THE NATU RE LA B Beauty and Truth in Science Education
GOI NG THE DI STANCE
A CULTUR E OF CAR IN G
The Shake-up and Resettling Into a New Normal
Waterford’s Dean Structure
Caring T H E
I S S U E 2021
The Waterford Magazine A publication for Waterford School. Issue II. Since 1981, individuals involved with the Waterford community—students, faculty, staff, alumni, parents, grandparents and friends—have inspired meaning and purpose within one another and for the world in which we live. The Waterford Magazine, published by the School’s Communication Office, strives to articulate that inspiration and share stories that effectively capture Waterford’s impact—in the past, in the present, and for the future. The magazine also seeks to highlight the activities of the school and its alumnae, as well as to help highlight people, events, and topics relevant to our entire community.
EDITOR
W H Y W E D O W H AT W E D O
VISION We inspire individuals to pursue lives of meaning and purpose. W H AT W E D O
MISSION We provide students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character. I DE AL S WE LIVE BY
C O R E VA LU E S Integrity
Amanda Apple Director of Marketing & Communications
We act with integrity in our work, in our choices, and in our relationships. We aspire to the liberal arts ideal of wholeness, where honest self-examination makes possible integrated selfunderstanding.
C R E AT I V E & G R A P H I C D E S I G N
Excellence
Derick Rodgers Communications Associate THIS PAGE: The sun rises over the Wasatch Mountains and Waterford’s Main Quad. Photo by Amanda Nelson. COVER: Waterford School’s Class of 2020 becomes the first class to graduate on our beautiful campus in Sandy in a physically-distanced commencement ceremony in June 2020. Photo by Steve Earl.
We embrace elevated standards of knowledge, performance, and character. We strive for excellence in everything we do, starting with excellence of effort.
Curiosity
We prize curiosity. We cultivate and celebrate the desire to know, to do, to question, to re-examine, and to improve.
Responsibility
Our commitment to responsibility starts with our individual lives and actions and extends outward in service to communities, both local and global.
Caring Certified
We learn best in a caring environment, where respect and inclusion make possible the deepest forms of intellectual, emotional, and character growth.
2021 THE CA RING ISS UE
F E AT U R E S
CONTENT
G O I NG T H E D ISTA N C E | PAGE 6
The shake-up and resettling into a new normal marked by technology upgrades, and distance and hybrid learning
T HE CL A SS O F 2 0 2 1 | PAGE 9
Celebrating the 34th graduating class of Waterford School
T HE NAT URE L A B | PAGE 2 0
Exploring Waterford’s Nature Lab and Mark Bromley’s new role at the School
Letter from the Head of School
4
Academics
5
Going the Distance
6
Class of 2021
9
Around the Quad
13
In the News
15
Legacy of Service
16
Outside the Classroom
18
The Nature Lab
20
Arts
22
Culture of Caring
24
Athletics
28
Enrollment
32
Finance Report
34
Advancement
35
Volunteer Leadership
36
Waterford Fund
38
Endowment
42
Annual Report, 2019-20
44
Alumni Association
58
Class Notes
61
A CU LT URE O F C A RIN G | PAGE 2 4
Looking into Waterford’s Dean structure and how the core value of caring plays a pivotal role in our community culture
@water fordschool
A
LE T TER FROM
THE HEAD OF SCHOOL The purpose of Waterford’s liberal arts education is to nurture the habits of mind and heart that lead our graduates to pursue lives of active engaged citizenship. In all divisions of the School, students are taught how to think, not what to think—to ask probing questions, consider evidence, reflect critically, and form sound positions. Ultimately our goal is to foster in our students the passion and purpose to positively impact the communities in which they live and learn. We hope our students care deeply about the world around them!
illuminate the challenges of immigrant children, to raising money for technology to connect families with loved ones battling COVID-19 in hospitals, to organizing a blood drive to ensure availability of blood during this pandemic, we cultivate in our students the skill of information acquisition and assessment, thereby building their capacity to shape and work toward a more positive future. It is our job to educate, not indoctrinate, and to amplify the access to, and impact of, our mission for all students at Waterford.
This particular form of our core value of caring—having the capacity to take a deep interest in the world around us—is both an intellectual and an emotional habit of being that we pursue with intention across Waterford’s academic and art disciplines, in and out of school, and amidst social interactions. Teaching children these fundamental skills requires a devoted and skilled faculty with a courageous commitment to intellectual inquiry, adaptability, and truth-seeking. It also requires the careful building of a culture and climate that celebrates vulnerability, self-exploration and the recognition that some ideas and evidence may challenge us. F. Scott Fitzgerald famously said “The test of first rate intelligence is to hold two opposing ideas at the same time and still retain the ability to function.” This is the true liberal arts spirit and it is evident in Waterford’s community of care.
The aspiration of the Waterford mission and vision is fortified by a foundation of care that inspires us to be ever-better, as a school and as human beings stitched together in common pursuit and shared purpose.
Throughout this unusual year, we have each grappled with our own lives and truths in new and illuminating ways—whether it was the challenge of new circumstances brought on by the halt of life as we knew it in March with the global pandemic, or when social media began to amplify voices of the underserved and underrepresented, or perhaps, the historical presidential election. And yet, with each challenge brought on during these tumultuous times, we are comforted by the shared purpose of our work; the elevated intention of creating a learning environment committed to the aspirational vision of the liberal arts, and to the work of transforming lives each and every day. Our cohesive community is committed to the enduring ideals that help our students to embrace challenge, seek out opportunity and embrace ambiguity, ultimately fostering a love of life-long learning and the passionate capacity to adapt and thrive in a world of rapid change.
During this unprecedented time of uncertainty brought on by the pandemic, social injustice, and remote learning and work, students and colleagues are united by the central tenet of care that has characterized our learning community since our founding in 1981. Each of our core values—integrity, excellence, curiosity, responsibility... and Caring, this year’s school theme—are essential to our work on campus and in a virtual setting. I see colleagues draw on our values each day to fuel their professionalism and humanity, and our students embody our values as they navigate this year with grit and determination. We are forever grateful to all in our community, for their profound care for Waterford School. We have been tested, last March and this fall. I hope the pages that follow illustrate the extraordinary response from students, faculty, staff, parents and alumni who have offered a wellspring of inspiration that lifts and compels us forward each day here on campus. With gratitude and best wishes for health and happiness,
ANDREW MENKE Head of School
The ethic of care animates all that we do. As we challenge students with discussion, writing, and problem solving activities to internalize learning, we are cultivating intrinsic motivation to pursue a more profound depth of understanding. From creating a documentary to
Photo by Amanda Nelson
LO W E R S C H O O L C L A S S P R OJ E C T S
T E C H N O L O G Y, C O V I D - 1 9 , A N D THE LIBERAL ARTS IDEAL By Brandon Bennett, Associate Head of School For a school like Waterford that prizes its commitment to the liberal arts tradition of education, the increasing reliance on technology in our culture is a source of ambivalence. During the Covid-19 pandemic, which has forced schools everywhere to teach remotely or in a hybrid environment, this baseline ambivalence has only intensified.
Class IV students created petroglyphs to tell stories using resources that describe common symbols and their meanings, October 2020. Photo by Heather Mortenson.
A C A D E M I C S
A C A D E M I C S Over the last several months, we have seen an inevitable evolution in our approach to teaching. We are learning to run all of our courses in an environment that is at least partially online. That means that all of our communication with students and families is mediated through various digital technologies. We have cameras in every classroom that allow students in the room to be seen and heard by students at home, and we have large screen TVs that allow students at home to be seen and heard by students in the room. The teacher is able, to some degree, to engage both groups of students, and to combine them in unified learning activities. But this mediated reality that we must deal with makes everything a bit harder. The easy, spontaneous flow of conversation that is so essential to the liberal arts model of education is no longer as easy or spontaneous. There is a built-in distance that gives us pause. At the same time, we have seen our skills with various educational technologies expanding rapidly. We are far more adept with new tools and new strategies than we ever would have been without the compulsion that the pandemic has provided. Many of the new tools hold tremendous promise for engaging students and for guiding them through sophisticated learning journeys.
PreK students enjoy the perfect fall weather outside in the Outdoor Classroom, October 2020. Photo by Heather Mortenson.
Class II students play chess during specialist rotations, September 2020. Photo by Heather Mortenson.
But we still worry about the loss of presence. The mediated interactions between teacher and student seem ever further removed from the liberal arts ideal of face-to-face conversation animated by a love of knowledge. The immediacy of voice and facial expression and emotional connection is more difficult to find in online learning. For this reason, we eagerly await the moment when we can return to on-campus learning full time. We have confidence that our new technology skills will be valuable as supplements to the core activity of direct, personal, spoken communication. The constraints of the pandemic environment have brought home with renewed force the power of the liberal arts experience. We are grateful for the intensified experience of ambivalence we have lived through over the last several months and will continue to manage through until the pandemic lifts. It has reminded us of what really matters, even as it has also enabled us to develop new supplemental skills. The cultural reliance on technology is not going away anytime soon, even after the pandemic is behind us. Collectively as a faculty and as a school community, we are now better able to navigate the demands of our technology-saturated world, while we are also more attuned to the power of liberal arts education in its most human, unmediated, technology-free dimensions.
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A C A D E M I C S
9,90 0 Total hours Waterford’s teachers dedicated to summer training and curriculum development.
By Amanda Apple through interviews with Casey O’Malley, Academic Dean; Brandon Bennett, Associate Head of School; and Darren Beck, Director of IT “The abrupt shift in remote learning in March shook us all—quite literally, with the arrival of a 5.7 magnitude earthquake on the day Waterford planned to start school last spring,” said Casey O’Malley, Academic Dean. “Since that fateful third week of March, things have slowly settled into a different version of ‘normal’.” Ms. O’Malley, like all faculty and staff at Waterford, embraces the very essence of the liberal arts tradition, finding the opportunity to learn something new in these moments. The new environment for teaching (and learning) has invited us at Waterford—students, faculty, staff, and parents alike—to find new ways to do familiar things. New ways to learn and to teach—and simply new ways to connect with one another.
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It is easy to see the differences from years past, as you walk through the halls and visit classrooms—masks, Owl cameras, TV screens, and the physical distance between students can grab your attention. But, pause for a minute, and it’s just as easy to see that the foundation of our school remains unchanged: passionate teachers guide students through engaging learning experiences; curious students
ask questions and push toward new discoveries in their own learning. This past Spring pushed each member of our school, and world, into brand new experiences. Quarantine, unsettling news, and a work-from- or learn-from-home schedule brought unique challenges to every member of this community. And yet, our mission, vision and values at Waterford School compelled us to embrace this moment— this unique historic marker in time. We watched online as students created beautiful music together while apart or soccer players used video to pull together a singular passing game through their screens. Teachers recorded greetings and messages of hope to pass on to students, a parent baked 2,400 cookies to thank teachers for their hard work, and the school pivoted to meaningful distance learning in a matter of days. And just as all of this change was kicking off, a COVID Task Force assembled with the charge of maintaining and improving program integrity and fidelity, while creating a safe and healthy environment for the 2020-21 school year. We were able to return to on-campus learning this
A C A D E M I C S
fall through investments in technology and professional development of faculty, as well as creative use of schedule, space and staffing. Waterford is the special place it is because of its teachers. And after an incredible feat in the Spring, teachers continued with more hard work over the summer where 120 Waterford teachers and administrators completed a professional development experience with Global Online Academy (GOA), a leader in the independent school world in effective curriculum design for online and hybrid learning environments. Dr. Brandon Bennett, Associate Head of School noted that the goal of the summer work was to use insights from the GOA professional development to complete a comprehensive curriculum refinement prior to the start of the new year. “We wanted to make sure we are ready for whatever comes in the next academic year, as a result of the Covid-19 pandemic. Toward that end, we refined our program offerings across the grade levels and subject areas to make them optimally effective for both on-campus/inperson learning (which is what we plan and hope for) and for distance learning (should that become necessary).” The GOA course contained four modules that align nicely with Waterford’s standards of teaching excellence, which focus on commitment to the liberal arts mission, excellence of instruction in every dimension, and quality of relationships. The GOA course helped our teachers to design courses that encourage student agency and personal investment—essential elements of liberal arts learning. It also helped us get more out of the Canvas Learning Management System by emphasizing design fundamentals that focus on the student experience of navigating the course. Another module helped our faculty think more broadly about the possibilities for effectively assessing student learning. And, finally, the course gave us insights into strategies for building and sustaining relationships, whether in-person or online. Waterford faculty fully embraced the challenge and the opportunity. Dr. Bennett shared that, “Now, as we near the end of the fall trimester, we have a new appreciation for both the strengths and limitations of online learning. The new strategies and tools our teachers are using this year are engaging for students, and effective at producing high quality learning. Teachers are enthusiastic about the possibilities, but they are also worn out by the labor-intensive preparation required to use the tools well—especially when the tool is new.” These tools—the new technology—were another opportunity and challenge in the classroom this year, as teachers
navigated hybrid learning, concurrent learners, as well as students physically in their classroom. Waterford’s solutionoriented IT department spent much of the spring and summer testing products, often with their own children or spouses as remote test subjects. Director of IT Darren Beck noted that “We wanted the teacher to be able to walk into the classroom and in 5 minutes (or less) be able to start their class with reliable devices. After testing, we presented a few solutions to the COVID Task Force group over the course of two or three meetings before landing on the owl cameras and the current setup.” Waterford’s main goals for technology were to help the remote learners feel engaged and part of the class while keeping the technology as simple as possible for the teacher. Each teacher has become proficient with this technology, set up in each classroom with a 65” display TV and a cart with the Owl camera (360 degree webcam, speaker, & microphone), a wacom tablet (for a virtual whiteboard), and USB-C hub for easy computer plug in. Brandon Bennett notes that given Waterford’s commitment to the liberal arts model of education, which highlights the value of human interaction, preferably in a face-to-face environment, where the spontaneity of teacher-student dialogue can take hold, the heavy emphasis on technology required during the pandemic is a mixed virtue. The technology tools can be compelling for students for certain kinds of projects, but they also have a tendency to reduce the learning experience to the technology-based task, instead of allowing it to expand naturally, as the liberal arts ideal envisions, through the give and take of in-person conversation between skilled teachers and motivated students. Interestingly, this insight was among the first things the GOA course emphasized in its approach to curriculum design: don’t ever let the technology become the thing; it must always be the relationship between teachers and students. We have learned how right that advice is, and how wonderful it will be to return to full-time on-campus learning as soon as it is safe to do so. “The shaking and resettling that this year has done to Waterford School—students, teachers, staff, administrators, and parents—has left our community in a new place; a good one, I think.” Ms. O’Malley optimistically points out. “I see teacher ingenuity leading the way; I see student resilience and excitement for learning motivating us all. I see what I’ve always loved about Waterford, just in a slightly different appearance: meaningful learning and meaningful community.”
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CLASS III WINDOWS & MIRRORS A C A D E M I C S
By Amanda Apple, Director of Communications In Class III, students examine ancient civilizations as the focal study for history. However, a few years ago, Class III teacher Ms. Thompson noticed that “students were struggling to understand the different aspects of a civilization and culture. They were not able to talk about what made each civilization unique from the next one studied. When they can see themselves, and know how to talk about their cultural identities, they can find similarities and learning opportunities within other cultures.” And thus began a unit studying “culture” at the beginning of the year, including a “Who I Am” poster, a writing assignment about their unique first names, and a study of Windows and Mirrors. These projects, included in Class III curriculum since 2016, lead into the study of Ancient Egyptians and empower third graders to be more effective historians. Windows and Mirrors not only enables students to view history and civilizations with a more critical lens, but also allows for connecting with and learning from their peers. At a practical level it introduces students, in a developmentally appropriate way, to what culture is and how to see different perspectives. The phrase “mirrors and windows” was initially introduced by Emily Style for the National SEED (Seeking Educational Equity and Diversity) Project. Emily Style was the founding co-founder (1987-2016) of The National SEED Project which partners with schools, organizations, and communities to develop leaders who guide their peers in conversational communities to drive personal, organizational, and societal change toward social justice. A mirror is a story that reflects your own culture and helps you build your identity. A window is a resource that offers you a view into someone else’s experience, a new perspective. It is critical to understand that students cannot truly learn about themselves unless they learn about others as well. As students are introduced to Windows and Mirrors, they begin by thinking about who they are and five important characteristics to their identities. And then the Class III students begin to look more closely—Did you and a classmate have the same words? Maybe one
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of your words was the same? That’s a mirror! A mirror is a story, tradition, word, etc. that reflects your own culture and helps you build your identity. A mirror is something that you can relate to! Did you and a classmate have different words? That’s a window! A window is a story, tradition, word, or idea that offers you a different view into someone else’s experience or interests. Looking through a window offers a new perspective! Students take these identifiers and design their own physical window and mirror which they can hold up in class to note their interest in or similarity with something that is being shared. Each child brings unique perspectives and deep roots that are valuable to learning. As we connect in agreement and disagreement, we find ways to understand one another on a deeper level. We understand that differing perspectives can help grow our own understanding of material. Ms. Lechner noted that “Windows and Mirrors also allows us to discuss kindness and caring. To help get to know each other better, we are able to talk about new ideas by asking questions and avoiding judgement.”
2021
C L A S S
O F
THE SENIOR CLASS By Erika Munson, Class 2021 Dean Senior year looms large for all Waterford students. It is the culmination of a career that even Lower School children are aware of. They know the symbols: green sweaters, senior spaces, special events. It’s a year-long ritual of a sort, the anticipation of which makes becoming Class XII all the sweeter. Parallel to the outward perks of seniorhood is the opportunity for these students to challenge themselves in academics, the arts, and athletics with teachers who’ve been on this journey with them these many years: educators who know them better than any college professor likely ever will. So it is especially poignant that the Senior year experience at Waterford, up to now so joyously predictable, has been upended by the pandemic. Even before they reached Class XII status, this group was faced with the unforeseen challenge of distance learning at a crucial time. They had to manage the considerable academic demands of Junior spring in new ways, flexing intellectual muscles they didn’t know they had. They also realized more than ever how much they need each other in real life. In this context, we celebrate 2021 as a class like no other. As their dean I see a whole range of responses to the realities of a Covid world: disappointment, denial, grief, but also courage and caring. What has not changed is the Senior focus on the future. They are bound for college and beyond with perhaps a clearer vision of what the world needs from them than any class in history. The sights and sounds are different: masks and distancing, a quieter campus that full-time remote students only see through a Zoom camera. Beloved traditions have been re-imagined for our circumstances. But all this has the potential to mold a class that is more prepared for the challenges of life: sharing their burdens and counting their blessings.
31 5 College applications were submitted to over 106 different colleges for early action deadlines.
73 Seniors culminate their time at Waterford School in perhaps the most unique year in its 39 year history. These seniors have shown determination, grit, resilience, and joy in a year marked by unknowns and shifting. As tradition, all Class XII students receive a Senior Sweater—a green, uniform-approved sweater that shows their status around campus. An inclusive, green-sweater picture is typically taken of the class, so with distancing restrictions and the hybrid groups, seniors were photographed showing their Group #, and together, highlighting the year they will graduate... a year, and a class, we will surely remember. Congratulations Class of 2021!
Group 2 31 students (26 photographed)
6 Seniors learned 100% concurrently
Group 1 35 students (34 photographed)
Students of the Class of 2021, Group 1 at the Senior Class Retreat, September 2020. Photo by Andrew Patteson.
Students of the Class of 2021, Group 2 at the Class Day Celebration, September 2020. Photo by Heather Mortenson.
Students decorate Senior tree, December 2020. Photo by Erika Munson
Seniors in their Senior Sweaters on campus. Photo by Andrew Patteson.
S ENIOR PROF ILES WHAT H AVE YO U LOVE D MO ST ABO U T YO U R WATE RFO RD E X PE RIE N C E ?
The biggest thing is the friends that I was able to make. The friends that I have made from Waterford will be ones that I will stay connected with for a long time. We all come from different places but we all want to better ourselves and push each other to the best of our abilities. W H AT A DV I C E D O YO U H AV E FO R T H E YO U N G E R S T U D E N T S AT WAT E R FO R D ?
Time can be your best friend and worst enemy. Try to enjoy your time doing what you love no matter what it is, because time moves faster than you think and it moves even faster the older you get. W H AT H A V E YO U L E A R N E D F R O M T H E C OV I D - 1 9 PA N D E M I C ? H O W H A S T H I S T I M E S H A P E D YO U A N D/O R YO U R A S P I R AT I O N S ?
Over the course of the Pandemic, I have learned to appreciate time more. When the pandemic hit things started to slow down a lot, and I was really able to feel how much time there actually is in a day. Before the pandemic time moved fast, and I just prioritized certain things and missed out on other opportunities. The pandemic has allowed me to stop and think and reevaluate where I put my time and effort which has been nice.
DJ LAMBERT
W HIC H FAC U LT Y ME MB E R(S ) HAV E HAD T HE M OST IM PACT O N YO U R E DU CATIO N AN D WHY ?
I have had a multitude of amazing teachers here, but I would say that Mr. Sayes impacted me the most. Mr. Sayes not only taught me Pre-Calculus but also inspired me. I admire his resilience and his passion towards teaching his students, and how he has gone through so much in his life but he continues to dedicate his time towards educating younger generations. W H AT A R E YO U R P L A N S FO R A F T E R G R A D UAT I O N ?
Once I am in college I want to study abroad in France and also explore a bit around Europe. I love traveling, so it would be nice to fly to many different countries and discover new cultures, foods, and people. W HAT A DV I C E D O YO U H AV E FOR T HE YOUN G ER ST UD ENT S AT WATE RFO RD?
Try everything. The years fly by, and you will soon begin to regret not taking all the opportunities that were available to you. Be curious, and learn as much as you can. Explore everything Waterford has to offer, because not every student like you has the same privilege as you. Work hard, go to class no matter how tired you are, and have academic integrity, but also play hard and have fun with your lower, middle, or high school years.
J OA N N A WA N G
WHAT ARE YO U R PLANS FO R AF TE R GRADUATIO N?
After graduation, I plan on going to college in order to pursue a degree in a topic that interests me. I want to study psychology in hopes of learning more about our miraculous brains. I am most curious about behavioural psychology, and how society, family situations, and environment can alter someone’s behaviour. I have learned from my Waterford education that I should always seek after topics that make me curious, and that is just what I plan to do. W H AT H A V E YO U L E A R N E D F R O M T H E C OV I D - 1 9 PA N D E M I C ? H O W H A S T H I S T I M E S H A P E D YO U A N D/O R YO U R A S P I R AT I O N S ?
EMMA KEARON
I am someone who enjoys making to-do lists and keeping track of all I have to do. However, when the Covid-19 pandemic hit I realised that I was unable to know what would happen everyday, and I needed to let go of my desire to control. I have learned to take every day at a time, and see the personal growth amongst the challenges. Being a senior in these times is truly something unique, and I believe that it provides a wonderful opportunity for our class to see just how much we rely on one another and cherish our interactions and friendships. We are all one united body, and we get to laugh, study, cry, and experience our last year of high school together.
A R O U N D
AROUND THE QUAD
T H E Q U A D 2020-21
Dr. Melanie Battistone, Lower School Head, and Mike O. ’21, Student Body President watch as Honor D. in Class II ceremoniously rings the bell on First Friday. Photo by Heather Mortenson
T H O U G H T S O F C A R I N G & R E L I A N C E O N WAT E R FO R D ’ S F I R S T F R I D AY Excerpt from an address given by Head of School, Andrew Menke Each year we choose a theme that animates our work, and I cannot think of a more fitting theme this year than caring. Caring is one of our five core values and is defined this way: “We learn best in a caring environment, where respect and inclusion make possible the deepest forms of intellectual, emotional, and character growth.” Last Sunday I sent a poem by Wendell Berry to faculty and staff called “What We Need Is Here”. What We Need Is Here Geese appear high over us, pass, and the sky closes. Abandon, as in love or sleep, holds them to their way, clear in the ancient faith... what we need is here. And we pray, not for new earth or heaven, but to be quiet in heart, and in eye, clear. What we need... is here. While our learning environment looks a bit different this year, we do indeed have all that we need—right here at Waterford because we have each other—during this unusual time, with big hearts, displaying courage and kindness, grace and humility, practicing self-awareness and a generosity of spirit, in all ways, and with every member of our community.
Caring means that we lead with empathy and compassion. We seek to understand both the intention and impact of our actions—on peers, on teachers, on our families—all of us working to achieve individual and communal goals. One will not happen in the absence of the other. Wendell Berry’s poem speaks to reliance. “Abandon as in love or sleep, holds them to their way, clear in the ancient faith...” Berry points to reliance as a certain act of faith, where we abandon ourselves to what needs to be done and in that abandonment, we are able to do what we might not be able to do were we more selfconscious. As it has always been, our reliance must be on each other and our collective support of the deep and profound care we must take to fully actualize the immense opportunity of this liberal arts education. Our reliance is in the ideal we speak to in our vision—to pursue a life of meaning and purpose, in a more just society—only achieved when we care enough to nourish the life of the mind, in leaning into our own personal growth as ready contributors to the world around us. This is our elevated purpose and the responsibility we share that accompanies the privilege of learning together in this amazing place! As is tradition, we will now have a member of each class ring the Waterford Bell symbolizing the impact each of us will have on the community that will reverberate over the course of the year.
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D I V E R S I T Y, E Q U I T Y, & I N C L U S I O N A R O U N D
By Nicole Miranda, Assistant Director of Admissions
T H E Q U A D
The evolution of Waterford School’s commitment to diversity, equity, and inclusion (DEI) has long lived without tangible intention. In the Spring of 2019, however, the Cultural Competency Group was formed as a beginning to help birth ideas and thoughts on how we can begin to actively live this commitment. With guidance from Adam Mangana, DEI Consultant, and Rob Greene, Strategic Consultant, we began our work. This group met over the course of the summer months and all throughout the year and even through the early part of the pandemic. We talked, learned, and began to listen to each other with greater intention. We became vulnerable and needed to take action and support Waterford’s mission to do what we say we do. Additionally, we know that working towards the recommendations of our accrediting body’s Commitment to Care is important and necessary work. Today, the Cultural Competency Group is now known as the Diversity, Equity, and Inclusion Committee and is made up of 12 members and several DEI Ambassadors throughout all divisions of the School. The DEI Committee’s purpose is to lead and support faculty education and skills development in the realm of diversity, equity, and inclusion. This year our focus turns towards actionable items to lead us in fulfilling our School’s mission and Committee’s purpose. The theme and core value of Caring remain timely and present in this work, and we thank you for your support of DEI at Waterford. For further information kindly contact Co-Chairs, Nicole Miranda and Casey O’Malley.
Aaron S. (Class V), Michael S. (Class II), and Farrant Sakaguchi ’95 participating in the Lower School Spooktacular Science night. Photo submitted by the Sakaguchi family.
Class I parents safely gather during Lower School Community Connections. Photo by Heather Mortenson.
CARING FOR OUR STUDENTS By Dr. Melanie Battistone, Lower School Head Anyone who is drawn to education is by nature, a care-giver. Caring is not simply part of the job of teaching, it is who teachers are at heart. As we navigate the changes and uncertainties of living in the midst of a pandemic, we know that cultivating a community of caring in schools is more important than ever. While all children have the capacity to develop caring, compassion, and empathy, they need the adults in their lives to help them nurture these emotional seeds all the way to full growth. At Waterford, we see evidence of how our students are cared for every single day. Morning Meetings and Closing Circles strengthen our students’ connections with their teachers, who provide models of what it means to engage in meaningful conversations where we really listen to one other. The steps we take to create physically safe classrooms are emblematic of our commitment to the health of each student. Perhaps most challenging of all is the complexity of teaching students who are both in the room and learning remotely. Yet our teachers thoughtfully and intentionally look for ways to engage and nurture students from wherever they are learning.
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This week I spent time in several classrooms, the ideal place to observe caring in action. In PreK, I watched students eagerly explore a halved pumpkin—seeds, flesh and rind. One student, delighted with the discovery of the pumpkin’s splendorous inside,
spun around and held it up to the TV screen, sharing with a friend who was home exploring a pumpkin of her own. Zoom or in person, caring knows no borders. Moving to Class IV, I watched Mr. Toren’s class review spelling words. As you envision a classroom of students writing spelling words in silence, let me interrupt you with what really happened. As Mr. Toren announced, “Spelling time, on your desks!” students gleefully jumped out of seats and sat on their desks, a special privilege that comes with spelling practice. They then proceeded to collectively spell the words, each student contributing one letter at a time. The result? Pure joy while crowd-sourcing spelling. A teacher who knows the key to teaching fourth grade spelling is connecting with his innerfourth grader? That’s caring indeed. Last spring’s challenges feel like a distant memory, and we have come a long way. Our ability to meet the needs of our learners has evolved. We are more proficient at problem-solving Zoom glitches, and managing the technology. Our students are more adept, too. We have found many ways to be back together again safely. Threading through all of this is our core value of Caring, and the commitment to helping our children spring up and grow to their fullest capacity.
O N C E I N A L I F E T I M E WAT E R FO R D H A L LOW E E N I N
Spirits ran high the last week of October as students and faculty enjoyed a “once in a lifetime Waterford Halloween”. Fletcher L. ‘22 said “It was pretty awesome honestly. I’ve dreamed about wearing a costume to school my whole Waterford life.” Many teachers in all divisions of the school dressed up as well. Fletcher went on to say, “It was awesome to see all the students got excited about Halloween and especially to see how much the faculty got into it.” Happily, teachers reported that the joy far exceeded any disruption to learning.
T H E N E W S
In the Lower School, dressed-up students took part in a physicallydistant parade around the School’s main quad, greeted by a large balloon arch and cheering teachers and Middle and Upper School students. Class IV student, Skylie R. gushed that, “[this year] was much, much, much better and fun.” As Middle and Upper School students dismissed for the day they were met on the quad with music and their deans handing out Halloween candy. All of us were happy to have something to celebrate in this challenging year. As Lily F. ‘22 expressed “It was so fun and so good for our mental health.”
Students paraded around the Quad on Halloween, here PreK-3 students. Photo by Heather Mortenson.
IN THE NEWS OUTDOOR CLASSROOM IN THE S A LT L A K E T R I B U N E Waterford’s Outdoor Classroom was featured as an example of how schools are adapting in a COVID-19 impacted world with more time outdoors, the article was released September, 2020.
Waterford’s Outdoor Classroom. Photo by Amanda Nelson.
Outdoor play has been integral in the Preschool experience at Waterford each year, and this year, it’s become even more important— not only are there endless developmentally appropriate ways of engagement and learning, but it’s also a way to maintain distance, air flow and health during the Covid-19 pandemic. Waterford is lucky, by way of a generous anonymous donor, to have a nationally-recognized Outdoor Classroom where students can truly explore the magic and wonder of learning.
WAT E R FO R D C R E AT E D D O C U M E N TA R I E S By Andrew Patteson, Visual Arts Department Chair As part of Waterford’s Visiting Artist program, in winter 2019-20 we offered an extraordinary opportunity for eight of our students to work with acclaimed documentary filmmaker Jenny Mackenzie. These students pursued an intensive workshop in which they learned about social issue documentary filmmaking while conceiving and creating films of their own. Divided into three teams, our students put in dozens upon dozens of hours of work outside of class time—in planning, filming, and postproduction of three short films. Their tremendous passion shines through in the impressive finished product that each of the three teams achieved. All three films have earned accolades and recognition, but one in particular, DACAmented, has had an amazing run of success at festivals. This film is an intimate look into the life of a young DACA recipient. Some of the more notable recognitions have included: London Independent Film Awards (Best Documentary
Short - Student), Boston International Kids Film Festival (Featured Film), Williamsburg International Film & Music Competition (Student Documentary Short Film RunnerUp), Los Angeles LatinX Film Festival (Featured Film) and Voices for Utah Children Film Festival (Featured Film) and annual Student Voice Award. We are so proud of these eight students, and suspect that this will not be the last film that many of them make. We hope you will check out their impressive finished products: waterfordschool.org/documentaries2020 The films: Amal, by Lucza B. ’22, Isabel H. ’21, and Tione H. ’21 DACAmented, by Samantha C. ’20, Emma G. ’22, and Kate P. ’21 Kilgore, by Amelia R. ’20 and Clea W. ‘20
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LEGACY C E L E B R A T I N G
OF SERVICE
F A C U L T Y
R E T I R E M E N T S
DEANNA WILLIAMS
MEG HUNGERFORD
SUZANNE CONINE
Deanna Williams retired from Waterford School after serving as Director and teacher for 28 years in the Lower School. Most recently, Deanna taught in Class IV, where she oversaw many Renaissance Days, Castle-building projects, and World Fair Exhibits. Deanna shares that, “Waterford has been an amazing place to work, grow, and craft the art of being a teacher. I will miss you all, colleagues, Administrators, and especially the kiddos. It has been a true privilege.”
For 24 years, Meg Hungerford has inspired the young artists of Waterford School. Classes III-V have been entranced by her many found objects, turning feathers, springs, pebbles, sticks and more into beautiful works of 3-dimensional work. Who doesn’t remember their fish projects and spirit sticks hanging proudly from invisible fishing wire in Waterford’s brick hallways? Meg exudes a love for art in all forms, and has helped many young students find their passion for the arts.
Suzanne Conine has been a beloved ceramics teacher at Waterford for 22 years, leading students to success in and out of the studio. She is on to new adventures, writing that she will now be making art full time, hoping to create bigger, larger scale sculptures and more paintings created outdoors en-plein air. Ms. Conine writes: “Last October we opened our home to the Wasatch Studio Tour and enjoyed presenting the work of other artists as well as my own. Our old VW Camper Van is now a mobile gallery.”
S COT T H A R R I S
For twenty years, Scott Harris has helped Waterford students become amazing musicians! His teaching in band and jazz ensemble has led many Middle and Upper School students to be skilled musicians; his role as the Class V wind specialist has helped many young students embark on their musical journey. He’s played his instrument for over fifty years and still loves it. We will miss his joyful presence in the 800 building hallways.
S H AW N O R TO N
Shawn Orton came to Waterford initially hoping to be a substitute—we were lucky enough to have her as a full-time math teacher for the last fourteen years! “I have been absolutely blessed to have been part of such a wonderful institution,” Ms. Orton writes. “My colleagues are exceptional teachers from whom I have learned a lot. I enjoyed being able to stretch and grow as a teacher and mathematician.”
James Harris
Martha Quinn
Teri Andrach
Anna Boller
Craig Morris
Science Teacher
Lower School Librarian
Lower School Science
Lower School Counselor
Athletic Director
30 Years
25 Years
Beth Hamideh
Susan Johnsen
Mary Powers
Ken Wade
Director of Offices
Kindergarten Teacher
English Teacher
History Teacher and Coach
20 Years Juli Dalton PreK Teacher
John Hansen Grounds Supervisor
Juan Henao Custodial Supervisor
Cami LaForge Class II Teacher
Natalie Ricci-Whaley French Teacher
Chris Watkins Outdoor Teacher
15 Years
F L ASH BAC K TO T HE IR E ARL I E R Y E ARS
Dylan Esson History Teacher
Bernie Meyers Photo Teacher
Julie Mower PreK-4 Teacher
Casey O’Malley Academic Dean
Rayann Sandstrom Class IV Teacher
Brittany Smith Class IV Teacher
1 0 Years
Jim Williams MaintenanceSupervisor
Sue Sharma Reading Tutor
FACULTY & STAFF
MILESTONES
I N
OUTSIDE THE CLASSROOM
T H E
RISING SENIOR INTERNSHIPS By Erika Munson, Summer Internship Coordinator
N E W S
The summer of 2020 was slated as the expansion of Waterford’s summer internship program. For the past five years, our students have had great success working in research labs of the University of Utah School of Pharmacology, so we chose to build on that model by adding community partners from the nonprofit and business industries. Several business internships and the program at the University of Utah were postponed, but Waterford continued with three of the opportunities with six rising seniors. Two students, Siya P. and Chloe H., worked with the International Rescue Committee. The IRC is a global non-profit that responds to humanitarian crises and helps people whose lives are shattered by conflict to survive and gain control of their future. Siya and Chloe worked specifically in the New Roots program, an essential part of the IRC’s local resettlement efforts enabling refugees to grow and market a variety of crops that feed their families, build community and provide income. Siya and Chloe worked in all aspects of the program, from planting, farm maintenance, agricultural education, to getting the crops to market.
Siya P. ’21 (blue shirt) at the New Roots garden. Photo by Erika Munson.
“It has been an incredible experience and I hope to continue service with the IRC during the coming school year.” -Chloe H. ’21 In education, Tioné H. helped kick off our camp program with Summer at Waterford School. Camp Director Kent Hercules remarked that she was a vital member of the staff, “Tioné — quiet, diligent, reliable, and unflappable, added so much to the 1st-2nd grade day camp this summer. She was the first to arrive in the morning—preparing the playground and helping teachers get ready. She supported children who got hurt playing, encouraged the ones who were hesitant to participate, adeptly handled all tasks big or small, and even played water games each week with the class. Tioné was a constant, steady influence on her campers, always present and always looking for what needed to be done.”
Tioné H. ’21 on a hike with campers at Summer at Waterford School. Photo by Erika Munson.
And in entomology & public health, three students, Zach D., Elise S., and Joanna W., interned with the Salt Lake City Mosquito Abatement District (SLCMAD), a public health, research, and educational government agency. Their responsibilities included managing traps around Salt Lake and the rural wetlands, identifying and counting mosquitoes, conducting experiments on mosquito pesticide resistance, and testing mosquito samples for West Nile virus.
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We look forward to more summer internships in the summer of 2021. Even in the midst of a pandemic, Waterford students were able to learn, serve, and make a difference in our community. If you or your employer are interested in being an internship partner with Waterford, please contact Erika Munson.
Joanna W. ’21 empties mosquito traps and hunts for more insects with just her net in the marshlands. Photo by Erika Munson.
By Emma G. ’21, Founder of Waterford’s EmpowHER Club Waterford’s liberal arts education not only provides students with a rich understanding of a variety of subjects, but it also teaches students to embrace and celebrate diversity, equity, and inclusion. This year, Waterford’s core value is Caring in order to promote respect and inclusion to make possible the deepest forms of intellectual, emotional, and character growth. As a result of this year’s core value, I started a club called EmpowHER. The club’s purpose is to inspire and empower young women at Waterford to pursue leadership roles in all walks of life. The club first met in September and has since grown to the largest club on campus with over seventy members (boys and girls) from Classes VI-XII. During our biweekly meetings, we invite women who are leaders in their field to share their stories and the lessons they have learned along their journeys to success with the club members. These speakers have ranged from Gold Medal Olympians to distinguished authors and nonprofit leaders to Academy Award-nominated Broadway writers. We hope this club will inspire the many ambitious young women with bright minds at Waterford to pursue leadership roles in the future and to overcome the challenges they will face. We have a class ambassador from every grade to promote the club and ensure longevity. EmpowHER is a unique opportunity for Waterford students, and we cannot wait to see the positive impact it will make on the Waterford community in the coming months and years.
C L A S S R O O M
E M P O W H E R C LU B
T H E
EmpowHER club meeting, featuring a talk from Olympic athlete, Summer Sanders.
The Virtual Family Project, led by Tyler D. (Class XII), and an incredible team consisting of UllaBritt L. (Class XII), Barr D. (Class XII), Abia F.(Class XII), Eeshan C. (Class XII), and Neve R. (Class XI) is an organization dedicated to relieving the stress and isolation that arises with admittance to hospitals during this era of COVID-19. The project has raised over $10,000 dollars in donations in the past month. All donations go fully towards purchasing rolling iPads on stands that allow patients to virtually connect with their families while live visitation is suspended. These students have truly embraced this year’s Waterford theme of Caring by helping alleviate loneliness in all hospital wards. Please visit their website at virtualfamilyproject.com to learn more about this important effort and ways that you can contribute.
O U T S I D E
V I R T UA L FA M I LY P R OJ E C T
Students in the Virtual Family Project (L to R), Tyler D. Eeshan C., Ulla-Britt L., Barr D., Abia F. and Neve R. Photo by Andrew Patteson.
COMMUNITY SERVICE CLUB BLOOD DRIVE
41 U NIT S O F B LO O D WE R E COL LE C TE D DU R I N G T H E B LO O D DR I V E
We surpassed our goal of 29 units of blood! The Red Cross was so appreciative of all of our student volunteers, noting that this was one of the most helpful student volunteer groups they’ve worked with. Several parents, faculty, and students donated blood as well. Check-in at Waterford’s blood drive. Photo provided by Ingrid Warner
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O U T S I D E T H E C L A S S R O O M
BY BRA N D ON BE N N E T T, A SSOC IATE H E A D OF S CHOOL
8,000 20
The number of students who have been taught by Mr. Bromley Photo by Heather Mortenson
O U T S I D E T H E C L A S S R O O M
This year the science department has begun to establish a Nature Lab, a concept linked to a strand of science education at Waterford that is central to our vision of liberal arts education. Knowledge in the liberal arts is closely aligned with moral excellence and aesthetic appreciation. Long before Keats, the classical philosophers laying the foundation of liberal arts education established the intimate connection between truth and beauty. To know the truth is to perceive its beauty. Both in its classical origins as natural philosophy, and in its modern incarnation committed to hypothesis-testing and rigorous quantitative evidence, science is a powerful tool for discovering truth — and for appreciating the abundant beauty of our intelligible universe. Mark Bromley, the very first teacher hired by Founder Nancy Heuston to help develop the school’s vision for liberal arts education, embodies a deep passion for both truth and beauty. A highly-trained Zoologist, and a true naturalist in the mode of Charles Darwin, Mr. Bromley is also a skilled craftsman, capable of shaping stunning wood furniture by hand, and also building a classic Cobra Mustang from scratch. Mr. Bromley’s rare mix of knowledge, passion, and artistry has inspired generations of Waterford graduates. Whether they have gone on to be scientists or teachers themselves, all students of Mr. Bromley and his colleagues in the science department have learned the skills of paying attention, of observing closely the many faces of the natural world, and of perceiving the deep beauty that is close to truth. In a new assignment at Waterford, Mr. Bromley is working to extend the influence of his, and the science department’s, commitment to beauty and truth through the development of the Waterford Nature Lab. Currently housed in Mr. Bromley’s former classroom in the Art Building, the Nature Lab serves as both a practical tool for education and a living testament to the deep intertwining of science and art in the liberal arts tradition, and in the philosophy of science (and art) education at Waterford. The vision for what the Waterford Nature Lab will become is
inspired by similar facilities around the world, notably the Nature Lab at the Rhode Island School of Design. The picture here of the Waterford Nature Lab-in-process capture some of that vision. The uses for the Nature Lab will be both scientific and artistic. The impressive Waterford biological collection will inspire photographers and sketch artists to hone their skills of observation, while also allowing a new generation of DarwinBromleys to master systems of classification while searching for new phenomena. A prominent strand in Waterford’s approach to science education, sometimes affectionately referred to as “Victorian science,” continues to highlight the importance of close observation and hands-on engagement with nature. Even as Waterford also teaches molecular biology, and prepares students rigorously for the technology-driven practice of the modern life sciences, the school also affirms the enduring value of getting close to nature and bringing nature close to us. Ultimately, in the liberal arts tradition, the goal of all our learning should be to internalize knowledge to a depth where we are changed by the experience — the knowledge ceases to be mere content in our notes or on hard drives in the cloud and becomes a part of who we are and how we think. In his new role as Director and Curator of the Waterford Nature Lab, Mr. Bromley will be working on several fronts to ensure that the approach to science education that he has been so central in establishing at Waterford over the past four decades will continue and improve. The Nature Lab initiative provides a great opportunity for Mr. Bromley to write new curricula, based in the Nature Lab’s resources, for students across all the grade levels at the school. At the same time, Mr. Bromley will be curating the collection of teaching specimens, and helping to shape the future of science education at Waterford. No one could possibly be better positioned to ensure that science education at Waterford remains firmly grounded in the dual commitments to truth and beauty that are so important in the liberal arts, and that have so profoundly influenced generations of Waterford students.
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A R T S
A R T S
Waterford Dance Academy performs their original production inspired by It’s the Great Pumpkin, Charlie Brown. Photo by Andrew Patteson.
Middle School Play, Fall 2020—Shakespeare’s A Winters Tale. Photo by Andrew Patteson.
Visit waterfordschool.org/calendar/events to watch the performances.
Virtual Concerts for Chamber Orchestra, Orchestra, and Choirs. Photo by Heather Mortenson.
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Middle School Orchestra during the Orchestra concert, Fall 2020. Photo by Andrew Patteson.
Class VI Choir performing in a virtual concert, Fall 2020.
ST U D E N T C R E AT I V E W R I T I N G , A RT WO R K & P H OTO G R A P H Y A R T S
A Little Bird By Ciel M. ’22 - Scholastic Gold Key Award
Pottery by Arvind Mudaliar ’20 - Scholastic American Visions Award
Capital Wash, painting by Howard W. ’22 - Scholastic Gold Key Award
Women in Rouen, photo by Lucas Butterfield ’20
Painting by Lexi Peterson ’20
Delicious Oats Since 1820, photo by Bjarne Voss ’20.
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By Nancy Nebeker, Dean of Students
WAT E R F O R D ’ S C O R E VA L U E O F C A R I N G We learn best in a caring environment, where respect and inclusion make possible the deepest forms of intellectual, emotional and character growth.
It wasn’t hard last spring, as we started to grapple with the unfolding Covid-19 pandemic to select a theme for the coming year. In fact, the process of selecting Caring, one of Waterford’s five core values, as our 2020-21 theme was swift and unanimous. What better way to welcome students back to our campus? What better way to frame a year that we knew would stretch and challenge us all? Of course, we had no idea back in the spring how much of a stretch it would be or how long it would last. As deans, everything we do and strive for rests on our core value of Caring. The very existence of our dean structure in Middle and Upper School revolves around the care and keeping of our students. Class deans and school deans are here to assist and support each and every student through whatever challenges they may experience.
“Our core value of Caring references “intellectual, emotional, and character growth” and our dean structure allows us to address all of these areas with students on a regular basis encouraging them to get missing work turned in, helping them work through missteps, and supporting them when they have emotional stress and struggle”
Ms. Rands in class. Fall, 2020. Photo by Amanda Nelson
Our dean structure is grounded in the belief that trusted adults of influence need to be positioned in the life of every student. Research, in fact, ties life-long resilience to having trusted adults in one’s life during adolescence. In his decades-old research on resilience psychologist Dr. Julius Segal described these kinds of adults as people ‘from whom you gather strength’. That phrase rang true as I learned about Segal’s work at a conference in 2012 and I have seen it play out in the lives of our Waterford students throughout my years of deaning. Resilience in young people is indeed fostered by drawing strength from trusted adults who know them and care about them. But how do our students know we care? Pause for a moment and think back to your adolescent self. Picture an adult who was a significant influence in your life while you were growing up. Someone who—for whatever reason—you trusted, who drew you to them. Someone who made you feel competent and valued while in their company. This person might be a parent, a teacher, a friend, a grandparent or perhaps a neighbor. It is possible that this adult may have even been an influence—consciously or unconsciously—on some of your important life choices. What was it about them? How did you feel in their presence? What strength did you draw from them, and do you still draw from them? How did you know that they cared? That question is always on our mind. This year our summer reading for the dean team was One Trusted Adult by Brooklyn Raney. It was a book deans wanted everyone to read so we invited any and all Middle and Upper School teachers to join us.
We hosted two discussion groups with dozens of faculty members which was a catalyst for important conversations and thinking about the ways kids might experience caring at Waterford. During our book discussions each of us shared briefly about the trusted adult that had influenced us and helped us along our way. Not surprisingly, many of our trusted adults were teachers. Living core values is in part a personal and individual effort but it is also an institutional and organizational commitment. This year we knew we needed a new daily schedule in Middle and Upper School that would be flexible if we needed to pivot to 100% online learning. We also wanted it to support our core value of Caring around student health and wellbeing. Early feedback from students and families tell us our four longer blocks each day have made their lives feel less frenetic and less stressful. Students also say that they are better able to manage their daily homework load—which has been a focus of concern for deans and teachers for a number of years. The shift in schedule also prompted us to look carefully at how deans might care for their students with greater effectiveness and tangible compassion. As a result, starting this year Class deans are assigned to a specific class rather than a grade level. For example, Jack Matthews, is now the dean of the Class of 2024. He will walk the path to graduation with his students all four years of Upper School and then he will begin the path again with the Class of 2028. This shift can only help us know and serve our students better as individuals and collectively as a class. At its heart, this decision will help us live our core value of Caring more fully.
Caring, at its heart, is ‘noticing’. It is looking around and noticing someone sitting in a new spot at lunch. It is noticing that the ball is flat, or has rolled across the street. It is noticing that someone’s behavior is different and being nosey enough to figure out why. Deaning lets me take the information from thoughtful, caring teachers, and translate it into actions that help a student feel seen and heard.
Middle School students physically distanced while reading outside. Photo by Amanda Nelson
“Being a dean allows me to support, care for, and get to know students who I don’t have in my classes...The model is effective because it allows for more people to support each student so that students know that there is a team of people caring for them and trying to help them succeed academically, socially, and emotionally.”
— S HIRA FAGAN , C L A S S OF 2 0 27 D EA N
Our new schedule also allowed us to revamp our advisory program. Now every student in Middle and Upper School starts every day in a small group Morning Meeting with a Morning Meeting mentor. Their mentor is a faculty member who will stay with them for two years. We believe that the opportunity to work with a small group of students over the course of two school years will allow morning mentors to develop relationships of trust and caring. Class deans and morning mentors speak frequently and collaborate to support each student in a variety of ways. Morning Meetings are a mix of structured and unstructured time that helps build individual relationships of trust and unites us as a community. This is a new opportunity for us and we are committed to getting better at realizing the possibilities ahead. It is clear that the Covid-19 pandemic has created barriers to supporting students in the ways we normally would. Masks feel like a barrier to our interpersonal connections. Our hybrid model in Middle and Upper School means that students aren’t on campus every day and supporting students through Zoom can feel challenging. And yet, our students are resilient. The deeply meaningful and joyful work of learning is taking place every day on our campus and via Zoom. And every day we see students taking care of each other while welcoming our efforts to support and care for them as well. Raney writes in her book that when kids are asked about what someone did to become a ‘trusted adult’ in their life the answer was pretty consistent and straightforward. “They were just there for me.” When kids stumble or struggle, when they are lonely or sad, and when they are faced with hard decisions or big disappointments we want to be there for them. Caring is the work we prize as most essential to deaning. In fact, we believe that caring is the work that makes all the other wonderful things at Waterford possible. At the end of the day it is the work we love.
Siblings, Annika (IX) and Will M (X). Fall 2020. Photo by Amanda Nelson
A T H L E T I C S
A T H L E T I C S P H Y S I C A L E D U C AT I O N AT WAT E R FO R D LOW E R S C H O O L J O G AT H O N Heather Miller and Kory Carpenter, Lower School Physical Education Teachers designed a fun LS walk/jog-a-thon in PE this week. Students ran a course they designed on the Lower School field where 10 laps = 1 mile. Each class had a set amount of time to finish as many laps as possible. Some students learning concurrently at home participated as well by sending in their mileage. Coach Miller added up all of the laps, and students ran 2,770 total laps. That is 277 miles or the equivalent of running from Waterford to Grand Junction, CO or from Waterford to somewhere in between Cedar City and St. George! Coach Miller and Coach Carpenter are extremely proud of the students!
Emerson J. and Sierra M. (both Kindergarten). Photo by Heather Mortenson.
G I R L S O N T H E R U N School Nurse, Sara Kaiser, and P.E. Teacher, Heather Miller, were able to keep the Girls on the Run program going virtually this Spring! They met with the girls from Classes III-V every week on Zoom to go over lessons, which culminated in a virtual 5K. The theme was “Girls Move Mountains.� The lessons covered subjects such as celebrating individual uniqueness and characteristics that make us special, learning ways to deal with stress during troubling times, and what makes good friendships. The students navigated complicated discussions with maturity and empathy. Waterford Lower School students and advisors on a Zoom call for Girls on the Run in Spring, 2020.
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Additionally, they improved their physical health by preparing and participating in the 5K. Congratulations to this group of girls who will no doubt move mountains!
To maintain health and safety during the Covid-19 pandemic, the Crew Team trained outside, Fall 2020. Photo by Amanda Nelson
A T H L E T I C S
Waterford’s athletic teams shows their team spirit in countless ways in the face of the Covid-19 pandemic. We are Raven Strong! This photo was created by Waterford’s Spring 2020 Women’s Lacrosse team during remote learning in April. Photo provided by Betsy Weidner.
WAT E R FO R D FA L L AT H L E T I C S Due to ongoing challenges with Covid-19 and to ensure overall safety of athletic teams and larger school community, Waterford School athletes and coaches had to be extremely adaptive and careful this fall. We are extremely proud of our community and the supportive and patient culture within athletics at Waterford School. We truly are #RavenStrong!
FA L L 2 0 2 0 AC A D E M I C A L L -STAT E AWA R D R E C I P I E N T S
Sophie C. ’21—Tennis
Siya P. ’21—Tennis
Ashton B. ’21—Volleyball
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BRAVING By Howard Wang ’22
THE BEAR
Waterford Junior, Howard Wang ’22, ran and completed the Bear 100 Race, which is a 100-mile race that traverses the Wasatch and Bear River mountain ranges. Howard completed the race in 35 hours and 13 minutes, trekked through 20,000 feet of elevation gain, and is the second youngest finisher in the history of the race. A facet of caring that is often overlooked is self-care, which is a crucial component of what it means to be caring too, one that Wang embraced over the course of this past year. While completing the Bear 100 was a true feat of athleticism, it was also a magnificent display of mental strength. Caring for yourself and not limiting yourself before you try, learning how to endure the pain and propel yourself towards the impossible is an important lesson to learn. Howard agreed to answer questions about his experience preparing for and running the Bear 100: WHAT WAS YOUR MOTIVATION FOR AT TEMPTING TO RUN THE BEAR 100? I first joined the Waterford cross-country team when I was in Class IX. Our first 3-mile meet was in Park City, the second Saturday of September. It was a sunny day, and I was carpooling with a senior. As she drove to the entrance of the race, I saw the finish line of the Wasatch 100. There was a guy, looking miserable, trekking through the finish line. And at that moment I knew that’s where I belonged, and that is something I want to fight for! On the way back, I learned that Coach Waterhouse had also run that race. While my teammates chit-chatted about how crazy running a 100 miler is, I instead fell asleep and had a dream about running 100 miles. I have been running consecutively for 176 days (still counting), and every day I ask myself, “Why am I doing this? Is it worth it?” Deep down inside, I know I am not a good runner; I have flat feet. Sometimes I get lost in these questions. When I cannot find the answer I try a bit harder, because I know something greater is waiting for me. The reason I cannot see it is because I am not close enough. I know this is kind of a lot, and I feel like I did not really answer the question. Maybe I cannot fully answer the question, since I am still on my way. The Bear 100 sounds crazy, but it is just one step of the journey. So what is next? Moab 240? Well, I am down for that!
HOW DID YOU PREPARE PHYSICALLY AND MENTALLY FOR THE TASK AT HAND? Before the race, no one thought I would finish, not my teammates, not my parents, not even my coach. And I knew it was going to be hard. I knew it was going to destroy me physically and mentally. So before it shattered me, I shattered myself. I lowered my expectations and told myself it is going to be a tough day, and I am probably not going to have a lot of fun. Ironically, the last text my coach sent was “Have fun.” WHAT WOULD YOU SAY WAS THE MOST CHALLENGING OR DIFFICULT PART ABOUT THE BEAR 100? I hit several lower points during the race, and the lowest low was probably mile 72. It was 2:30 am in the morning, 40 degrees. Not terribly cold, but it was definitely windy. It was windy enough that I could barely hear my breath. My legs were sore, and I told myself, it is going to be quick; pain does not last long, disappointment does. I needed to get through this, and I got it. After four hours, the sun rose, I kneeled to the ground and prayed for my soul. WHAT ADVICE DO YOU HAVE FOR OTHERS WHO ARE SEEKING TO ACCOMPLISH AN AMBITIOUS AND POTENTIALLY INTIMIDATING GOAL? If you are strong enough and ambitious enough to dream this big, you do not need my advice. You have only yourself. The conquering journey is long and bitter, it needs way more gut that you can ever imagine. If you are scared, stop it right now. You do not need to set unrealistic goals then disappoint yourself. WHAT DID I LEARN FROM THE RUNNING PROCESS? Two words to describe the process would be endurant and caring. The running skill cannot be built over one night. It is at least a year-long process, be patient and be endurant are keys for training a hundred miler. During the race, taking care of yourself is more important than anything. Eating and drinking regularly help you and your body in the long term. Do not rush, do not get depressed at the low point, and I always like to keep in my mind, “when you are feeling great, it will get worse. When you are feeling death, it will also get better.” Focus on the present and appreciate the moment, eat salted potatoes and rock the mountains.
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LE T TER FROM
THE DIRECTOR OF ENROLLMENT MANAGEMENT It sounds cliche right now to say that 2020 is a year like no other. And yet when I look back over my years leading Waterford’s enrollment program, I can attest that indeed, 2020 is a year like no other! There are days I walk around campus and see our students masked and physically-distanced from one another, on the quads or on the playgrounds, and I can’t help but think just how surreal this moment is for all of us. I could never have imagined last year at this time that we would be meeting families on Zoom or shifting open house events to virtual formats. The phrases “in a normal year…” and “this is our new normal…” ring over and over in my head as I describe Waterford to prospectives families. As school leaders, we continue to adapt to the unprecedented and ongoing changes brought about by the global pandemic. Planning, modeling, and executing strategically is something that Waterford has historically done quite well—guided by our comprehensive strategic plan implemented a little more than two years ago. Shifting the paradigm from “new normal” I borrow the phrase “next normal” from historian Doris Kearns Goodwin. This “next normal” is what we become as a school as we move from the short term actions of this year to the long term innovations and moon shots which will inevitably grow out of our expanded capacity to adapt and thrive during this 2020-21 school year.
The school’s enrollment remains healthy. We surpassed our enrollment and budget benchmarks set for this year. Of particular note, and consistent with our outreach and marketing strategies, the school is yielding the fruits of our intentional efforts on positioning for relocation and in-migration into the Wasatch Front and Wasatch Back. Of all new students to Waterford this year, roughly 35% were the result of relocations to Utah. Additionally, our enrollment in Park City reached 114 students this year. Waterford continues to enjoy exceptional geographic reach. One thing you can be assured of—we will remain agile in our enrollment efforts, working at a rapid pace to support current enrollment goals while simultaneously shining a light on future strategies for our “next normal”. The future is bright!
TODD WINTERS P ’ 0 8 , ’ 1 2 , ’ 1 7, ’ 2 1 Director of Enrollment Management
400,000 NU MBER O F ST E P S TAK E N BY T HE ADMISSIO NS O F F IC E TO U R ING FAM IL I E S TH IS YE AR.
Ava B. (PreK-4) painting in the Outdoor Classroom Photo by Amanda Nelson
Enrollment AT
A
G L A N CE
965
of student body identify as students of color
7
1 9 -2 0
LOW ER SC H OOL
38 6
38 1
M I D D L E SC H OOL
248
2 46
U P P ER SC H OOL
32 5
327
TOTA L
959
95 4
8:1
STUDENTS RECEIVE FINANCIAL AID
NUMBER OF STUDENT S ST UDENT S
% ST UD EN T BODY
SANDY
346
36%
PARK CITY
116
12%
SALT LAKE CITY
112
12%
COTTONWOOD HEIGHTS
97
10%
DRAPER
96
10%
HOLLADAY
93
10%
SOUTH JORDAN
36
4%
UTAH COUNTY
27
3%
MIDVALE/MURRAY
15
1%
RIVERTON/HERRIMAN
16
1%
OTHER
11
1%
CITY
IRELAND
CHINA
109 NEW FAMILIES
16
AVERAGE UPPER SCHOOL CLASS SIZE
STUDENT TO TEACHER RATIO
184
NEW STUDENT ENROLLMENT
42
FROM LOCAL PUBLIC SCHOOLS
65
RELOCATED FROM OUT OF STATE OR COUNTRY
39
STARTING PRESCHOOL
38
FROM LOCAL PRIVATE/ INDEPENDENT SCHOOLS
STATES R EPRESENTED : CO AL
MA
FA M ILIE S RE LO CATE D FROM: BRAZIL
TOURS GIVEN BY ADMISSIONS
2 0 -2 1
GRADE-LEVELS AT WAIT POOL STATUS
MEXICO
250
CURRENT ENROLLMENT
DIV IS ION ENROLLMENT
27%
18%
These figures represent the 2020-21 Admissions process and the Waterford student body that matriculated as of December, 2020.
KOREA
GA
CA
IL NY SC VA
Financial Statement FOR
THE
FIS C A L
Y E A R
END I NG
ANNUAL REVENUES & SUPPORT
NET TUITION $18,196,000 95.5%
TOTAL ANNUAL REVENUES $19,061,000
ANNUAL CONTRIBUTIONS $865,000 4.5%
AU G U ST
Photo by Amanda Nelson
20 20
ANNUAL EXPENDITURES
TOTAL EXPENDITURES $19,036,000 100%
100%
The figures above exclude Auxiliary programs such as dining hall, summer camps, & textbooks. Collectively, Auxiliary programs generate near $2.5M in revenue and $2.5M in expenses.
3 1 ,
INSTRUCTIONAL, SUPPORT * PROGRAM $2,480,000 13.0%
BOND/DEBT PAYMENTS $2,144,000 11.3%
SALARIES & BENEFITS $14,412,000 75.7%
A
LE T TER FROM
T H E D I R EC TO R O F A DVA N C E M E N T While this past year has presented each of us and our families with unforeseen challenges, I have witnessed firsthand the incredible impact that philanthropy has on our School’s community. Philanthropy is about more than donations. It is about giving and sharing to make the things you love better. It’s about caring enough to act in the interest of someone other than yourself. We have seen a lot of that throughout this past year. As we work to broaden and deepen a culture of philanthropy at Waterford, we often circle back to the question of “Why?”. Why do you send your child to Waterford? Why do you volunteer your time at your child’s school? Why do you choose to donate to the Waterford Fund to bolster the School’s resources? The answers to these questions are unique to each family and individual. For my family and me, our “why” is that few communities shape the character, intellect, and passion of a child the way that Waterford does. I hope you have witnessed the care and intention that your child’s teacher demonstrates each day. This past year has been challenging, but it has also been positive. As I have watched friends and neighbors navigate the pandemic challenges, I continually feel a sense of gratitude to Waterford for all the work the School has done to keep us open and safe so that each student can have the best possible experience at this time.
for our students. Whether you are a current family at Waterford, an alumni parent, grandparent, or a proud graduate, I thank you for making a difference this year. Additionally, a sincere thank you to the faculty and staff who teach with excellence and care each day.
A D V A N C E M E N T
A DVA N C E M E N T
We have incredible staff here in the Advancement Office. Each member of our team brings meaningful assets to the School and our community. I hope you will take the time to get to know each of us as opportunities present themselves in the coming years. In the pages that follow, we hope you will see the generosity that abounds in our community and that you will be inspired to join us as we serve and give for the common good. Warmly,
Director of Advancement
To all of you who have supported as volunteers and donors, please know that you make the Waterford experience a reality
35 Class IV student, Hannah K. Fall, 2020.Photo by Amanda Nelson
A D V A N C E M E N T
VOLUNTEER LEADERSHIP & PA R E N T A S S O C I AT I O N The purpose of the Parent Association—inclusive of all Waterford parents—is to to enrich the Waterford experience for all students and their families by providing support for programs, events, and activities both within and outside the classroom. Volunteering at Waterford is enriching and fun, and involves parents in a meaningful way. Thank you to all of the parents who have volunteered. Your volunteer hours make possible the many impactful educational and social experiences that exemplify Waterford’s community. Whether you greeted guests, helped serve food, donated or planned events, we thank you for your time and effort.
Esme E. (Kindergarten) and her dad on Fathers Visiting Day, February 2020. Photo by Heather Mortenson.
Cookies that were baked and donated by a generous parent, and delivered to Waterford teachers for #OneWaterford Week, spring 2020.
Middle School parents volunteering to make valentines, February 2020. Photo by Heather Mortenson.
36 Parents helped organize, create and gather supplies and fleece blankets for the All School’s Week of Giving, December 2020.
A D V A N C E M E N T
Lower School students sharing joy during #OneWaterford Week, April 2020.
# O N E WAT E R FO R D : A CARING COMMUNITY By Ingrid Warner, Associate Director of Advancement Last spring when faced with the coronavirus pandemic, a quick change to distance learning, and a world facing myriad challenges, Waterford’s community rallied. We adjusted how we stay connected to our community; we utilized innovative, virtual, and flexible communication platforms; and we adjusted our expectations. In the midst of all that change, this community came together for a new tradition called #OneWaterford Week to celebrate our faculty and all that makes our community great through sharing words of caring and gratitude, serving our community at-large, and supporting our own community through philanthropy. Here are a few highlights from last year’s #OneWaterford Week: •
Over 100 students and families shared messages of gratitude and thanks on a virtual community wall.
•
Nearly 20 parent volunteers delivered almost 200 signs and boxes of cookies to our faculty on Teacher Appreciation Day.
•
One parent baked and donated all 2400 cookies!
•
Students made and donated over 850 masks, gave blood, donated food, supported the elderly, and brought cheer to their neighbors.
•
Our community raised almost $175,000 for the Waterford Resilience Fund to help maintain faculty and staff employment, support professional development for remote learning, and provide financial aid assistance for families in need amidst the economic uncertainties of the pandemic (see page 39).
We’re excited to continue this tradition in Spring 2021 as we celebrate our faculty and our community the week of May 3 through May 7. Look for more information about #OneWaterford Week in the spring for how to participate!
Payson D. ’21 donated blood, April 2020.
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A D V A N C E M E N T
E R F O R D W A T 2019-20 T O T A L
O U R
R A I S E D
D O N O R S
293
GIFTS FROM PARENTS
100
TRUSTEE PARTICIPATION
222
GIFTS FROM ALUMNI, ALUMNI PARENTS, GRANDPARENTS, & FRIENDS
100
FACULTY & STAFF PARTICIPATION
N U M B E R
O F
D O N O R S
%
%
B Y
G I F T
L E V E L
$10K+
$1,500-9,999
$500-1,499
29
60
79
The Waterford Fund supports faculty and students by making the Waterford experience extraordinary. Waterford, like most independent schools, relies on annual, taxdeductible gifts—in addition to tuition—to balance the budget each year and generate revenue that supports core activities, program enrichment, and school development. Tuition covers 95.5% of the school’s annual operating budget, while gifts to the Waterford Fund help cover the remaining 4.5%.
38
F U N D
$1-499
347
Your support of the Waterford Fund demonstrates loyalty and commitment to Waterford’s mission to provide a world-class liberal arts education. Participation, at any level, is what matters most. Gifts from our parents, faculty, staff, board of trustees, alumni and friends continues to support our mission of providing students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character. Thank you for supporting the 2019-20 Waterford Fund!
WAT E R FO R D R E S I L I E N C E F U N D
In response to the outpouring of generous offers of support, our Board of Trustees established a community-wide relief effort to bolster Waterford’s ability to address unexpected costs over the coming months, and the response from this caring community was inspiring.
GIF T S TO THE RESILIENCE FUND
Technology to Support Synchronous Learning
5% from other
A D V A N C E M E N T
Last spring, as COVID-19 surfaced and upended our regular way of life, Waterford reacted quickly to ensure the health, safety, and well-being of our community as well as the continuity of our educational program. The adaptability of this community to lean into change and innovation all the while remaining grounded in our core values and mission was nothing short of inspiring.
Waterford invested in technology such as our new Owl system to enable synchronous learning for every classroom, several software programs to support our teachers’ hybrid instruction, and large television screens for each classroom to enable students in classrooms to easily engage with and see their classmates learning from home.
5% from grandparents 13% from alumni 15% from the Board 16% from faculty/staff
Health and Safety 47% from parents
G I F T D E S I G N AT I O N S
4% designated for professional development, program, and faculty/staff support 27% designated for financial aid
YO U R GENEROSITY HELPED SUPPORT:
With your support, we outfitted every bathroom with touchless faucets and doors, added hand sanitizing stations throughout campus, and air purification in every classroom to keep your students and our faculty as healthy as possible.
Professional Development To prepare our faculty to teach in this new environment, your gifts helped support a four-week professional development with Global Online Academy.
Financial Aid 69% designated for greatest need
4 0
Your support helped us provide much needed tuition assistance to families who faced financial need due to the pandemic’s impact. With your help, we were able to keep our community together during this challenging time.
JOI N US IN CE LE B RATING YEAR S OF T E ACHING E XCE LLE NCE
2021-22 SCHOOL YEAR
39
A D V A N C E M E N T
“Why We Give” Stories Recounted by Ann McCoy, Director of the Waterford Fund
ALUMNI: CALEB SOUTH ’15 Caleb South ‘15 doesn’t think of himself as a philanthropist yet, which is surprising, because he graduated from Waterford only five short years ago and is already one of the School’s top 10 alumni donors. When I asked him what prompted his giving at such a young age, he said, “I give because of the generosity others have shown me. I wouldn’t have been able to attend Waterford if it wasn’t for them, and I want to pass on that good will.” Caleb’s father also graduated from Waterford in 1998, a big reason why Caleb was so interested in attending. After graduating from Waterford, Caleb went on to attend Princeton University where he received a bachelor’s degree in mathematics in 2019. During his time at Princeton, Caleb had wonderful learning opportunities, such as spending the summer of 2017 traveling abroad in Paris, France, working with the International Panel on Social Progress.
Photo provided by Caleb South ’15
When asked what prepared him for success at Princeton and beyond, Waterford was the clear answer. One of his favorite memories was competing in the ethics bowl led by former faculty member, Dr. Luana Uluave. Waterford’s team won the national competition in 2015. Caleb learned how to discuss difficult issues with classmates as well as strangers, a skill he has greatly valued since graduation. “Experiences like that happened all the time at Waterford. You gain so many skills outside of the classroom. Being able to attend changed my life, and I hope that my contributions will help shape the lives of others.”
PA R E N T : L E A H C A L DW E L L Leah Caldwell (P ’24, ’27, ’29, ’32) was born and raised in Sandy, Utah. She is an artist, teacher, and current Waterford parent who has been part of the community for the last twelve years. In addition to giving her time as a volunteer to Waterford, Leah has consistently supported Waterford philanthropically since her oldest child attended PreK-3. When asked why, she says it’s hard to put into words. “It just makes sense to me. If you believe in something, you go the extra mile to show how much you believe in it, to show how much you care. Waterford is such a big part of our lives. The teachers know the students so well. If a student is ahead in math, they challenge them more. If one is behind in reading, specialists support them until they catch up. Waterford gives teachers and students the ability to thrive in a way that just wouldn’t be possible in any other environment.”
40
Leah is no stranger to volunteering in the greater Salt Lake community. After Photo provided by Leah Caldwell P. ’24, ’27, ’29, ’32 receiving her bachelor’s degree in fine arts from the University of Utah, she decided to bring art to those who might not otherwise have access to it. In addition to teaching in Title I schools in the Salt Lake School district, she has been teaching visual arts at a senior living facility for the last five years. “Art can be so therapeutic. If we weren’t where we are, our kids wouldn’t have nearly as much access to it, especially during the pandemic. In this crazy environment, kids need access to the arts more than ever. Even in two week blocks, they have at least one art related class every day. That’s incredible.”
FAC U LT Y & PA R E N T : CO L L E E N T H O M P S O N
It was at this time that her husband was offered a job relocation to Salt Lake City, and he jumped on the opportunity. Knowing that there weren’t many options for independent school teachers in Salt Lake City, she started searching, and luckily, found Waterford. Her first impression of Waterford was the view up Little Cottonwood Canyon, and she immediately loved it. “I continue to love the relationships I am able to form with students and their families, and my friendships with colleagues across campus. I love working with fellow educators who are leaning into growth and constantly working to refine and reimagine the craft of teaching. Now, I love that my three-year-old son is greeted at the door by these same friends. He is already soaking in the love of learning!”
A D V A N C E M E N T
Colleen Thompson (P ’35) has been part of Waterford’s campus since 2014, she grew up in Boise, Idaho, and attended Colby College in Waterville, Maine where she graduated with a bachelor’s degree in Human Development (Colby’s equivalent to a teaching degree). She immediately moved to Boston to attend Lesley University for her M.Ed in Elementary Education. After graduation, she accepted a job at Wildwood School in Los Angeles, and spent seven years teaching fourth grade at a progressive independent school.
Colleen is one of Waterford’s most passionate givers, serving on the Waterford Fund Council for four years, and helping immensely with staff and faculty giving, which has been 100% consistently during that time. When asked why she thinks faculty and staff giving is so Photo provided by Colleen Thompson important she said: “Giving back to the school was considered ‘normal’ at my school in LA. Our opening faculty meetings discussed the importance of full faculty and staff support, and I honestly could see the impact it made to parents who were considering a donation. I have always given back to the school I work at for my entire career. When I moved to Waterford, I felt a bit surprised by the different ‘giving climate,’ and am so grateful that I have been a part of the group that has helped it grow over the last few years.” There are two things that Colleen wishes others knew about giving. “First, it helps when you see your money in action. When you know exactly where your dollars are going, it can feel more rewarding. Seeing the direct impact. For example, the amount spent on professional development has increased dramatically since my arrival, and I know part of this is related to the Waterford Fund. Second, it’s not about how much you can give, it’s about the act of giving. Achieving 100% participation for faculty and staff continues to be a goal I have every fall.”
Students in between classes are framed by the Wasatch Mountains as fall turns into winter. Photo by Andrew Patteson.
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ENDOWMENT A D V A N C E M E N T
Many established independent schools have robust endowment funds that help create long-term financial sustainability. The average size of endowment funds for schools who belong to the National Association of Independent Schools is $36.4 million. As we near our 40th birthday and for the first time in school history, Waterford’s endowment is over $5 million. Waterford endowment funds are invested in perpetuity and each year, fund income provides resources used to meet current operating budget priorities. Waterford has been prudent in the use of any income generated from the endowment investment, choosing first to put money back into the fund to help it grow. In time, the use of the generated income will help expand our curricular and extracurricular offerings, enhance professional development for faculty and staff, support financial aid, and attract and retain exceptional faculty. Waterford’s endowment is managed by the Investment Committee of the Board of Trustees, consistent with the Investment Policy, as approved by the Board of Trustees. History of Waterford’s Endowment Waterford’s endowment was started by a very generous gift by Judy and Lorin Pugh. Lorin knew the importance of a healthy endowment, and desired to help Waterford establish financial sustainability. The Pughs made a charitable gift of $100,000 in 2004 that began Waterford’s endowment fund. Over the past 16 years, we’ve received a total of $3.3 million in gifts and added $1.7 million in market growth. Waterford is sincerely grateful to each individual and family who has made this possible - and certainly to Lorin and Judy for their gift that helped start the School’s endowment. Leave a Legacy Endowment donors leave a lasting legacy at Waterford. Gifts may be given through outright and multi-year gifts of cash, gifts of stock, or bequests. Named endowments are established for gifts greater than $50,000. For endowment gifts greater than $100,000, named endowment funds may be restricted by donor preference to support: a particular academic department; faculty professional development; a partial, half, or full tuition award; technology maintenance and upgrades; key initiatives for the Lower, Middle, or Upper Schools; or the establishment of a teaching chair which bolsters faculty salary and benefits. To learn more about making a gift to Waterford’s endowment please contact Andrew Swindle, Director of Advancement, at 801-816-2220 or andrewswindle@ waterfordschool.org.
H O W D O E S W AT E R F O R D ’ S E N D OW M E N T C O M PA R E ?
UNRESTRICTED ENDOWMENT FUNDS The Judy and Lorin Pugh Fund Established in 2004 by Judy and Lorin Pugh, annual revenue from this general endowment fund provides additional resources for Waterford to meet current operating budget priorities. The Mika Family Fund Established in 2012 by Sue and Ron Mika, annual revenue from this general endowment fund provides additional resources for Waterford to meet current operating budget priorities. The Jeanne Sorenson Siegel Fund Established in 2011 by Jeanne Sorenson Siegel, annual revenue from this general endowment fund provides additional resources for Waterford to meet current operating budget priorities. The Taylor Family Endowment Established in 2019 by Hillary and JB Taylor, annual revenue from this general endowment fund provides additional resources for Waterford to meet current operating budget priorities.
RESTRICTED ENDOWMENT FUNDS The Mika Family Athletics Endowment Fund stablished in 2018 by Sue and Ron Mika, Jaklyn ’06, Kirsten ’08, E Alek ’10, Eric ‘13, Jacob ’15 a nd Kyle ’18, income from the Fund will support Waterford’s Upper School Athletic program. The Constance F. and Edward B. Moebus Fund Established in 2008 by Nancy Moebus Heuston, annual revenue from this restricted endowment fund supports tuition assistance for deserving students who demonstrate financial need. The Nancy and Dustin Heuston Endowed Faculty Chair Established in 2015 by the Board of Trustees, the Heuston Endowed Chair honors the profound legacy of Nancy and Dusty Heuston. Fund income supports the professional growth and contributions of the selected faculty member. The Class of 2015 Endowed Scholarship Fund Established in 2014 through generous gifts from parents and students in the Class of 2015, annual revenue from this restricted endowment fund supports financial aid for an academically qualified student with demonstrated financial need.
$30M
M E M O R I A L AWA R D S Hilary Z. Heuston Memorial Award Established in memory of Hilary Zell Heuston, daughter of Nancy and Dustin Heuston, this award supports the Waterford financial assistance program. Hilary graduated from the Waterford School in 1987 and her memorial award is open for public donation.
$5M
Linda Kitchen Memorial Award Waterford
42
INDEX* Avg.
* Independent School Data Exchange (Professional membership of peer schools)
Created by Mark Bromley in 1994, and now in memory of Linda Kitchen, a beloved faculty member. This award supports the Waterford financial assistance program and is open for public donations.
A D V A N C E M E N T Class VIII ceramics class with Heidi Somsen. Photo by Amanda Nelson
S A V E
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0
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F oun ders
G a
S AT U R D AY
APRIL 24
6:00 PM
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A N N U A L
A N N UA L R E P O R T 2 0 1 9- 2 0
R E P O R T
A
LE T TER FROM
WAT E R FO R D B OA R D C H A I R On behalf of the Board of Trustees, we hope you and your family are staying positive and healthy. Last spring, we never could have predicted the challenges Waterford and the community would continue to face through the current school year. Although this has been a demanding time for all, we have seen the resiliency of our community as we have come together to serve the School. This year more than ever, we have looked to our mission to guide our direction. For Waterford to “provide students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character” the faculty, staff, and Trustees of the School have worked diligently to strategize, plan, and execute the best possible experience for our children during this atypical school year. It has been inspiring to see the School and faculty make the challenging, but necessary adjustments to carry on the Waterford experience. All of these efforts are only possible through your support, advocacy, partnership, and
44 Kindergarten student, Arjun Y., in class. Photo by Amanda Nelson.
philanthropy. Thank you for believing in our leadership through an unprecedented moment in our history. The strength and continued growth of Waterford’s unique programs depend upon the generosity of each of us. On behalf of the Board of Trustees, I extend a sincere thank you to all who have given so generously of your time and resources to sustain and build Waterford School. I hope you will continue to join us in supporting Waterford’s exciting and bright future. J B TAY LO R P ’ 1 9, ’ 2 4 , ’ 2 6 Chair, Board of Trustees
WAT E R FO R D F U N D G I F T S $25,000 and up
$2,500-$4,999
Ashleigh and Robert Byrne Susan and Ron Mika Gail Miller and Kim Wilson Jennifer and Stephen Miller Tianna and Blake Murray Jean and Sunny Sanyal Heather Scott and David Schmidt Melanie and Martin Snow Nicole Cliffe and Steven Strong Hillary and JB Taylor Anonymous
Pamela Aizad Kristin and Kenny Baber Joy and Scott Bruce Shere and Dylan Brunjes Laura and Michael Cummings Emily Tyler and Armen Khachatryan Marisa and Todd Marlin Rosa and Charles Marshall Gail and Robert McMullin Li Wang and Kai Pan Nora and Ryan Peterson Jill and Michael Raemisch Cassandra Ando and Brett Scharf Susan and Brad Taylor
T I M P A N O G O S P E A K
$10,000-$24,999 Amy and Aaron Aizad ‘98 Leah Caldwell Burgundy and Michael CaldwellWaller Janice Ugaki and Doug Greally Pascale Wiedenroth and Erich Horsley Alison and Kyle McSlarrow Luana Uluave and Jason Miller ‘88 Noreen and David O’Brien Trinh and Rex Outtrim Anne and Kevin Parker Jennifer and Mark Purcell Mindy and Scott Reynolds Kristin and Tom Stockham Katie and Matthew Willes Laura and Thomas Witt Anonymous PFEIFFERHORN PE AK
$5,000-$9,999 Carolyn Rice and Jeff Brown Lisa and James Budge Ashli and Brad Buxton Kristin and Chad Christensen Chantal and Barr Dolan Joy and Jeffrey Duke Kristine and Spencer P. Eccles Kathy and Ray Etcheverry Penny and Dan Goldsmith Yanping Tang and Jinsheng Huang Martha Thomas and Eric Huefner Lynda Orr Candace and Greg Osborn Jessica and Peter Osborn Susan Pizitz Kirsten and Mark Romer Kristen and Brady Southwick Lisa and Karl Sun Michelle and Theodor Tatos Mrs. Alyssa Miller Wardle ‘08 and Mr. Tyler Wardle Heather and Joseph Zynczak Anonymous
O LY M P U S P E A K
$1,000-$2,499
Darlene and Robert Millard Leah Peterson Mitchell ‘98 and Kevin Mitchell Vanisri and Dev Mudaliar Selena and David Overholt Alexandra and Benjamin Peterson ‘02 Kyndra and Douglas Peterson Mei Mei Potter Feinberg Emily and John Potter Jenny Clegg and Christopher Ramos Amber and Matt Reed Christina and Christopher Ross Maisie and Doug Sakaguchi Alisha and Gary Schlichter Linda and Richard Smaligo Caleb South ‘15 Veronica and Bill Sutherland Kiersten and Andrew Swindle Art Swindle Kristen and Cameron Swinton ‘94 Frances and Gary Thompson Jennifer and Steven Tingey Nicholas T. Walker Beatryx and Vincent Washington Beth and Paul Winter Jennifer and Ryan Woodley Elizabeth and Nathan Wright Alma and Glen Yates Anonymous
Sierra and Robert Banish Susan Banks Shelley and Kevin Barnes Melissa and Clark Barrett ‘89 Xenia and Istvan Bartos Krisha and Brian Bateman Melanie and Michael Battistone Tatyana Beall Krista and Darren Beck Martha and Jay Beck Irene and Kurt Becker Elizabeth and Mark Beckwith Annor Benson Emily Bernstein ‘14 Orley Bills Barbara and Nicki Biscupovich Rita Blackett Jennifer and Richard Bobowski Anna Boller Sarah Kruse and Brady Brady Cindy and Bruce Brandol Aniko and Colby Brewer Julie and Ken Brueck Jessica Hercules Busche ‘05 and Pete Busche Orlie Bush Brenda Butcher Harmony Button Devon and Joseph Callens Rosemary and Arthur Camiolo Gwen and Wayne Cannon Yixi Cao Capital Group Wendy Caron Hallie and Kory Carpenter Monica and Justin Cassell Julie and Morgan Chen Pinky Kotwal and Sandeep Chowdhary Lisa Clark Sara and Tom Collins Suzanne and David Conine Brenda and Richard Conwill Erica Cooper ‘10
Brooke and Bob Aris Nancy and Lewis Baker Virginia Vierra and Brandon Bennett Betty and Philip Bienert Clara and Jay Bose Tony Butterfield and Paul ReddButterfield Dana and Eric Carlson Mary Ann Ellis Cassell and Brad Cassell G R A N D E U R P E A K Eyee Hsu and Michael Chao Kate and Marc Cohen $1 to $999 Cristiane and Guilherme Del Fiol Seung Kyung Kim and Matthew Suzanne and Gary Dildy Adams Cathy and Brent Dover Sally Ann and Robert Anctil Kim Cordova Fehoko and Ofa Katie Rose and Devin Anderson Fehoko Paige Anderson ‘19 Lisa and Kyle Ford Teri Johnson Andrach ‘90 and Robert Kieu and David Frisby Andrach Dianne and Colin Gibson Amanda and Colin Apple Kimberly and Grant Gooder Melissa and Jorge Armenta Karen and Jeff Hansen Elizabeth and Brian Bacigalupo Maria and Mark Hauber Catherine and John Helm Nancy and Dustin Heuston Eliza Hitz Natalie and Alek House Marilyn Kalbach Yasmin and Qamar Khan Molly and Mark Law Carolyn Anctil and Kenneth Libre LeAnn and Justin Lindsey Jarek Lu ‘16 Nicole MacLaren Emily and Chris Mantas Christine Gore-Masi and Joseph Masi Jennifer Falk and Mark Matheson Kelli and Keith McFarland Alison and Kyle McSlarrow Kristen and Kenneth Melby ‘02 Jennifer and Andrew Menke Rebekka Joslin, Science teacher. Photo by Amanda Nelson.
R E P O R T
L O N E P E A K
A N N U A L
NEBO PEAK
45
WAT E R FO R D F U N D G I F T S A N N U A L R E P O R T
46
Eleanor and Eric Cox Michelle and Courtney Curtis Dominica and Michael Cutler Suzanne and Christian Dahl Maurine and Kent Dahlberg Stephanie and Jonathan Daigle Rachel and William Daines Juli and James Dalton Eliza Miller Damstedt ‘96 and Brad Damstedt Ashley Walker and Matthew Davis Katherine Lyon Dayton ‘98 and Jonathan Dayton Elane and Dirk De Vos Allison and Jason Dittmer Ashley Meddaugh and Matthew Douglas Lisa Durst and Ryan Downard Marica and Mehmed Duheric Sarah and Daniel Duke ‘05
(CONT’D)
Jamie Duke ‘12 Madeline Duke ‘17 Matthew Duke ‘09 Nancy and Spencer Durrant Sean Egan Sherry and Ralph Egan Elizabeth and Matthew Elggren Nicole Miranda and Neil Ellis Martha and Cody Emery Barbara and Willie Epps Jo Merrill and Dylan Esson Lisa and Ary Faraji Melissa and Erik Felsted Alissa and Michael Firmage Verity and Jason Flurer Jessica and Craig Flynn April Ray Foster ‘99 and Scott Foster Amy and Richard Frame Lia Chebeleu and Justin Fry Laura and Sean Fyfe
Siblings, Mahee S. (Class I) and Shiv S. (Class V). Photo by Amanda Nelson.
Michael Galica ‘00 Kasia and Andrew Gasecki Kylie Geci Claudette and Jack Gerard Paula Getz Amy and Dro Ghazarian Helen and Andrew Gilchrist Emily Glende Ann and Jody Good Natalie and Ted Grandy Carolyn and Myles Greenberg Nick Grenoble Irene Stukshis and Douglas Grossman Mary Ann Cavanaugh Gubler ‘99 Flora Guan and Jialiang Guo Camarie and Kyle Haderlie Chantel and Christopher Hae Mikisha and Sina Haeri Deb and Dave Hafner Lindsey Hale Caitlin Hansen ‘05 John Hansen Molly and Mark Hansen Nisha and Daniel Harman Cori Sutherland and James Harris Lisa Walker Harris ‘96 and Rod Harris Randy Hartwig Ruth and Richard Harvey Kirsten Jorgenson and Nathan Hauke Tiffany and Micah Heavener Patricia and Juan Henao Tracie and Kent Hercules Sara and Joseph Hershkop Heather and Benjamin Heuston ‘90 Nina Quarequio and David Hiestand Kimberly and David Hodge Haley and Jason Hodges Roxine and Kent Hodson Romella Hasratian and Fritz Hoeckner Cassie Olson and Joshua Holder Wendy and David Hopkins Kirstin and James Howard HuxleyAnn Huefner ‘19 Meg Hungerford Ashley and Marc Huntington Nancy Huntsman Rebecca and Adil Husain Marian Ingham Anne and Jeremy Innis Oksana and Alexander Jacoby Kristalyn and Price Jenkins Yuzhen Sun and He Jiang Julie Zhu and Timothy Jiang Yuanyuan Hu and Yi Jin Susan and Kenneth Johnsen Mike Johnson ‘88 and Allison Taft-Johnson Missy Johnson Natalie and Tyler Jones Sheralyn and Jeremy Jones
Fabienne and William Jones Marty and Joe Jopling Rebekka and Justin Joslin Regan and Michael Judd ‘00 April and Ryan Judd ‘02 Sara and Joseph Kaiser Miki and John Karg Jennifer and Patrick Kearon Beata and Karl Kieffer Shannon and Michael Kime Lynn and Mark Kindred ‘94 Willem Scott King Marilyn Kingsley Erin and James Knight Joshua Knight ‘13 Cynthia and Greg Kofford Whitney Kofford ‘08 Sheriann and Garrison Kovacs Michelle and Joshua Kwon Veronica Boertee and Salah Lababidi Elizabeth and Jason LaBau Deborah and Walter Lacey Cami and Paul LaForge Prasanna Lakshmi Sekhar and Umesh Sripad Jayachandran Parker Law ‘17 Janette and Alan Layton ‘94 Shannon Lechner Freida and Eddie Lee Carol and Gilbert Lee Xiaoming Zhao and William Lee Mandi and Paul Lei Jeannine Lewis Yixi Cao and Chris Liu Andrea Hack and Alfonso Lombana Ming Yu and Yunfeng Lu Donna and David Lyon Jonathan Lyon ‘01 Seetrail and Edmund Mackey Therese and Jonathan MacWilliams Elizabeth and Kent Madsen Kim Moreland and Richard Malatesta Kay Lynne and Steve Manning Helen Densing Manriquez and Gregory Manriquez Nidia Lizbeth Pichardo Vera and Gabriel Marcos Andonaegui Kitty and Mike Massinople Jack Matthews Neylan McBaine and Elliot Smith Mersiha Spahic McClaren ‘99 and Jon McClaren Ann and Morgan McCoy Jessica Duke McDonough ‘04 and Quinn McDonough Gus McGee Jaklyn Mika McKenzie ‘06 and Ken McKenzie Maria McNulty Monique Mezo and Michael Meyer Bernard C. Meyers Ann Mezo
WAT E R FO R D F U N D G I F T S
Kimberly and Charles Thompson Colleen and Mathew Thompson Emmy Thomson Erica and John Tingey Akiva Toren and Alejandro Moya William Townson ‘15 Mrs. Lea I. Vale Pam and Paul VanKomen Angela and Ken Wade Heather and Nolan Wadland Ann and Kip Wadsworth Leslie and Ty Wadsworth Emily Wallace ‘96 and Eric Wallace Tracy Wang ‘11 Ingrid Warner
Leena and Brian Warren Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90 Lu Lu and Tyler Waterhouse Renee Chi and Chris Watkins Alicia Judd Webster ‘14 and Austin Webster Betsy Weidner Anita and Matthew Wells ‘88 Kristine Wilkins Veronique and Barry Willardson Deanna and Jim Williams Susannah and Jim Williams Hillary Williams Jill and Duncan Mark Williamson
Mila L. (Class XI), Fall 2020. Photo by Amanda Nelson.
R E P O R T
Dori and Mark Ritchie Heather and Matthew Robertson Thomas Robson Derick and Kyle Rodgers Caroline Jansson and Fernando Rodriguez Sally Harvey and Darren Rosenstein Heather and Charles Rosett Duke Ross ‘18 Parke Ross ‘16 Jennifer Rudd Beth and Farrant Sakaguchi ‘95 Rebecca and Andreas Sandberger Lee Ann and Jerry Sandstrom Leslie and Keshav Sarin Sam Sather Brogna Trey Sayes John Schmidt Amber and Wayne Scholes Valerie and Toby Schwalbe Buffy and Marcus Schwieger Susan Scott Olivia and Koffi Sessi Kim and Brad Shepherd Elizabeth and James Shirey George Shirley Glenda Shrader Emma Sindelar ‘11 Evita and Marc Oliver Singson Emma Sintz ‘19 Lisa and Kenneth Sintz Samuel Sintz ‘14 Patricia and Michael Skaling Gregory Skedros Susan and Kenneth Smaellie Brittany Smith Maria and Chad Smith Moushumi Anand and Samrat Sondhi Jenny and Steve Sorenson Jessica Soukup Catherine Spaulding ‘06 Michael Spaulding ‘08 Michelle Syslo and Rod St. Vaughan Zuzana Stehlikova and Josef Stehlik M’Lisa and Matthew Steiner Tisha and William Stender Yvonne Stephens Lacy and Eli Stevens Priscilla Stewart Barbara and Raymond Stillwell Shira Fagan and Aaron Stockham ‘97 Christine and John Stockham Jeffrey Stout LaNae and Timothy Stout Lisa and Evan Strassberg Nathalie Ricci-Whaley and Steven Suggs Julia and Daniel Swinton ‘97 Javen Tanner Tara Tanner Shannon and Patrick Tatman Sarah Bendio Thomas ‘88 and Andrew Thomas
A N N U A L
Nicole and Greg Miles JeNeal and Hal Miller Heather Miller Meredith Miller ‘19 Lindsay and Ritchie Miller Joey Miyashima Kimiko Miyashima ‘09 and Zachary Fujimoto Haley Hutchins Moreno ‘11 and Luis Moreno Kathy and Craig Morris Kimiko Morris ‘15 Samantha Morris ‘19 Heather and Daren Mortenson Kathleen Morton Pegah and Majid Moshirfar Cami and Joshua Mower Julie and Brett Mower Erika and Shipley Munson Pam and Dave Myers Betty Neal Chase Nebeker ‘03 Lismore Nebeker ‘13 Nancy and Michael Nebeker Allison Tonkin and Andras Nemeth Erika and Thomas Ngo Danielle and Kent Nielson Pam and Rick Norman Dennis OíMalley Casey O’Malley Shawn and Don Orton Megan Orton and Scott Mikos Joy and Robert Orton Daniel Osipovitch Connor Outtrim ‘19 Ryan Outtrim ‘16 Sophie Outtrim ‘25 Stephanie Yu and Dong Pan Claudia and Ronald Paredes Edie and Andrew Patteson Bonnie and David Peel Barbara and David Perez Tara Cornaby and Eric Perreca Leanne and Jeff Peters Charlene and James Petersen Laura Peterson Christine Ruoti and Mark Peterson Rizvan Gurmu and Nalinda Pethiyagoda Heidi and Daniel Poole Mary Ann and Paul Pope Carol and David Powell Mary Powers and Phil Sahm Ann Price Hannah Pugh ‘12 Lori and William Qian Martha Quinn Lisa Rands Julie and Kenneth Ransom Kristie and Bob Rasmussen Sari and Felix Rauscher Michelle and Brad Reedy Suellen Riffkin
(CONT’D)
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WAT E R FO R D F U N D G I F T S A N N U A L R E P O R T
Elly and Terry Winter Serrela and Todd Winters Nancy and Gary Woller Jessica and Cole Woodman Bing Xiao and Shijing Wang Patricia and Darrel Yamane Kellie-Ann Yamane ‘08 Kimberlie-Ann Yamane ‘13 Kristie-Ann Yamane ‘10 Yizhou Yang Mary and Monte Yedlin
(CONT’D)
Karin Young ‘00 Nicole Frank and Samuel Young Aleah Zdunich ‘23 Alison and Tom Zdunich Ling Tang and Hao Bo Zhang Lianwen Cheng and Yifei Zhang Yizhou Yang and Ningsheng Zhu Anonymous
100% Faculty and Staff participation in the Waterford Fund in 2019-20
JoAnne Price with Kindergarten students in Morning Meeting, Fall 2020. Photo by Amanda Nelson.
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Class VII student, Mari S., takes a mask break while reading outside with her class. Photo by Amanda Nelson.
CONSTITUENT GIFTS Waterford is grateful for the generous support and leadership of the Board of Trustees who once again, lead the community in supporting the Waterford Fund. Thank you for your service and commitment to our students, faculty, and staff!
CU R R E NT PA R E NT S
Waterford is extraordinarily grateful for the generous financial support of current families. Overall, our class by class participation reached 46%. Thank you for your generous support. UPPER SCHOOL Class XII - Participation = 38% Krista and Darren Beck Joy and Scott Bruce Orlie Bush Tony Butterfield and Paul Redd-Butterfield Elane and Dirk De Vos Melissa and Erik Felsted Heather and Benjamin Heuston ‘90 Kirstin and James Howard Cami and Paul LaForge Xiaoming Zhao and William Lee Nicole MacLaren Therese and Jonathan MacWilliams Alison and Kyle McSlarrow Vanisri and Dev Mudaliar Christine Ruoti and Mark Peterson Susan Pizitz Jennifer and Mark Purcell Julie and Kenneth Ransom Amber and Matt Reed Michelle and Brad Reedy Jean and Sunny Sanyal Olivia and Koffi Sessi Linda and Richard Smaligo Melanie and Martin Snow Nathalie Ricci-Whaley and Steven Suggs Lisa and Karl Sun Pam and Paul VanKomen Ann and Kip Wadsworth Anita and Matthew Wells ‘88 Alma and Glen Yates
Class X - Participation = 54% Xenia and Istvan Bartos Annor Benson Betty and Philip Bienert Aniko and Colby Brewer Lisa and James Budge Dana and Eric Carlson Monica and Justin Cassell Dominica and Michael Cutler Cristiane and Guilherme Del Fiol Chantal and Barr Dolan Kim Cordova Fehoko and Ofa Fehoko Melissa and Erik Felsted Jessica and Craig Flynn Amy and Richard Frame Penny and Dan Goldsmith Janice Ugaki and Doug Greally Carolyn and Myles Greenberg Karen and Jeff Hansen Tiffany and Micah Heavener Oksana and Alexander Jacoby Kristalyn and Price Jenkins Yuzhen Sun and He Jiang Beata and Karl Kieffer Molly and Mark Law
Carol and Gilbert Lee Carolyn Anctil and Kenneth Libre Nicole MacLaren Claudia and Ronald Paredes Kyndra and Douglas Peterson Susan Pizitz Lori and William Qian Sari and Felix Rauscher Amber and Matt Reed Jennifer Rudd Leslie and Keshav Sarin Alisha and Gary Schlichter Heather and Wayne Scholes Susan and Kenneth Smaellie Neylan McBaine and Elliot Smith Kristin and Tom Stockham Angela and Ken Wade Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90 Anita and Matthew Wells ‘88 Kathryn and Matthew Willes Anonymous
R E P O R T
JB Taylor, Chair Eric Huefner, Vice Chair Jason Miller ‘88, Secretary Aaron Aizad ‘98 Chantal Dolan Ray Etcheverry Kim Cordova Fehoko Mark Matheson Alison McSlarrow Ron Mika Stephen Miller Heather Scott Brady Southwick Kristin Stockham Tom Stockham
Class XI - Participation = 51% Melanie and Michael Battistone Tatyana Beall Jennifer and Richard Bobowski Lisa and James Budge Pinky Kotwal and Sandeep Chowdhary Kristin and Chad Christensen Chantal and Barr Dolan Lisa Durst and Ryan Downard Elizabeth and Matthew Elggren Kieu and David Frisby Kimberly and Grant Gooder Natalie and Ted Grandy Irene Stukshis and Douglas Grossman Nina Quarequio and David Hiestand Romella Hasratian and Fritz Hoeckner Jennifer and Patrick Kearon Cynthia and Greg Kofford Carolyn Anctil and Kenneth Libre Kelli and Keith McFarland Monique Mezo and Michael Meyer Darlene and Robert Millard Pegah and Majid Moshirfar Jessica and Peter Osborn Anne and Kevin Parker Leanne and Jeff Peters Buffy and Marcus Schwieger Kim and Brad Shepherd Maria and Chad Smith Jenny and Steve Sorenson Zuzana Stehlikova and Josef Stehlik Christine and John Stockham Nicholas T. Walker Anonymous Bing Xiao and Shijing Wang Beth and Paul Winter Serrela and Todd Winters
A N N U A L
BOARD OF TRUSTEES
Class IX - Participation = 49% Kristin and Kenny Baber Krista and Darren Beck Mary Ann Ellis Cassell and Brad Cassell Kristin and Chad Christensen Sara and Tom Collins Lisa Durst and Ryan Downard Claudette and Jack Gerard Dianne and Colin Gibson Catherine and John Helm Heather and Benjamin Heuston ‘90 Nina Quarequio and David Hiestand Pascale Wiedenroth and Erich Horsley Martha Thomas and Eric Huefner LeAnn and Justin Lindsey Helen Densing Manriquez and Gregory Manriquez Marisa and Todd Marlin Rosa and Charles Marshall Maria McNulty Nicole and Greg Miles Jennifer and Stephen Miller Heather and Daren Mortenson Noreen and David O’Brien Jessica and Peter Osborn Li Wang and Kai Pan Tara Cornaby and Eric Perreca Jennifer and Mark Purcell Lori and William Qian Mindy and Scott Reynolds Kirsten and Mark Romer Melanie and Martin Snow Jeffrey Stout Lisa and Evan Strassberg Jennifer and Ryan Woodley Elizabeth and Nathan Wright Alison and Tom Zdunich Ling Tang and Hao Bo Zhang Anonymous
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CONSTITUENT GIFTS
(CONT’D)
A N N U A L R E P O R T
MIDDLE SCHOOL
Kathryn and Matthew Willes Anonymous
Class VIII - Participation = 49% Tatyana Beall Carolyn Rice and Jeff Brown Lisa and James Budge Ashli and Brad Buxton Leah Caldwell Burgundy and Michael Caldwell-Waller Wendy Caron Monica and Justin Cassell Dominica and Michael Cutler Elane and Dirk De Vos Allison and Jason Dittmer Lisa and Kyle Ford Randy Hartwig Eliza Hitz Pascale Wiedenroth and Erich Horsley Yuzhen Sun and He Jiang Shannon and Michael Kime Michelle and Joshua Kwon Jeannine Lewis Rosa and Charles Marshall Pegah and Majid Moshirfar Claudia and Ronald Paredes Nora and Ryan Peterson Julie and Kenneth Ransom Sari and Felix Rauscher Christina and Christopher Ross Amber and Wayne Scholes Neylan McBaine and Elliot Smith Jenny and Steve Sorenson Zuzana Stehlikova and Josef Stehlik Christine and John Stockham Hillary and JB Taylor Jennifer and Steve Tingey Angela and Ken Wade Nicholas T. Walker Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90
Class VII - Participation =54% Kristin and Kenny Baber Aniko and Colby Brewer Eyee Hsu and Michael Chao Lisa and Ary Faraji Kieu and David Frisby Laura and Sean Fyfe Kasia and Andrew Gasecki Dianne and Colin Gibson Penny and Dan Goldsmith Janice Ugaki and Doug Greally Cori Sutherland and James Harris Catherine and John Helm Kirstin and James Howard Yanping Tang and Jinsheng Huang Kristalyn and Price Jenkins Mike Johnson ‘88 Sheralyn and Jeremy Jones Emily Tyler and Armen Khachatryan Carol and Gilbert Lee Mandi and Paul Lei Helen Densing Manriquez and Gregory Manriquez Cami and Joshua Mower Noreen and David O’Brien Jessica and Peter Osborn Trinh and Rex Outtrim Li Wang and Kai Pan Charlene and James Petersen Kyndra and Douglas Peterson Jennifer and Mark Purcell Lori and William Qian Jill and Michael Raemisch Amber and Matt Reed Kirsten and Mark Romer Cassandra Ando and Brett Scharf Alisha and Gary Schlichter
Kristen and Brady Southwick M’Lisa and Matthew Steiner Lisa and Karl Sun Leena and Brian Warren Laura and Thomas Witt Elizabeth and Nathan Wright Heather and Joseph Zynczak Anonymous Class VI - Participation = 40% Amy and Aaron Aizad ‘98 Wendy Caron Kristin and Chad Christensen Laura and Michael Cummings Cristiane and Guilherme Del Fiol Suzanne and Gary Dildy Allison and Jason Dittmer Cathy and Brent Dover Martha and Cody Emery Deb and Dave Hafner Lindsey Hale Nisha and Daniel Harman Lisa Walker Harris ‘96 and Rod Harris Sara and Joseph Hershkop Beata and Karl Kieffer Marisa and Todd Marlin Maria McNulty Nicole and Greg Miles Tianna and Blake Murray Claudia and Ronald Paredes Heidi and Daniel Poole Jenny Clegg and Christopher Ramos Michelle and Brad Reedy Beth and Farrant Sakaguchi ‘95 Leslie and Keshav Sarin Susan Scott Neylan McBaine and Elliot Smith Kristen and Cameron Swinton ‘94 Michelle and Theodor Tatos Hillary and JB Taylor Anonymous LOWER SCHOOL
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Photo by Amanda Nelson.
Class V - Participation = 52% Brooke and Bob Aris Carolyn and Jeff Brown Leah Caldwell Burgundy and Michael Caldwell-Waller Kate and Marc Cohen Penny and Dan Goldsmith Kimberly and Grant Gooder Mary Ann Cavanaugh Gubler ‘99 Mikisha and Sina Haeri Kirstin and James Howard Martha Thomas and Eric Huefner Julie Zhu and Timothy Jiang Sara and Joseph Kaiser Yasmin and Qamar Khan Shannon and Michael Kime Emily and Chris Mantas Lindsay and Ritchie Miller Jill and Michael Raemisch Sam Sather Brogna
CONSTITUENT GIFTS
(CONT’D)
A N N U A L R E P O R T
Photo by Amanda Nelson. Heather Scott and David Schmidt Elizabeth and James Shirey Kristen and Brady Southwick Tisha and William Stender Yvonne Stephens Kimberly and Charles Thompson Erica and John Tingey Angela and Ken Wade Renee Chi and Chris Watkins Laura and Thomas Witt Elizabeth and Nathan Wright Heather and Joseph Zynczak Anonymous Class IV - Participation = 58% Brooke and Bob Aris Krisha and Brian Bateman Pinky Kotwal and Sandeep Chowdhary Lisa and Ary Faraji Lindsey Hale Cori Sutherland and James Harris Ashley and Marc Huntington Rebecca and Adil Husain Rebekka and Justin Joslin April and Ryan Judd ‘02 Carol and Gilbert Lee Andrea Hack and Alfonso Lombana Seetrail and Edmund Mackey Elizabeth and Kent Madsen Rosa and Charles Marshall Leah Peterson Mitchell ‘98 and Kevin Mitchell Tianna and Blake Murray Danielle and Kent Nielson Stephanie Yu and Dong Pan Charlene and James Petersen Rizvan Gurmu and Nalinda Pethiyagoda Heidi and Daniel Poole Beth and Farrant Sakaguchi ‘95 Jean and Sunny Sanyal Moushumi Anand and Samrat Sondhi Tisha and William Stender Shira Fagan and Aaron Stockham ‘97 Leslie and Ty Wadsworth Emily Teran Wallace ‘96 and Eric Wallace Anonymous
Class III - Participation = 55% Amy and Aaron Aizad ‘98 Brooke and Bob Aris Sierra and Robert Banish Sarah Kruse and Brady Brady Ashleigh and Robert Byrne Leah Caldwell Burgundy and Michael Caldwell-Waller Kristine and Spencer P. Eccles Nicole Miranda and Neil Ellis Helen and Andrew Gilchrist Kimberly and Grant Gooder Deb and Dave Hafner Maria and Mark Hauber Sara and Joseph Hershkop Kimberly and David Hodge Pascale Wiedenroth and Erich Horsley Regan and Michael Judd ‘00 Michelle and Joshua Kwon Ming Yu and Yunfeng Lu Cami and Joshua Mower Noreen and David O’Brien Jessica and Peter Osborn Jenny Clegg and Christopher Ramos Rebecca and Andreas Sandberger Heather Scott and David Schmidt Prasanna Lakshmi Sekhar and Umesh Sripad Jayachandran Lisa and Evan Strassberg Frances and Gary Thompson Mrs. Alyssa Miller Wardle ‘08 and Mr. Tyler Wardle Beatryx and Vincent Washington Jennifer and Ryan Woodley Heather and Joseph Zynczak Class II - Participation = 47% Melissa and Jorge Armenta Clara and Jay Bose Dianne and Colin Gibson Haley and Jason Hodges Julie Zhu and Timothy Jiang April and Ryan Judd ‘02 Elizabeth and Jason LaBau Jannette and Alan Layton ‘94 Elizabeth and Kent Madsen
Christine Gore-Masi and Joseph Masi Charlene and James Petersen Caroline Jansson and Fernando Rodriguez Sally and Darren Rosenstein Cassandra Ando and Brett Scharf Valerie and Toby Schwalbe Heather and Nolan Wadland Leslie and Ty Wadsworth Susannah and Jim Williams Anonymous Class I - Participation = 47% Sierra and Robert Banish Shere and Dylan Brunjes Laura and Michael Cummings Helen and Andrew Gilchrist Randy Hartwig Eliza Hitz Natalie and Alek House Rebecca and Adil Husain Rebekka and Justin Joslin Regan and Michael Judd ‘00 Yasmin and Qamar Khan Leah Peterson Mitchell ‘98 and Kevin Mitchell Tianna and Blake Murray Edie and Andrew Patteson Beth and Farrant Sakaguchi ‘95 Elizabeth and James Shirey George Shirley Maria Shirley Evita and Marc Oliver Singson Shira Fagan and Aaron Stockham ‘97 Nicole Cliffe and Steven Strong Mrs. Alyssa Miller Wardle ‘08 and Mr. Tyler Wardle Lu Lu and Tyler Waterhouse Alma and Glen Yates Class K - Participation = 57% Amy and Aaron Aizad ‘98 Amanda and Colin Apple Krisha and Brian Bateman Elizabeth and Mark Beckwith Julie and Ken Brueck Shere and Dylan Brunjes Ashleigh and Robert Byrne
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CONSTITUENT GIFTS A N N U A L R E P O R T
Leah Caldwell Burgundy and Michael Caldwell-Waller Stephanie and Jonathan Daigle Rachel and William Daines Nicole Miranda and Neil Ellis Martha and Cody Emery Alissa and Michael Firmage Lia Chebeleu and Justin Fry Camarie and Kyle Haderlie Mikisha and Sina Haeri Kirsten Jorgenson and Nathan Hauke Haley and Jason Hodges Jannette and Alan Layton ‘94 Emily and Chris Mantas Nidia Lizbeth Pichardo Vera and Gabriel Marcos Andonaegui Jessica Duke McDonough ‘04 and Quinn McDonough Caroline Jansson and Fernando Rodriguez Sally Harvey and Darren Rosenstein Heather Scott and David Schmidt Valerie and Toby Schwalbe Moushumi Anand and Samrat Sondhi Kristen and Cameron Swinton ‘94 Jessica and Cole Woodman Nicole Frank and Samuel Young Lianwen Cheng and Yifei Zhang Anonymous Class PreK-4 - Participation = 76% Sierra and Robert Banish Laura and Michael Cummings Amy and Dro Ghazarian Flora Guan and Jialiang Guo Molly and Mark Hansen Yuanyuan Hu and Yi Jin Fabienne and William Jones April and Ryan Judd ‘02 Kristen Melby and Kenneth Melby ‘02 Selena and David Overholt Heidi and Daniel Poole Emily and John Potter George Shirley Maria Shirley Nicole Cliffe and Steven Strong Kiersten and Andrew Swindle Jessica and Cole Woodman Yizhou Yang and Ningsheng Zhu Anonymous
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Class PreK-3 - Participation = 61% Julie and Ken Brueck Ashleigh and Robert Byrne Rachel and William Daines Alissa and Michael Firmage Natalie and Alek House Veronica Boertee and Salah Lababidi Yixi and Chris Liu Allison Tonkin and Andras Nemeth Charlene and James Petersen Lacy and Eli Stevens Kiersten and Andrew Swindle Frances and Gary Thompson
(CONT’D) Lu Lu and Tyler Waterhouse Yizhou Yang and Ningsheng Zhu Anonymous
N E W PA R E N T S We are grateful for the support of our new parents who made first time gifts to the Waterford Fund. Xenia and Istvan Bartos Betty and Philip Bienert Clara and Jay Bose Lisa and James Budge Eyee Hsu and Michael Chao Kate and Marc Cohen Rachel and William Daines Allison and Jason Dittmer Lisa and Kyle Ford Lia Chebeleu and Justin Fry Amy and Dro Ghazarian Dianne and Colin Gibson Janice Ugaki and Doug Greally Carolyn and Myles Greenberg Mikisha and Sina Haeri Maria and Mark Hauber Yanping Tang and Jinsheng Huang Rebecca and Adil Husain Yuzhen Sun and He Jiang Fabienne and William Jones Regan and Michael Judd ‘00 Middle School Dance class, Fall 2020. Veronica Boertee and Salah Lababidi Photo by Amanda Nelson. Carol and Gilbert Lee Mandi and Paul Lei LeAnn and Justin Lindsey ALUMNI Yixi and Chris Liu From the Class of 1988 to the Class of 2019, Seetrail and Edmund Mackey Waterford alumni generously supported the school Helen Densing Manriquez and Gregory Manriquez during 2019-2020 with gifts to the Waterford Fund. Nidia Lizbeth Pichardo Vera and Gabriel Marcos Thank you to our alumni for their loyal support. Andonaegui Marisa and Todd Marlin Maria McNulty Lindsay and Ritchie Miller Allison Tonkin and Andras Nemeth Noreen and David O’Brien Selena and David Overholt Stephanie Yu and Dong Pan Li Wang and Kai Pan Tara Cornaby and Eric Perreca Nora and Ryan Peterson Emily and John Potter Sally Harvey and Darren Rosenstein Jennifer Rudd Sam Sather Brogna Elizabeth and James Shirey M’Lisa and Matthew Steiner Lacy and Eli Stevens Kiersten and Andrew Swindle Erica and John Tingey Jessica and Cole Woodman Ling Tang and Hao Bo Zhang Lianwen Cheng and Yifei Zhang Yizhou Yang and Ningsheng Zhu Anonymous
Amy and Aaron Aizad ‘98 Paige Anderson ‘19 Teri Johnson Andrach ‘90 and Robert Andrach Melissa and Clark Barrett ‘89 Emily Bernstein ‘14 Jessica Hercules Busche ‘05 and Pete Busche Erica Cooper ‘10 Eliza Miller Damstedt ‘96 and Brad Damstedt Katherine Lyon Dayton ‘98 and Jonathan Dayton Sarah and Daniel Duke ‘05 Jamie Duke ‘12 Madeline Duke ‘17 Matthew Duke ‘09 April Ray Foster ‘99 and Scott Foster Michael Galica ‘00 Mary Ann Cavanaugh Gubler ‘99 Caitlin Hansen ‘05 Lisa Walker Harris ‘96 and Rod Harris Heather and Benjamin Heuston ‘90 HuxleyAnn Huefner ‘19 Mike Johnson ‘88 Regan and Michael Judd ‘00 April and Ryan Judd ‘02
CONSTITUENT GIFTS
Anita and Matthew Wells ‘88 Kellie-Ann Yamane ‘08 Kimberlie-Ann Yamane ‘13 Kristie-Ann Yamane ‘10 Karin Young ‘00 Anonymous
Waterford is grateful to have the continued financial support provided by Parents of Alumni. Thank you for your loyalty and support. Pamela Aizad Teri Johnson Andrach ‘90 and Robert Andrach Nancy and Lewis Baker Shelley and Kevin Barnes Martha and Jay Beck Virginia Vierra and Brandon Bennett Barbara and Nicki Biscupovich Anna Boller Julie and Morgan Chen Michelle and Courtney Curtis Suzanne and Christian Dahl Joy and Jeffrey Duke Sherry and Ralph Egan Sean Egan Kathy and Ray Etcheverry Tracie and Kent Hercules Nancy and Dustin Heuston Wendy and David Hopkins Nancy Huntsman Susan and Kenneth Johnsen Marty and Joe Jopling Marilyn Kalbach Miki and John Karg Erin and James Knight Donna and David Lyon Kim Moreland and Richard Malatesta Kay Lynne and Steve Manning Jennifer Falk and Mark Matheson Susan and Ron Mika Luana Uluave and Jason Miller ‘88 JeNeal and Hal Miller Joey Miyashima
Lower School P.E. class, Fall 2020. Photo by Amanda Nelson.
R E P O R T
PA R E N T S O F A LU M N I
Kathy and Craig Morris Erika and Shipley Munson Nancy and Michael Nebeker Erika and Thomas Ngo Pam and Rick Norman Laura Peterson Carol and David Powell Mary Powers and Phil Sahm Martha Quinn Kristie and Bob Rasmussen Suellen Riffkin Thomas Robson Heather and Charles Rosett Maisie and Doug Sakaguchi Lisa and Kenneth Sintz Michelle Syslo and Rod St. Vaughan Barbara and Raymond Stillwell LaNae and Timothy Stout Javen Tanner Tara Tanner Mrs. Lea I. Vale Kristine Wilkins Deanna and Jim Williams Jill and Duncan Mark Williamson Nancy and Gary Woller Patricia and Darrel Yamane Mary and Monte Yedlin Anonymous
A N N U A L
Lynn and Mark Kindred ‘94 Joshua Knight ‘13 Whitney Kofford ‘08 Parker Law ‘17 Jannette and Alan Layton ‘94 Jarek Lu ‘16 Jonathan Lyon ‘01 Mersiha Spahic McClaren ‘99 and Jon McClaren Jessica Duke McDonough ‘04 and Quinn McDonough Jaklyn Mika McKenzie ‘06 and Ken McKenzie Kristen Melby and Kenneth Melby ‘02 Luana Uluave and Jason Miller ‘88 Meredith Miller ‘19 Leah Peterson Mitchell ‘98 and Kevin Mitchell Kimiko Miyashima ‘09 and Zachary Fujimoto Haley Hutchins Moreno ‘11 and Luis Moreno Kimiko Morris ‘15 Samantha Morris ‘19 Chase Nebeker ‘03 Lismore Nebeker ‘13 Connor Outtrim ‘19 Ryan Outtrim ‘16 Alexandra and Benjamin Peterson ‘02 Hannah Pugh ‘12 Duke Ross ‘18 Parke Ross ‘16 Beth and Farrant Sakaguchi ‘95 Emma Sindelar ‘11 Emma Sintz ‘19 Samuel Sintz ‘14 Caleb South ‘15 Catherine Spaulding ‘06 Michael Spaulding ‘08 Shira Fagan and Aaron Stockham ‘97 Kristen and Cameron Swinton ‘94 Julia and Daniel Swinton ‘97 Sarah Bendio Thomas ‘88 and Andrew Thomas William Townson ‘15 Emily Teran Wallace ‘96 and Eric Wallace Tracy Wang ‘11 Mrs. Alyssa Miller Wardle ‘08 and Mr. Tyler Wardle Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90 Alicia Judd Webster ‘14 and Austin Webster
(CONT’D)
G R A N D PA R E N T S Waterford greatly appreciates the generous financial support provided by grandparents and past grandparents. Thank you! Pamela Aizad Sally Ann and Robert Anctil Irene and Kurt Becker Rita Blackett Rosemary and Arthur Camiolo Gwen and Wayne Cannon Brenda and Richard Conwill Maurine and Kent Dahlberg Joy and Jeffrey Duke Barbara and Willie Epps Nancy and Dustin Heuston Marian Ingham Marilyn Kingsley Deborah and Walter Lacey Freida and Eddie Lee Kitty and Mike Massinople Gail and Robert McMullin Ann Mezo Gail Miller and Kim Wilson JeNeal and Hal Miller Kathleen Morton Pam and Dave Myers Joy and Robert Orton Candace and Greg Osborn Bonnie and David Peel Barbara and David Perez Mei Mei Potter Feinberg Ann Price Dori and Mark Ritchie
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CONSTITUENT GIFTS A N N U A L R E P O R T
54
(CONT’D)
Maisie and Doug Sakaguchi Lee Ann and Jerry Sandstrom John Schmidt Glenda Shrader Patricia and Michael Skaling Gregory Skedros Veronica and Bill Sutherland Art Swindle Susan and Brad Taylor Elly and Terry Winter Anonymous
F A C U LT Y A N D S TA F F Waterford is especially grateful for the financial support provided by 100% of our full-time faculty and staff, and their spouses, who gave to the Waterford Fund in 2019-2020. We acknowledge with equal gratitude the ongoing contribution of each faculty and staff member who defines and enriches the Waterford experience every day, across campus. Seung Kyung Kim and Matthew Adams Teri Johnson Andrach ‘90 and Robert Andrach Amanda and Colin Apple Melissa and Jorge Armenta Susan Banks Krisha and Brian Bateman Melanie and Michael Battistone Krista and Darren Beck Elizabeth and Mark Beckwith Virginia Vierra and Brandon Bennett Annor Benson Betty and Philip Bienert Orley Bills Barbara and Nicki Biscupovich Anna Boller Cindy and Bruce Brandol Deann and Thomas Brennan Aniko and Colby Brewer Lee and Mark Bromley Joy and Scott Bruce Brenda Butcher Harmony Button Devon and Joseph Callens Dana and Eric Carlson Hallie and Kory Carpenter Lisa Clark Sara and Tom Collins Suzanne and David Conine Erica Cooper ‘10 Eleanor and Eric Cox Michelle and Courtney Curtis Suzanne and Christian Dahl Juli and James Dalton Ashley Walker and Matthew Davis Chantal and Barr Dolan Amy and Tim Dolbin Ashley Meddaugh and Matthew Douglas Mehmed and Marica Duheric Nancy and Spencer Durrant Lisa Durst and Ryan Downard Sherry and Ralph Egan
Kehoe B. (Class VI). Photo by Amanda Nelson. Elizabeth and Matthew Elggren Jo Merrill and Dylan Esson Verity and Jason Flurer Kylie Geci Paula Getz Emily Glende Kimberly and Grant Gooder Nick Grenoble Camarie and Kyle Haderlie Chantel and Christopher Hae Elizabeth and Mike Hamideh John Hansen Cori Sutherland and James Harris Ruth and Richard Harvey Patricia and Juan Henao Tracie and Kent Hercules Roxine and Kent Hodson Cassie Olson and Joshua Holder Meg Hungerford Anne and Jeremy Innis Susan and Kenneth Johnsen Mike Johnson ‘88 and Allison Taft-Johnson Missy Johnson Natalie and Tyler Jones Kirsten Jorgenson and Nathan Hauke Rebekka and Justin Joslin April and Ryan Judd ‘02 Sara and Joseph Kaiser Scott King Erin and James Knight Sheriann and Garrison Kovacs Elizabeth and Jason LaBau Cami and Paul LaForge Jannette and Alan Layton ‘94 Shannon Lechner Kim Moreland and Richard Malatesta Kay Lynne and Steve Manning Jack Matthews Ann and Morgan McCoy Gus McGee Jennifer and Andrew Menke Bernard C. Meyers Nicole and Greg Miles
Heather Miller Nicole Miranda and Neil Ellis Kimiko Miyashima ‘09 and Zachary Fujimoto Kathy and Craig Morris Heather and Daren Mortenson Julie and Brett Mower Erika and Shipley Munson Betty Neal Nancy and Michael Nebeker Casey O’Malley Megan Orton and Scott Mikos Daniel Osipovitch Edie and Andrew Patteson Laura Peterson Heidi and Daniel Poole Mary Ann and Paul Pope Mary Powers and Phil Sahm JoAnne and Jeffrey Price Martha Quinn Lisa Rands Julie and Kenneth Ransom Kristie and Bob Rasmussen Sari and Felix Rauscher Nathalie Ricci-Whaley and Steven Suggs Heather and Matthew Robertson Derick and Kyle Rodgers Heather and Charles Rosett Jennifer Rudd Beth and Farrant Sakaguchi Rayann and Justin Sandstrom Sam Sather Brogna Trey Sayes Lisa and Kenneth Sintz Brittany Smith TJ and Troy Smith Jenny and Steve Sorenson Jessica Shaffer Priscilla Stewart Shira Fagan and Aaron Stockham ‘97 LaNae and Timothy Stout Kiersten and Andrew Swindle Javen Tanner Tara Tanner
CONSTITUENT GIFTS
Waterford is pleased to recognize the following corporations, foundations, and businesses that provide support for the Waterford Fund at all gift levels in 2019-2020. The school is especially grateful to the many parents, alumni, parents of alumni, and friends who took advantage of matching gift opportunities through their employers or board relationships to increase the value of their gifts to the school last year.
RESTRICTED GIFTS Restricted gifts fund unbudgeted items and programs and help to cover the costs of surprise needs in specific areas of the school. Such gifts include support for the Waterford Robotics program, particular athletic teams, academic departments, and scholarship funds. Waterford
is grateful to donors who made restricted gifts during the 2019-2020 fiscal year. RESTRICTED TO PROGRAMS
Lynette and Rhett Brooks Maurine and Kent Dahlberg Chantal and Barr Dolan Susan Pizitz Lisa and Karl Sun Anonymous RESTRICTED TO SCHOLARSHIP
General Scholarship Ruth Eleanor Bamberger and John Ernest Bamberger Memorial Foundation Hilary Z. Heuston Memorial Scholarship Heather and Benjamin Heuston ‘90 Nancy and Dustin Heuston Heather Scott and David Schmidt Anonymous Linda Kitchen Scholarship Deann and Thomas Brennan Lee and Mark Bromley Amy and Tim Dolbin Jo Merrill and Dylan Esson Elizabeth and Mike Hamideh Nancy and Dustin Heuston Roxine and Kent Hodson Rayann and Justin Sandstrom TJ and Troy Smith
ENDOWMENT We gratefully acknowledge those who gave to Waterford’s Endowment during the past year. Endowment growth enables a steady source of income to Waterford, making it possible for the school to be less reliant on tuition and annual fundraising programs to balance the budget each year. Thank you for your support. Nancy and Dustin Heuston Endowed Faculty Chair Heather and Benjamin Heuston ‘90 Nancy and Dustin Heuston
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C O R P O R AT I O N S , F O U N D AT I O N S & M AT C H I N G G I F T C O M PA N I E S
Benevity Comcast Delta Air Lines Foundation Fidelity Foundation Matching Gifts to Education Program Goldman Sachs & Co. Joel and Diana Peterson Family Foundation John L. and Ardis J. Piers Private Foundation Kroger Larry H. & Gail Miller Family Foundation McNamara Purcell Foundation RBC Foundation Robert F. Orr Charitable Foundation Spencer F. & Cleone P. Eccles Family Foundation The Moeller Foundation The T. Randolph Potter Jr. Charitable Lead Trust TRUIST Universal Industrial Sales, Inc. Wells Fargo Community Support Campaign Anonymous
A N N U A L
Shannon and Patrick Tatman Colleen and Mathew Thompson Emmy Thomson Akiva Toren and Alejandro Moya Angela and Ken Wade Leslie and Ty Wadsworth Ingrid Warner Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90 Lu Lu and Tyler Waterhouse Renee Chi and Chris Watkins Betsy Weidner Kristine Wilkins Veronique and Barry Willardson Hillary Williams Deanna and Jim Williams Serrela and Todd Winters Nancy and Gary Woller Anonymous
(CONT’D)
Class of 2015 Scholarship Caleb South ‘15 Unrestricted Endowment Fund Heather and Benjamin Heuston ‘90 Nancy and Dustin Heuston Deanna and Jim Williams Mika Family Athletic Endowment Fund Anonymous
55 Kathy Morris, Music Department Chair. Photo by Amanda Nelson
CONSTITUENT GIFTS A N N U A L
CLASS OF 2020 GIFT A few alumni from the Class of 2020 who were back on campus over the summer to visit their Senior Class Gift. This year, in recognition of the challenging circumstances, the gift was donated by the school, and includes a plaque with all of their names on it, a bench, and a tree that was planted in Alumni Grove.
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Class of 2020 students with their class gift. Photo by Ann McCoy.
FOUNDERS CIRCLE The Waterford Founders Circle recognizes those individuals who have been steadfast in their support over the years. There are four categories of membership, determined by the number of consecutive years of giving, including Legacy (20+ years), Wisdom (15-20 years), Beauty (10-14 years), and Honor (5-9 years). L E G A C Y, 2 0 + Y E A R S
Shelley and Kevin Barnes Martha and Jay Beck Bonnie Jean and Brent Beesley Deann and Thomas Brennan Lee and Mark Bromley Maurine and Kent Dahlberg Amy and Tim Dolbin Joy and Jeffrey Duke Kathy and Ray Etcheverry April Ray Foster ‘99 and Scott Foster Cori Sutherland and James Harris Heather and Benjamin Heuston ‘90 Nancy and Dustin Heuston Susan and Kenneth Johnsen Marty and Joe Jopling Miki and John Karg Kay Lynne and Steve Manning JeNeal and Hal Miller Kathy and Craig Morris Susan Pizitz Lisa Rands Kristie and Bob Rasmussen Sari and Felix Rauscher Heather and Charles Rosett Barbara and Raymond Stillwell Shira Fagan and Aaron Stockham ‘97 Angela and Ken Wade Kristi Leavitt Watabe ‘90 and Jeffrey Watabe ‘90 Deanna and Jim Williams Serrela and Todd Winters Nancy and Gary Woller Anonymous WISDOM, 15 -19 YEARS
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(CONT’D)
Teri Johnson Andrach ‘90 and Robert Andrach Virginia Vierra and Brandon Bennett Corbie Coy and Zachary Colman Suzanne and Christian Dahl Eliza Miller Damstedt ‘96 and Brad Damstedt
Paula Getz Mike Johnson ‘88 and Allison Taft-Johnson Lynn and Mark Kindred ‘94 Erin and James Knight Cami and Paul LaForge Kim Moreland and Richard Malatesta Nicole and Greg Miles Luana Uluave and Jason Miller ‘88 Heather and Daren Mortenson Lynda Orr Trinh and Rex Outtrim Randi and Mark Pyper David Rees Suellen Riffkin Christina and Christopher Ross Lisa and Kenneth Sintz Maria and Chad Smith Melanie and Martin Snow Michelle Syslo and Rod St. Vaughan Kristin and Tom Stockham Nathalie Ricci-Whaley and Steven Suggs Anita and Matthew Wells ‘88 Jill and Duncan Mark Williamson Patricia and Darrel Yamane Anonymous B E A U T Y, 1 0 - 1 4 Y E A R S
Nancy and Lewis Baker Ruth Eleanor Bamberger and John Ernest Bamberger Memorial Foundation Susan Banks Krista and Darren Beck Beesley Family Foundation Annor Benson Barbara and Nicki Biscupovich Cindy and Bruce Brandol Aniko and Colby Brewer Tony Butterfield and Paul Redd-Butterfield Harmony Button Ashli and Brad Buxton Suzanne and David Conine Chantal and Barr Dolan Cathy and Brent Dover Sherry and Ralph Egan Elizabeth and Matthew Elggren Jo Merrill and Dylan Esson Ann and Jody Good Roxine and Kent Hodson
Romella Hasratian and Fritz Hoeckner Martha Thomas and Eric Huefner Meg Hungerford Sheralyn and Jeremy Jones Marilyn Kalbach Shannon and Michael Kime Kroger Jeannine Lewis Carolyn Anctil and Kenneth Libre Rosa and Charles Marshall Susan and Ron Mika Jennifer and Stephen Miller Betty Neal Nancy and Michael Nebeker Cassie Olson and Joshua Holder Edie and Andrew Patteson Mary Powers and Phil Sahm JoAnne and Jeffrey Price Michelle and Brad Reedy Mindy and Scott Reynolds Rayann and Justin Sandstrom Trey Sayes Patricia and Michael Skaling Susan and Kenneth Smaellie Neylan McBaine and Elliot Smith Brittany Smith Jenny and Steve Sorenson Michael Spaulding ‘08 LaNae and Timothy Stout Javen Tanner Hillary and JB Taylor Universal Industrial Sales, Inc. Nicholas T. Walker Renee Chi and Chris Watkins Kristine Wilkins Kathryn and Matthew Willes Kellie-Ann Yamane ‘08 Kristie-Ann Yamane ‘10 Anonymous HONOR, 5-9 YEARS
Amy and Aaron Aizad ‘98 Melissa and Jorge Armenta Sierra and Robert Banish Melanie and Michael Battistone Elizabeth and Mark Beckwith Emily Bernstein ‘14 Orley Bills
FOUNDERS CIRCLE
R E P O R T
Molly and Mark Law Janette and Alan Layton ‘94 Kate and Jason Linsley Jonathan Lyon ‘01 Therese and Jonathan MacWilliams Elizabeth and Kent Madsen Jennifer Falk and Mark Matheson Mersiha Spahic McClaren ‘99 and Jon McClaren Gail and Robert McMullin Alison and Kyle McSlarrow Jennifer and Andrew Menke Monique Mezo and Michael Meyer Larry H. & Gail Miller Family Foundation Gail Miller and Kim Wilson Leah Peterson Mitchell ‘98 and Kevin Mitchell Pegah and Majid Moshirfar Julie and Brett Mower Erika and Shipley Munson Tianna and Blake Murray Casey O’Malley Megan Orton and Scott Mikos Candace and Greg Osborn Jessica and Peter Osborn Daniel Osipovitch Claudia and Ronald Paredes Charlene and James Petersen Heidi and Daniel Poole Jill and Michael Raemisch Julie and Kenneth Ransom Amber and Matt Reed Dori and Mark Ritchie Thomas Robson Caroline Jansson and Fernando Rodriguez Parke Ross ‘16 Beth and Farrant Sakaguchi ‘95 Maisie and Doug Sakaguchi Jean and Sunny Sanyal Leslie and Keshav Sarin Heather Scott and David Schmidt Susan Scott Glenda Shrader Samuel Sintz ‘14 Alison and Braden Smith TJ and Troy Smith Moushumi Anand and Samrat Sondhi
A N N U A L
Anna Boller Lynette and Rhett Brooks Joy and Scott Bruce Leah Caldwell Burgundy and Michael Caldwell-Waller Capital Group Dana and Eric Carlson Mary Ann Ellis Cassell and Brad Cassell Monica and Justin Cassell Julie and Morgan Chen Kristin and Chad Christensen Comcast Laura and Michael Cummings Michelle and Courtney Curtis Juli and James Dalton Ashley Walker and Matthew Davis Cristiane and Guilherme Del Fiol Lisa Durst and Ryan Downard Nancy and Spencer Durrant Spencer F. & Cleone P. Eccles Family Foundation Kristine and Spencer P. Eccles Nicole Miranda and Neil Ellis Kim Cordova Fehoko and Ofa Fehoko Jessica and Craig Flynn Amy and Richard Frame Kasia and Andrew Gasecki Natalie and Ted Grandy Mary Ann Cavanaugh Gubler ‘99 Camarie and Kyle Haderlie Lindsey Hale Elizabeth and Mike Hamideh Karen and Jeff Hansen Lisa Walker Harris ‘96 and Rod Harris Kirsten Jorgenson and Nathan Hauke Wendy and David Hopkins Kirstin and James Howard Ashley and Marc Huntington Oksana and Alexander Jacoby April and Ryan Judd ‘02 Regan and Michael Judd ‘00 Sara and Joseph Kaiser Beata and Karl Kieffer Cynthia and Greg Kofford Sheriann and Garrison Kovacs Elizabeth and Jason LaBau
Dr. Melanie Battistone, Lower School Head, greets students daily with an unmistakable smile peeking out from behind her mask. Photo by Amanda Nelson. Kristen and Brady Southwick Jeffrey Stout Lisa and Evan Strassberg Lisa and Karl Sun Kristen and Cameron Swinton ‘94 Shannon and Patrick Tatman Susan and Brad Taylor Colleen and Mathew Thompson Frances and Gary Thompson TRUIST Ann and Kip Wadsworth Leslie and Ty Wadsworth Tracy Wang ‘11 Lu Lu and Tyler Waterhouse Alicia Judd Webster ‘14 and Austin Webster Wells Fargo Community Support Campaign Elly and Terry Winter Jennifer and Ryan Woodley Kimberlie-Ann Yamane ‘13 Anonymous
57 Erin Knight and PreK-4 students in the Outdoor Classroom. Photo by Amanda Nelson.
A L U M N I
A L U M N I A LE T TER FROM
WAT E R FO R D A LU M N I C H A I R On Saturday afternoons my three-year-old helps me fill the bird feeders in our backyard. A few seasons ago, a bald eagle spent several weeks nesting on a pole in the field behind our house. But the birds in our backyard now are much less Instagram-worthy: house finches, magpies, collared doves. I’m certain I’d pay far less attention to birds if I’d spent my freshman year anywhere but Waterford. This is Mr. Bromley’s doing, all of it—the bird feeders in our backyard, the Sibley’s Western Birds poster hung above our reading chair, the Audubon app on my phone. There’s a kinship to it, to Waterford churning out class after class of graduates who were whisked off on half-day freshman field trips, bussing to bird-watching sites, who crouched in hallways with headphones on, prepping for bird-call quizzes in ninth grade bio. I loved the point-and-shout aspect of birdwatching, the slightly smug showing off that came with being able to name a bird in a tree. I loved the checklist aspect, too, the flicker of excitement at a bird seen for the first time. But what I love most now is something I didn’t appreciate then—that until Mr. Bromley took us birdwatching, I hardly knew how to watch at all.
in 1902, when he was young man with feelings—“copious but volatile and uneducated feelings.” (That’s also a fair description of ninth-grade me, I admit.) In Paris, Rilke studied and looked and watched and read, taking in sculptures and paintings and novels, and slowly, by watching, he learned to write. As he watched, Gass writes, Rilke “saw plaster couples intertwined,” and he “saw sleeping marbles,” and he saw “birds of stone so artfully wright that every feather implied flight and therefore a sky to fly through.” “Finally,” Gass says, “Rilke learned what seeing is, and then he learned to see.” I arrived at Waterford as an eighth grader, feelings in tow. Amidst all the chances Waterford gave me to strain and to wonder and to muse, Waterford also demanded that I watch, and as I watched, I learned (a bit, at least) what seeing is. I know I’m not alone, among those who have passed through Waterford, in how that seeing still affects me, in flashes, almost every day. I’m grateful now for that subtle lesson, that feeling itself is little more than an indulgence if it isn’t coupled with the discipline to really watch, and, eventually, to see.
It was an odd thing that threw me back into thoughts of birdwatching, a few pages in a book by William Gass about the poet Ranier Maria Rilke. Gass writes about Rilke’s move to Paris
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Class of 2020 Commencement ceremony, physically distanced and on Waterford’s campus. Photo by Steve Earl.
MIKE JUDD ’00 P ’ 2 9, ’ 3 1 Alumni Chair
A L U M N I
Making A DIFFERENCE In this issue and in the spirit of Caring, we wanted to highlight alumni who are making an impact on their communities during the COVID-19 pandemic. While there are too many to name, below are three whose careers and lives shifted in response to emergent needs. It is with great joy and pride that we follow the trajectory and accomplishments of Waterford alumni around the globe who continue to lead lives of meaning and purpose and improve the world through their dedication and compassion.
ERICA COOPER ’10 Erica’s passion for teaching began at Waterford, where as a student, she saw the impact of her English classes. With smaller class sizes and access to a wide range of resources, Waterford’s faculty are able to cover a wide range of materials in short periods of time. After graduating from Waterford in 2010, Erica knew that she wanted to pursue teaching in English—a personal favorite subject. Many faculty members at Waterford encouraged her to write, giving critical feedback that improved her work. After graduating from Utah State University and teaching in the Salt Lake area for a few years, she knew that she could teach the way she wanted to at a school like Waterford. In 2018, there was an opening in the English Department, and she was thrilled to rejoin Waterford, this time as a faculty member. Last March, when everything changed, teachers across the country had to pivot to an unknown. One of Cooper’s biggest concerns was how to replicate the organic conversations that would take place in the classroom. “Connections are so important. All of a sudden, rather than having casual conversations before or after class, we didn’t have any down time to check in. I made it a priority to be more intentional about checking in, and gave students a chance to talk to each other in [Zoom] break out rooms. They really appreciate time to talk and not be talked to.” As the school prepared for students to return in a hybrid model this year, Erica continued to prioritize those connections. At the beginning of the year, she asked her students to make a video introducing themselves using five objects that would illustrate
their personality and tell more about themselves. Though she is becoming increasingly comfortable navigating the virtual space, she said that this has felt like her first year, but with a much larger tool kit to pull from. Erica says, “When you’re a first year teacher, each day feels like a new day. Waterford teachers prepared throughout the summer to make sure we were ready to meet our students’ needs. I’m grateful to have a passion for teaching, and skills that I gained as a student at Waterford that have prepared me for this challenging time.”
C AT H E R I N E S PAU L D I N G ’ 0 6 After graduating in 2006, Catherine Spaulding attended Vanderbilt University, where she graduated with a degree in neuroscience and a minor in music (violin performance), a breadth of subjects that nod to her Waterford roots and liberal arts education. She continued her education at Georgetown, where she attended medical school, completing her residency in Internal Medicine and Pediatrics, and is now a board certified physician in both specialties. Unbeknownst the changes New York City would soon see, Catherine began working at the Mount Sinai Urgent Care Center in the summer of 2019. Her role changed significantly as the pandemic arrived and the virus quickly spread through communities in the city. “As an outpatient physician, our goal was to keep as
many people out of the emergency room as possible, which we were able to do by re-focusing our efforts to telemedicine. This was extremely important from a public health perspective as it kept the majority of people with mild symptoms at home and allowed our hospitals to use their limited space and protective equipment
Photo provided by Catherine Spaulding
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when it was truly necessary.” She continued, “Telemedicine presents its own challenges. People were understanbly anxious and providing reassurance was really important. But there were also times when it was difficult to assess if a patient’s symptoms warranted an in-person evaluation by a doctor.” When asked what prepared her for this pivot, she said, “Waterford taught me that if I work hard enough and don’t give up, I could be anything I wanted to be—and you can be a lot of different things. The sky’s the limit. I first thought about becoming a doctor in my AP biology class at Waterford and the education I received there gave me the confidence to reach that goal. At Waterford, you were constantly challenged to try new things: everyone had to try an instrument in elementary school, study a language in middle school and learn photography in 8th grade. During this pandemic we’ve been forced to confront a novel virus and care for patients with a disease we’ve never seen before. This ability to adapt, to learn and to stay curious during such a stressful time can be difficult, it’s overwhelming. I think my time at Waterford helped me develop coping skills
that allowed me to work effectively in this constantly changing landscape.” Catherine also witnessed how the community supported and cared for one another. “As a resident of New York City, I felt an incredibly strong sense of connection to the people in this city. Everyone was experiencing a kind pain and trauma unlike ever before. Everywhere I looked I saw signs, on trees, buildings, windows and sidewalks saying “Thank you!” to essential workers. Reporters who would catch us on our way home to ask how our day had gone and people would randomly stop and tell you they were grateful for your help. The memory I’ll never forget is that every night at 7pm, everyone in the city would cheer and clap out of their windows and front doors. Here are these thousands of people all sheltering at home, and you could just feel that we were all in this together, as a city and community. I will never forget it.” For Catherine, connection, community, caring and change have been a part of her life, especially during the pandemic.
B E N WA L K E R ’ 94 , P ’ 2 5 Ben Walker fell in love with Waterford immediately after arriving. A bit rebellious, he admits he tested boundaries, but Waterford never wavered in knowing how to lead him to success. “Winter sports and skiing were big at Waterford, and Dean Guinn knew I would love it. I competed on the ski team, which also kept me motivated in the classroom. The faculty knew how to encourage my intellectual curiosity without me even realizing it. That curiosity carried me through to college and into my career.”
When asked why he gives so much of his time back to Waterford, he said without hesitation, “I would do anything for Waterford. I wouldn’t be where I am today without the faculty members who taught me to pursue my passions. Waterford taught me that you can do anything, you just have to show up.”
After graduating, Ben attended Fort Lewis College where, thanks to Waterford, while his friends and roommates were struggling to manage their time, Ben was well prepared to manage school, work, and life easily. After college, Ben took unexpected advice from his father, who recommended that he find a job with few perks. The suggestion that through it, he would gain unique skill sets to round out his education. Ben became a contributing editor and featured columnist for Facility Cleaning Decisions Magazine, a magazine focused on the needs of cleaning management professionals. Ben, who became interested in the human element of the industry, is now a national expert on cleaning. He works with Clorox, and he and his sister, fellow alum and parent, Lisa Harris ’96, own and operate Managemen Inc., a consulting firm that works with cleaning companies to enhance their products, skills and professionalism. The pandemic put a significant demand on the need for their services. As schools, colleges, universities, and large corporations began to reopen, their consulting business was integral in risk mitigation. Ben assessed Waterford’s cleaning protocols this summer, and he was impressed with the school’s preparation for a return to campus. “Waterford has done more than any other school I’ve worked with to get ready for this. Not only do they use the best products, in the right ways; they’ve invested in so much additional equipment to help contain any risk. You couldn’t ask a school to do more than they have done.”
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Photo provided by Ben Walker
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Alison Bagley ‘98 and her husband are getting ready to dabble in Regenerative farming. Waterford alumnus and writer, Christian Heidicker ‘00, won the Newbery Prize for his book, “Scary Stories for Young Foxes.” Christian’s other books include “Thieves of Weirdwood,” “Cure for the Common Universe,” and “Attack of the 50 Foot Wallflower.” Waterford alumnus and entrepreneur Ben Peterson ‘02 was honored as one of this year’s 40 Under 40 named by Utah Business for his work as CEO of Blue Raven Solar. Mary Thomasson ‘03 and her husband, Kyle Mutter, had their first child, Audrey Kora Mutter, on December 23, 2019, in Charlotte, North Carolina. Jaklyn McKenzie ‘06 is currently living and working in Chicago. They moved there two years ago from New York City as her spouse is pursuing his master’s degree in business from Northwestern University. Brooke Whipple ‘07 welcomed her one-year twins into the family last year through adoption. Their birthday was on Halloween! Matthew Johnston ‘09 has been working on the SLC TRP Airport Project for three years doing waterproofing and expansion joints. Corbin Walker ‘10 graduated from Utah Valley University with a bachelor’s degree in animation and game development.
Ayana Beatty ‘14 is pursuing a master’s degree in mechanical engineering at University of Michigan Ann Arbor. Chloe Wilcox ‘15 started her pursuit of a master’s degree in public health at Dartmouth College last summer. Molly Ver Meer ‘16 received her bachelor’s degree in Astronautical Engineering from the University of Southern California.
Life happens. Keep us posted. Submit your information on waterfordschool.org/classnotes
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Congrats to the Grads! Ty Avery Beck Samuel Lloyd Becker Maximus Lynn Bell Ava Rose Bermes Matthew Glenn Bigelow Johanna Elise Bruce Hailey Ann Burn William Redd Butterfield Lucas Redd Butterfield William Augustus Bywater Samantha Paige Campbell Clayton Edward Carroll Noah Thomas Conner Melissa Evelyn Cook Bo Weston Cramer Nina Faine de Vos Andrew Christian Felsted Lauren Yvonne Forkner Gentri Roze Fox Maxence Arthur Alan Gay Halle Adira Gregory Joseph Girard Györkös Ashton Lynn Hammock Isabel Victoria Hammond Kai Layne Herron Abigail Faith Hertgen * Corwin Moebus Heuston Dustin Turner Heuston Christopher Paul Horstmann
Yufei Hou Rachel Magdalene Howard Ella Mae James Ariane Zofia Kovacsovics Ines Gabrielle Kovacsovics Danielle Faith Labrum Evan Christopher LaForge Esther Lai * Wilson Lee Morgan Seth Lopez Meleanna Ruby Lotulelei Charles Robert Joseph MacWilliams Hailey Ann Mason Paul Douglas McSlarrow Jessica Clara Moskowitz Arvind Mudaliar Manya Bhuvan Murali Niklas Pizitz Nilsson Kennedy Ann North Michal Maciej Odrobina Tim Olde Bijvank Colin Lloyd Patterson Padgett Naomi Pena Nya ReNae Peterson Owen Quincy Purcell Gabriel Aidan Ransom Annabelle Grace Reed Dwyer Kay Reedy
C L A S S
O F
Amelia Anne Rukavina Kaitlyn Noriko Sanyal Samantha Chiyo Sanyal Justin Michael Schulze Ayao Selom Lennox-Ottis Sessi Shilp Rajiv Shah Paige Elisabeth Smaligo Connor Jackson Smith Madelyn Grace Snow Vidya Lakshmi Srinivasan Emma Grace Sun Sakiko Amy Tanaka Piper Maxime Thomas Mattisen Lynn Thompson Faith Autumn VanKomen Bjarne Christian Voß Payton Ann Wadsworth Nathaniel Gawain Wells Adah Gabrielle Welsh Elizabeth Kate Weston Clea June Whaley Brian Edward Whitney * Shizhao Xu Sergio Antonio Yates John Michael Ziouras * Not Photographed
2 0 2 0
C L A S S O F 2020
At a Glance Presidential Scholars Nominees
Cum Laude Inductees
Students recruited for Athletics
National Merit Scholarship Finalists
Students Matriculated Out of State
Attending Top 50 Most Selective Colleges
C L A S S 0 F 2 0 2 0 ACC E P TA N C E & M AT R I C U L AT I O N :
Amherst College Arizona State University Baylor University Belmont University Boston College Bowdoin College Brandeis University Brigham Young University Brigham Young University (Hawaii) Brigham Young University (Idaho) Carnegie Mellon University Chapman University Claremont McKenna College Colorado College Colorado School of Mines Colorado State University Connecticut College Cornell University Dartmouth College Dixie State University Drexel University Emory University Fairfield University Fort Lewis College Georgetown University Haverford College Hobart William Smith Colleges Iowa State University Lake Forest College Lehigh University Lewis & Clark College Louisiana State University Loyola Marymount University Marist College Miami University (Oxford)
Montana State University New York University, Tisch School of the Arts Northeastern University Northern Arizona University Occidental College The Ohio State University Pennsylvania State University Pepperdine University Pomona College Pratt Institute Providence College Purdue University Quest University Canada Reed College Rensselaer Polytechnic Institute Roanoke College Santa Clara University Sarah Lawrence College Scripps College Seattle University Simon Fraser University (Canada) Skidmore College Southern Methodist University Southern Utah University Southern Virginia University St Lawrence University Stanford University Syracuse University Trinity College Trinity University Tufts University Tulane University University of Arizona University of British Columbia
University of California (Berkeley) University of California (Davis) University of California (Irvine) University of California (Los Angeles) University of California (San Diego) University of California (Santa Barbara) University of California (Santa Cruz) University of Colorado (Colorado Springs) University of Colorado Boulder University of Connecticut University of Hawaii at Hilo University of Illinois at UrbanaChampaign University of Massachusetts University of Michigan University of Minnesota The University of Montana University of New Hampshire University of North Carolina at Chapel Hill University of Notre Dame University of Oregon University of Pennsylvania University of Portland University of Puget Sound University of Redlands University of Rhode Island University of Rochester University of San Diego University of San Francisco University of Southern California University of Utah
C L A S S
University of Vermont University of Washington University of Wisconsin Utah State University Utah Valley University Vanderbilt University Virginia Polytechnic Institute and State University West Virginia University Westminster College Whitman College Willamette University Williams College Yale University
O F
2 0 2 0
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*Matriculation in bold
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1480 East 9400 South Sandy, UT 84093
WAT E R FO R D S C H O O L . O R G
58 Students during a physically distanced lunch this Fall. Photo by Amanda Nelson.