SAES_JULY '22_Magazine

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THE STRATEGIC PLAN As students leave school each day, we want them to take the knowledge they’ve gained and use it to explore and contribute to the world beyond classroom walls. The health and wellness committee put their hearts and hands to work to identify, define, and develop a set of ‘strands’ describing the health and wellness characteristics we wish for all our students. These strands were interpreted using standards and best practices from peer institutions and pedagogical experts. This is an ongoing labor of love, and the strands are in the process of being aligned directly with tools, resources, lessons, and curricula to support our community. From its examination of the role of assessment and reporting, the school embarked on a new partnership with the NWEA organization to support the learning of our students through their Measures of Academic Progress (MAP) Growth assessment program. This May, students in grades 2-8 took three MAP Growth assessments on their iPad: Language, Reading, and Mathematics. The MAP Growth program is used by over 11 million students in the U.S. and in 140 countries around the world. At the end of the school year, the faculty spent a day analyzing the testing results both cumulatively and of individual students to identify programmatic strengths and areas for continued growth. The school also introduced a new lower school report card. The process for designing the new report card was intentional, deliberate, and thorough. A team of teachers and administrators collaborated to produce a report card that more accurately reflects our values, our mission, and our goals as an educational institution. Team members researched and evaluated report cards from peer schools both locally and nationally, and considered the California State Standards to inform our choices. The new report card communicates a more thorough representation of how a child is currently performing in their grade level, as well as outlining their strengths and areas for growth. This past spring, all of you, along with our alumni community, and our faculty, were invited to take part in a third-party survey to help us accurately develop a “Portrait of a Graduate.” We are what you shared about your Saint Andrew’s experience and measuring it against our vision for the skills, character traits, and/or social-emotional competencies that students need to succeed in high school, college, and beyond. We look forward to sharing the results of our surveys with you in the year to come. Also out of this work was the creation of the role of Director of Service and Community Life. In this role, Judy Millerick will be responsible for service learning, character education, outreach, and community building at Saint Andrew’s Episcopal School. One of her first tasks will be to re-imagine the service learning program for the entire school from pre-kindergarten through 8th grade. She is eager to design and support the teaching of a service learning curriculum that integrates social action, character, and equity. She will also be responsible for maintaining and growing relationships between the school and local community organizations and nonprofits. She will work closely with the Chair of the school’s Diversity, Equity, and Inclusion Committee and our school chaplains to build programs that deepen students’ understanding of 21st-century citizenship. 10 S A I N T A N D R E W ’ S M A G A Z I N E T H E C O M M U N I T Y I S S U E
Our desire to deliver a complete, balanced, and inspiring academic program energizes us and compels us to constantly pursue program excellence. WHOLEHEARTED DIVERSITY ❣ AN EPISCOPAL COMMUNITY We will build on our core Episcopal values and strive to be a welcoming and inclusive community for all students and families. Formed in 2019, the Diversity, Equity, and Inclusion Committee is comprised of faculty and board members chartered to support students and families in embracing all kinds of diversity within our community, articulate our inclusive culture, and affirm the mission statements of the School and Church. In late 2019 they released the opening or purpose statement for their work. Saint Andrew’s Episcopal School is a community rooted in kindness. We believe that learning happens best when we bring our whole selves to school. We support every person’s right to define, express, and live comfortably within their own evolving identity. We are committed to cultivating a diverse, equitable, and inclusive environment that recognizes the worth of each individual. By embracing diversity, we are a stronger community. The committee has organized DEI training for the faculty, students, and parent community including guest speakers, workshops, and book groups. The committee also sponsors affinity groups for parents of diverse learners and immigrant parents, and a DEI parent alliance group for those who are interested in learning more about and engaging in conversations about issues of diversity, equity, and inclusion at Saint Andrew’s. The DEI Committee meets regularly to review the school’s practices and policies and researches opportunities for the community to learn how to create a caring, inclusive community. S U M M E R 2 0 2 2 11
Page 1 and 2: The Community Issue SUMMER 2022 S U
Page 3 and 4: IN THIS ISSUE 04 08 18 22 CONTENTS
Page 5 and 6: Saint Andrew’s has never wavered
Page 7 and 8: nse Timeline Throughout the 2021-20
Page 9: The first team to finish their work
Page 13 and 14: The school encourages a growth mind
Page 15 and 16: WHOLEHEARTED STEWARDSHIP ❣ A SUST
Page 17 and 18: Join us for a Milestone Anniversary
Page 19 and 20: In March, a cast of 47 third—eigh
Page 21 and 22: ARE INTROVERTS TOO QUIET OR ARE EXT
Page 23 and 24: The Spring Social allowed parents f
Page 25 and 26: Chances by Preston Wong I have been
Page 27 and 28: Moving Up “The Moving Up Chapel i
Page 29 and 30: Presentation of Awards The Rotary C
Page 31 and 32: Graduates, you’ve been described
Page 33 and 34: In the fall, the members of Saint A
Page 35 and 36: Graduates from the Class of 2018 ar
Page 37 and 38: “As Youth Poet Laureate, my purpo
Page 39 and 40: We are all in, all the time, all fo

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