction was that not getting enough sleep negatively impacts students. They sent out surveys to students asking about their sleep and how they experienced emotions throughout the day.

Natalie Coco

Natalie and Coco wanted to test the correlation between classroom environment and academic performance. They discussed noise pollution and how it affects people from teachers to students to people in their homes, and how it affects concentration and overall well-being.

Kate Signe

Kate and Signe asked, “How does what you eat affect your academic performance at school?” They hypothesized that eating healthy foods and good nutrition has a positive effect on a student’s academic performance. Through an experiment, they provided a healthy meal to 10 of their friends and asked them to fill out a form after to see how they felt.

Phoenix Reed Hayden

Phoenix, Reed, and Hayden’s testable question “What obstacles stand in the way of people having renewable energy?” Their independent variable was people’s opinions on renewable energy and the dependent variable was whether or not that is an obstacle.

yoshi

eli

Yoshi and Eli’s testable question was, “Do people perform better on a test when they study in groups or solo?” They believed this was an important test to understand how different ways of studying can help students improve scores and help them understand themselves while studying.

James Lemmon on ‘Know the Kid’ and his Journey to Head of Middle School

One of Seattle Academy’s Guiding Principles is to “Know The Kid.” Our commitment to knowing the kid establishes the foundation for healthy relationships and nurtures mutual respect for each individual’s strengths, challenges, and unique stories. There is no better person to talk about that concept than our Head of Middle School, James Lemmon.

I’m James Lemmon, Head of the Middle School and also, a high school dropout.

Before I get too far into this story, for the record, I eventually graduated with my high school diploma. But honestly, for a while, I wasn’t interested in going to school. For a lot of reasons, school and I didn’t get along.

Despite the obstacles, I did have a love for history and had a history teacher named Mr. Tallon, who, even though I wasn’t in school, would check in on me. He truly saw me, and saw me without any judgment, which felt curious and good. I often wondered, “Why does this guy see me? Why does he treat me with decency even though I’m missing 65 out of 70 possible days in the fall semester?”

While other people looked at me with disdain, as the kid who didn’t show up, it made me think about the why behind Mr. Tallon’s action and consider my own value. This introspection and the genuine

concern from Mr. Tallon were major reasons why I returned to school. Because he genuinely cared for me as a person, when I returned to school, I aspired to become a history teacher myself.

After going back to high school and finishing my diploma, I attended community college. Then I got a scholarship to Bennington College in Vermont, where I finished my undergrad and my first master’s degree. Bennington was unique, cultivating learners and thinkers with a space encouraging creativity and engagement.

My first job was at a public high school in Brooklyn, New York. It was a tough environment in a rough neighborhood, with 99% of the kids on free lunch, extensive gang violence, and all the challenges that come with that. It felt like home, like going and giving back to kids who were like me and my childhood friends, if that makes any sense. Those four years were incredibly meaningful for me. Working to find ways to connect with students, who overcame so much just to show up every day, helped me develop and refine tools that permanently impacted my trajectory as an educator.

Then, I embarked on an adventure to Switzerland, where I spent nine years as a senior leader, and where I spent the last five years of my time there helping to create a middle school. By the time I left, we had 140 kids and a proper division with middle school-focused teachers and curriculum in place. After that, I worked remotely on a project trying to create an international boarding school infused with Indigenous ways of knowing. Collaborating with Indigenous community members on Vancouver Island, we put together a business plan, and I decided to take a leap of faith. I left my job in Switzerland and moved to Vancouver Island to pursue the dream of building this school.

While I was pursuing this dream, there was an opening

for a founding principal of an alternative education center. This program catered to kids who weren’t finding success in the traditional education system. We ended up calling it “Tsawalk,” which in the Nuu-Chan-nulth language literally means “One” but is tied to the saying Hishukish Tsawalk, “We are all one.” We were innovative, we had a land and sea program connecting students with Elders and Knowledge keepers to explore the world around them and cultivate cultural connections.

Creating pop-up schools in storefronts allowed us to have fewer students at each location, which allowed kids to feel safe in small environments.

We worked from a traumainformed practice, engaging with kids coming from their own lived and intergenerational trauma, many in foster care. About 85% of our students were Indigenous, and while it wasn’t exclusively an Indigenous school, it was infused with Indigenous ways of knowing. We partnered with Indigenous nonprofits and the Boys and Girls Club, building a program to help kids get back into school. The average kid had been out of school for a year and a half and hadn’t completed an academic course in two and a half years.

All my work, starting from my interactions with Mr. Tallon, has been relational. The school in Canada was all about

relationships; without trust, we were lost before we started. Kids needed to trust us before they could think about math or science.

When I visited SAAS for my interview, I knew it was like Bennington for kids. SAAS students can do it all - and they have the room to explore every option, whether it be robotics, theater, arts, you name it. The environment resonated with me, and I wanted my children to go to school here. It was a significant decision to move my family to a different country so my kids could attend SAAS, but it reflected how much I valued what this place is trying to achieve—empowering kids.

At SAAS, we center kids, stepping out of the spotlight so they can step into it. If a place like this had existed for me, I don’t think I would have dropped out. The ethos of SAAS is what education needs in many places. Knowing the kid is essential. I like to speak in analogies, so

here goes: You can have all of the bells and whistles on a car, but it’s the right “fuel” that makes it function properly. Knowing kids in a meaningful way helps them see themselves through a mirror, like, ‘Hey, I just noticed this really awesome thing about you.’ Sometimes, kids need that external validation before it can become intrinsic.

Every day, I strive to have meaningful interactions with students, whether joining a basketball or volleyball game in the Middle School Gym or having a conversation over lunch in the commons. To this day, I maintain relationships with Upper Schoolers, building trust and offering guidance or simply being there to listen when they need a sounding board.

When I joined SAAS, I brought the power of sitting in a circle, a practice from Tsawalk. We use it in faculty meetings, grade-level meetings, advisory sessions, and parent orientations. It helps build connections, allowing us to

be vulnerable, share the work, and ultimately pay dividends for the kids.

Knowing the kid is crucial. For me, it’s about helping students know themselves and guiding them on their life’s journey to figure out who they are as humans. This gift was given to me as a dropout with a teacher who checked in on me and ensured I was seen. I can pay that forward to SAAS students to let them know they are seen, known, and heard.

SEATTLE ACADEMY NON-DISCRIMINATION POLICY

Seattle Academy admits qualified students and provides Equal Employment Opportunities to all individuals without regard to race, color, religion, sex (including gender identity, gender presentation, and sexual orientation), national origin, disability, genetic information, marital status, or other legally protected statuses in accordance with applicable federal, state, and local laws. It expressly prohibits any form of harassment or discrimination of the same in any of its programs, activities, educational policies, scholarships or other financial aid programs, and terms and conditions of employment.

SAAS SNAPSHOT: CLASS OF 2024

Seniors counting down their last seconds on their last day of classes in the STREAM Upper Learning Commons on May 3rd, 2024.

SAAS SNAPSHOT: Clubs

Upper School students (left to right) Otis Sanchez, Jaeda Norwood, Bennett Rawlings, Losel Choegyal walking the runway in a fashion show at Likelihood on Union Street. The show was planned and curated by the Streetwear Fashion Club leaders, Elijah Smith, Dio So-Gilmore, and Miller Weimann.

SAAS SNAPSHOT: Performing Arts

(Left to right) 7th graders Ava Tade, Maggie Rettenmier, Divit Gupta, Evie Melesse, and Emrie Benn acting in ‘And Then There Were None’ in the Arts Center Theater.

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