Our Wildwood, Volume 53

Our

SUMMER 2025/VOLUME 53

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25! K-12

p26 A Portrait in Practice

p18 Celebrating 25 years as K-12

p30 The Year in Athletics

Mission Statement

Diversity, Equity, Inclusion, and Belonging (DEIB) Mission Statement Wildwood School is a dynamic community of culturally and racially diverse families and educators. Wildwood honors individual differences and creates conditions where all can feel safe, accepted, and empowered. Our healthy exchange of perspectives and experiences cultivates compassionate, effective change makers.

Wildwood School cultivates reflective scholars, bold innovators and compassionate leaders equipped with the skills, ethics and inspiration to transform their world.

Wildwood on 3, family on 6! Wildwood’s boys varsity volleyball team capped off a record breaking season as Southern Section CIF champions, and continued their winning streak all the way to Regional Finals of the CIF Regional Tournament.

Cover photo by Chance Hwang ‘25.

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DEAR FRIENDS A Letter from Landis

The same was true of the genesis for the Portrait of a Lifelong Learner, the implementation of which is featured on page 26. For years people had asked the question of why a K-12 school would have two complementary yet distinct sets of language to frame the work with students, Life Skills (K-5) and Habits of Mind and Heart (6-12). The committee that developed the Portrait, which is both an integration and evolution of the Skills and Habits, used that “raw material” to build something new, while also integrating new concepts that weren’t specifically named in either the Life Skills or Habits (technology or diversity and inclusion work, for example), both of which are central to students’ experiences at Wildwood. Reading about these first 25 years of Wildwood School as a K-12 in this issue, I’m inspired by what we have built together and proud to be affiliated with an institution that reveres its past by reflecting on it to continually improve. I hope you enjoy reading this special issue of Our Wildwood as much as those of us involved have enjoyed preparing it for you.

There’s a passage in a book I read last summer— Transitions , by William Bridges—that came to mind as I reviewed the content of this issue of Our Wildwood . Bridges wrote: “Thus it is important in times of transition to reflect on the past for several reasons—not the least of which is that, from the perspective of a new present, the past is likely to look different. For the past isn’t like a landscape or a vase of flowers that is just there. It is more like the raw material awaiting a builder.” I read the book through the lens of the professional transition I’ll be making next year when I leave Wildwood, but this quote and several others also left me reflecting on the work we’ve done over the course of the last two decades—the privileged and sacred work of preserving the best of Wildwood, while, in the words of Ted Sizer, recognizing that, “...good schools change every year.” Anne Roberts and Wayne Neiman, featured on page 14, were some of the first people I met at Wildwood School, as I interviewed as a candidate for the headship. Together with hundreds of others during that process, they made it clear that their expectation was that together we would carry forward the best of Wildwood School, using it as the “raw material” to which Bridges refers in that passage above.

Warmly,

Landis Green Head of School

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TABLE OF CONTENTS

features

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K-12

25!

p18 Celebrating 25 Years as K-12 Since expanding to a K–12 program in 2000, Wildwood has continued to evolve, while staying rooted in the progressive values that have defined its community since 1971.

p26 A Portrait in Practice

p30 The Year in Athletics

Wildwood’s newly unveiled Portrait of a Lifelong Learner comes to life in our culture, curriculum, and daily student experiences.

From league championships to new school records, our Wildwood Wolves gave us plenty of reasons to howl in this history-making year!

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departments GIVING VOICE ......................................................... p4 Community Programs Director Phil McFarland and Jacob Magnin ‘14

THE JOURNEY CONTINUES ................ p16 Class of 2025 college list

GOOD TO KNOW ................................................... p6 Useful information about and for us

OH SNAP! .................................................................. p32 Photos from notable Wildwood events

WOLVES MAKING WAVES ..................... p10 Students and faculty making us proud

ALUMNI ALUMNI REFLECTION ................................................. p36 Developing leadership through Wildwood Athletics ALUMNI EVENTS ............................................................ p38 Alumni Weekend 2025 ALUMNI NOTES ............................................................... p39 Tell us what you’re up to

BOOK SHELF .......................................................... p13 Recommendations from readers

DONOR PROFILE ................................................ p14 Meet Parents of Alumni Anne Roberts and Wayne Neiman

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GIVING VOICE A conversation between community members

Phil McFarland, Community Programs Director & Jacob Magnin ‘14

Since Wildwood first expanded to include middle and upper school, internships have been a defining element of the student experience. In this conversation, Phil McFarland, who has led Wildwood’s internship program since 2003, sits down with Jacob Magnin ‘14—now a technical director at a national live events company—to reflect on the power of stepping outside the classroom and into the world of work.

OWW: Jacob, can you start by telling us what you’ve been up to since graduating from Wildwood?

JACOB: Sure! After Wildwood, I went to USC, where I studied both theater and business. That combination really set me up for the work I do now at Empire Entertainment, which is where I work today. We’re a live events production company, and I’m a technical director—meaning I assemble and lead our tech teams, manage equipment specs, and make sure everything runs smoothly for events of all sizes.

OWW: Phil, what do you remember about Jacob’s internship when he was a student?

PHIL: I vividly remember visiting him at the Wallis Annenberg Center for the Performing Arts. At the time, it was still being built, and Jacob was interning in the technical offices. It was one of those unforgettable visits where you see a student in their element. At school, Jacob had been reflective and focused—but there, he was animated and articulate, walking me through technical plans and explaining how the space was being built. He was clearly excited about the work, and I thought, “This is exactly what we want students to experience through internships.”

(Left to right) Community Programs Director Phil McFarland and Jacob Magnin ‘14

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“” INTERNSHIPS ALSO GIVE STUDENTS A CHANCE TO APPLY THE SKILLS WE EMPHASIZE AT WILDWOOD—COLLABORATION, COMMUNICATION, CRITICAL THINKING—IN AUTHENTIC ENVIRONMENTS. —PHIL McFARLAND

give students a chance to apply the skills we emphasize at Wildwood—collaboration, communication, critical thinking—in authentic environments.

OWW: Jacob, what stands out to you about that internship experience?

JACOB: It was a huge turning point. At Wildwood, I was deeply involved in the theater program—but the internship took it to another level. Suddenly, I was working alongside professionals, helping spec out audio systems and contributing to technical documents for a major performing arts center. I had to dig through construction drawings, figure out dimensions, power loads, rigging specs—it really forced me to level up. It was an early crash course in what the work actually entails.

OWW: What advice would you both give to students heading into their first internship?

JACOB: Stay curious. Ask questions—especially the small ones. If something happens in a meeting and you don’t understand it, follow up and ask why. That’s how you learn. Also, apply yourself. The more you put in, the more you’ll get out. And if you find it’s not your thing? That’s okay. Be honest with yourself and use it as a chance to pivot or explore other interests. PHIL: I always say: bring passion. Nobody wants to work with someone who’s disengaged or negative. People are usually happy to teach someone who’s excited to learn. Don’t be afraid to make mistakes—it’s part of the process. Just show up ready to grow.

OWW: How did that experience impact your sense of what you wanted to pursue?

JACOB: Before the internship, I wasn’t quite sure how to connect what I loved doing with a future profession. Seeing real people doing this work every day made it feel attainable. I also saw how broad the field really is—it’s not just about plugging in lights or running sound cues. It’s business strategy, client relationships, logistics, and problem-solving. The internship gave me a model and a direction.

OWW: Jacob, you’re now in a leadership role. Have you had interns of your own?

JACOB: I have! What I appreciated most was seeing that same curiosity and eagerness to learn that I had during my internship at Wildwood. It really drove home how formative that early experience was for me. I try to pay it forward by creating the kind of environment I had: one where learning is hands-on, questions are encouraged, and even mistakes are part of the process. The foundation Wildwood gave me still informs how I work and how I support others today.

OWW: Phil, from your perspective, why is the internship program so important to the Wildwood experience?

PHIL: Real-world learning builds confidence and resilience. It pushes students out of their comfort zones and gives them a sense of what it means to show up, contribute, and navigate professional expectations. It’s called work for a reason—it can be challenging. But those challenges are what help students grow. Internships also

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GOOD TO KNOW Useful information about and for us

Matt Levinson Appointed as Newest Head of School

“” FROM THE MOMENT I STEPPED ON CAMPUS, I COULD SENSE THE

and technology operations, and developed a strategic framework for leadership growth. He also advanced student-centered programming by revising the school’s mission

vision, collaborative leadership, and steadfast commitment to equity, innovation, and joyful learning communities. “Evidenced by a unanimous and enthusiastic vote by the Board of Trustees, Matt is the right candidate for this moment in the life of Wildwood,” said Susan Olsen, Board of Trustees Chair. “A strategist, a visionary—a thinker AND a doer—he has, for decades, helped schools evolve, seeing them through significant periods of change and growth.” Throughout his career, Matt has led transformational change across academic programs, Diversity, Equity, Inclusion, and Belonging (DEIB) initiatives, faculty development, and facilities planning—all of which reflect Wildwood School’s key priorities. At San Francisco University High School, he secured entitlements and led fundraising for a $91M campus expansion, restructured business BUSTLING ENERGY THAT PERMEATES THIS DIVERSE AND JOYFUL COMMUNITY. —MATT LEVINSON

and equity statements and strengthening Breakthrough Summerbridge, a nationally

recognized access program, in just two years. At Pingry, Matt steered the school through three years of the pandemic, earning Pingry national recognition for its bold innovation and leadership, and spearheaded the acquisition of an 80-acre boarding school campus. “I cannot tell you how excited and honored I am to be joining Wildwood as the next head of school,” Matt said. “From the moment I stepped on campus, I could sense the bustling energy that permeates this diverse and joyful community. In my conversations with students, faculty, staff, alumni, and current families, I heard deep appreciation for Wildwood’s student-centered approach, and the school’s unwavering commitment to help students learn how to learn. Wildwood certainly hooked me in with its dynamism, vision, joy, and collaborative spirit!”

Following a nationwide search, Wildwood is thrilled to welcome Matt Levinson as its next head of school. Matt will officially begin his term on July 1, 2026, following the planned departure of current Head of School Landis Green, who has led Wildwood School since 2007. Widely recognized as a respected school leader in the world of independent schools, Matt brings deep expertise in progressive education, student centered learning, and institutional advancement to the position. With over three decades of experience in K-12 education—including as Head of School at San Francisco University High School (CA), The Pingry School (NJ), and University Prep (WA)— Matt is known for his strategic

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Learning Without Borders In a world where we can text, Zoom, and Google our way across borders in seconds, it’s easy to feel connected to other cultures—but real understanding takes more than a Wi-Fi signal. That’s where Wildwood’s International Community Involvement (ICI) program comes in. Each spring, ICI offers upper school students the chance to live, work, and learn abroad—immersing themselves in local communities and cultures far beyond their own. This year marked a major milestone for the program: for the first time since the COVID-19 pandemic, Wildwood was able to support two separate ICI trips—one to Guatemala, and another to Nepal. In Guatemala, students helped construct homes for low-income families, while their classmates in Nepal worked with two schools, providing support in the classroom with English instruction, music, reading, visual arts, and enrichment. “Each group made a difference by flexing their collaboration muscles,” said Director of Upper School Robin Follet, who chaperoned the Guatemala trip. “As someone new to Wildwood, traveling with our students was an incredible way to see the school’s values in action. I watched students step out of their comfort zones, engage deeply with the community, and return with a greater sense of empathy and perspective.” TOP: Students on the ICI trip to Nepal practice reading and writing with local students. BOTTOM: Students work together to build homes for families on the ICI trip to Guatemala.

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GOOD TO KNOW Useful information about and for us

Multicultural Symposium Crosses Bridges to Understanding With the theme of “Crossing Bridges,” this year’s Multicultural Symposium invited middle and upper school students to step into new perspectives. Through hands-on workshops, bold conversations, and creative expression—from graphic novels and poetry to Tai Chi and protest songs—Wildwood students explored identity in all its complexity, with the goal of challenging assumptions, sparking inspiration, and celebrating what connects us. “The Multicultural Symposium has always been important to me just because it grants us the opportunity to really expand our thinking when it comes to the interconnectedness of the world,” said Rowan Fitzgibbon ‘25, one of the student leaders who helped facilitate the event. “It opens up space for voices that don’t always get heard.”

This year’s Symposium included presenters from the Wildwood community, including faculty and staff, current parents, trustees, students, and cultural leaders from the greater Los Angeles community. In addition, a host of volunteers from Wildwood’s Parent Multicultural Collaborative (PMC) were on hand to assist with community time and activities. In a special session, “” PART OF THE REASON WE SEE SO MUCH DIVISIVENESS IN THE WORLD TODAY IS BECAUSE PEOPLE AREN’T TALKING TO ONE ANOTHER—THEY’RE NOT TRULY LISTENING. —KAREN DYE DIRECTOR OF EQUITY AND INCLUSION Darius Jones, founder and president of the National Black Empowerment Council, and Dr. Noam Weissman, executive vice president and head of education at ConnectED, delved into antisemitism and the complex history of Black-Jewish relations in the United States. This year also included keynote discussions from Ann Kono and Kyle Hjelmeseth from TeachAAPI examining the nuances of Asian American Pacific Islander (AAPI) identity, and the role of advocacy in building more inclusive communities. “It’s empowering to come together, rather than slice each other apart,” Ann said in her address to students. “Each of us are bridge-builders in our own way, and today is an opportunity to see how you can be part of this important work in both big and small ways.”

Under the direction of Director of Equity and Inclusion Karen Dye, this year’s rendition of the beloved program included approximately 30 workshops and activities related to Wildwood’s Diversity, Equity, Inclusion, and Belonging (DEIB) mission. “Incorporating this work into our curriculum is essential,” Karen said. “Part of the reason we see so much divisiveness in the world today is because people aren’t talking to one another—they’re not truly listening. The Symposium helps our students build those skills: empathy, curiosity, and the ability to engage across differences. That’s why this event continues to matter, year after year.”

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Save the Date to Celebrate!

May 2, 2026

Seeking the Wisdom of Our Elders

they’ve experienced. It helped me think about how different the world used to be—and also how similar people can be, no matter their age,” said Grant G. ‘31. The program not only reinforced academic learning, but also aligned closely with Wildwood’s mission to foster meaningful community engagement. “Community Involvement (CI) at Wildwood is an opportunity for students to engage in sustained relationship-building with people and organizations outside of the school community in order to better understand who they are, how they think, how they feel, what they can do, and why,” said Kyle-Bryn Samovar, assistant director of middle school for academic services, teaching, and learning. “Sages & Seekers provided an incredible opportunity to reintroduce this key piece of the Wildwood experience to our middle school students.”

More details coming soon! You’re invited to join us in honoring the 25th anniversary of Wildwood as a K-12 school. It’ll be a night to remember, honoring the moments and people who made Wildwood what it is today.

This past school year, Wildwood’s 6th graders

embarked on a unique journey of intergenerational connection through a partnership with the nonprofit organization Sages & Seekers. Over the course of several campus visits, our 6th grade “seekers” cultivated relationships with their “sages”— volunteers from the broader Los Angeles community—through open-ended conversations and shared storytelling. The experience encouraged students to slow down, listen deeply, and engage with empathy, all while honing essential communication and inquiry skills. “I loved hearing about my sage’s life and all the things

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WOLVES MAKING WAVES Students, alumni, and faculty making us proud Our Latest Wave-Makers

Catalysts of Creativity: Wildwood Students Showcase Innovation

This spring, Santa Monica’s 3rd Street Promenade came alive with Wildwood student imagination and ingenuity at Catalysts of Creativity: Art + Math + Science at Wildwood. The public exhibition, in a space generously donated by a Wildwood family (the Appels), featured interdisciplinary work by middle and upper school artists, scientists, and innovators. More than 150 students shared projects that merged STEM with storytelling, from AI-generated prompts and robotics to bio-sustainable fashion and math-inspired music compositions.

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Dr. Elizabeth Bergman UPPER SCHOOL HUMANITIES TEACHER Elizabeth won the Don Romesburg Prize from the American Historical Society, adjudicated by the Committee on LGBT History, for authoring outstanding K-12 curriculum in lesbian, gay, bisexual, transgender, and/or queer history.

Electric Wolves Spark Success on the Robotics Circuit Wildwood’s robotics team, The Electric Wolves, may be new, but they’ve already made a powerful impression. This spring, they competed in the FIRST Tech Challenge—a global high school robotics competition that promotes STEM innovation—and clinched first place in their league. Their standout performance earned them a spot in the Inter-League Tournament, where they were honored with the Innovate Award for their creative use of color sensors and thoughtful design process.

Middle School Students Shine at Scholastic Awards Middle school students earned a record number of honors from the the Scholastic Art & Writing Awards, one of the longest-running and most prestigious creative recognition programs for teenagers in the United States. Persephone R. ‘30, won both the Gold and Silver Key for her poetry, while Stella K. ‘30 won a Silver Key for her poetry, and Henry S. ‘29 won a Silver Key for his essay writing. Maya K. ‘30 received both a Silver Key and Honorable Mention for her photography. Students’ work was reviewed and recognized for outstanding merit in originality, skill, and the emergence of a personal voice and vision.

Wildwood School Yearbook Team Strikes Gold The 2025 Wildwood Yearbook has earned a Gold Level Award from Jostens, the company that produces Wildwood’s yearbook alongside that of thousands of other K-12 schools, colleges, and universities. The award recognizes the team’s outstanding achievement in storytelling, student representation, and meeting key production milestones.

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GOOD TO KNOW Useful information about and for us WOLVES MAKING WAVES Students, alumni, and faculty making us proud

Do you know of a Wolf Making Waves? Let us know! Share your news with news@wildwood.org to be included in the next Wolves Making Waves!

Next-Level Wolves: Seniors Recruited to Compete in College Athletics Their dedication, discipline, and sportsmanship have made a lasting impact on Wildwood’s athletic community—and now they’re poised to do the same on the college stage.

Dr. Ann Marie Macara UPPER SCHOOL BIOLOGY TEACHER Ann Marie presented their work at the 2025 City of STEM + LA Maker Faire Festival in April. Their presentation, “Wildwood: Bioelectronics” was a featured part of the event, showcasing how bioelectronics can be integrated into science education.

Class of 2025 Collegiate Athletes:

Matthew Ardell ‘25 Baseball , Kenyon College

Zane Bryant ‘25 Track & Field, Lewis and Clark College Agnes Guggenheim ‘25 Tennis, Wesleyan University Matthew Matuszak ‘25 Volleyball, New York University Lukas Perttula ‘25 Rowing, Lewis and Clark College Theo Udelson-Nee ‘25 Cross Country, New York University

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BOOK SHELF by Michelle Simon (P. ‘31), Head Librarian Middle and Upper School

MIDDLE AND UPPER SCHOOL STUDENT GROUPS ARE ACTIVELY PROMOTING A LOVE OF READING in unique and engaging ways. The Upper School Book Club brings together passionate readers who enjoy sharing what they’re reading—both in and out of the classroom. From debates over beloved classics to a growing enthusiasm for science fiction, the club continues to celebrate a shared love of literature. This year also marks the exciting rise of the Middle School Library Council—a dynamic group dedicated to fostering a vibrant reading culture. With endless creativity and a wide range of favorite genres, these readers are inspiring their peers to discover the joy of books and the written word. Here are some recommended titles from our middle school.

THE FORGOTTEN MAGIC OF ZOEY TURNER by Erin Stewart

SCYTHE by Neal Shusterman

THE YEAR MY LIFE WENT DOWN THE TOILET by Jake Maia Arlow

Reviewed by Soam N. ‘31

Reviewed by Alice F. ‘31

Review by Monet J.-M. ‘31

Thou shalt kill. Scythe , by Neal Shusterman, is a great dystopian fiction novel. It is set in a future where humanity has conquered all forms of death. People are injected with healing and pain suppressing nanites. Humanity has been purged of all forms of government and is instead guided by a conscious version of the cloud called the Thunderhead. To prevent overpopulation, a group of people called Scythes has been formed. They have one purpose: to kill. The book follows a young girl named Citra, who is apprenticed to a Scythe. Scythe sheds new light on life and death. I really liked this book because it explores real-world issues in a way that isn’t boring.

Zoey Turner is a 12-year-old girl who has struggled with severe anxiety since her father’s death. She finds solace in fantasy, especially Raven M. Wells’ The Magic of Ever After series, which she used to read with her dad. She comes to Raven M. Wells’ book signing, but there she has a panic attack, resulting in her having to leave without a signed novel. Given a pencil as a consolation prize, she is disappointed but soon realizes that the stories she writes with it come true. This heartwarming and relatable novel is packed with excitement, self-discovery, and learning to accept change.

Twelve-year-old Al is crushed when she learns that she has Crohn’s disease, an illness that can be controlled but not cured. Trying to cope with this new disease and to get away from her overprotective mom, Al joins an IBS (Irritable Bowel Syndrome) support group, “The Bathroom Club,” a group for kids with digestive issues and finds a sense of belonging and understanding. Through this newfound group of friends, Al learns how to talk about her feelings and navigate through the challenges of middle school.

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DONOR PROFILE Thanks to our generous supporters

Meet Parents of Alumni Anne Roberts and Wayne Neiman

FOR ANNE ROBERTS AND WAYNE NEIMAN, WILDWOOD SCHOOL is more than a place their children attended—it’s a community that carried their family through heartbreak, growth, and transformation. Their journey began in the early 2000s, when family friend and neighbor Jeanne Fauci, who was Wildwood’s director of communications and outreach at the time, declared that Wildwood was the only school that their son Mitchell should attend. Jeanne’s instincts proved right: Wildwood was a match for Mitchell and, later, for his younger brother Spencer, who would go on to graduate as a “lifer” in the Class of 2009. Though Mitchell’s time at Wildwood was brief—he passed away from cancer in kindergarten—the family found deep comfort and care in the community during an incredibly difficult chapter. “When Mitchell was going through chemo, there’d be times he was well enough to come to school for

FOR US, GIVING IS A REFLECTION OF OUR VALUES. WILDWOOD GAVE OUR CHILD A PLACE TO GROW, TO BE SEEN, TO BECOME WHO HE IS. THAT’S NOT SOMETHING EVERY FAMILY GETS—AND WE FEEL AN IMMENSE SENSE OF GRATITUDE. —ANNE ROBERTS “”

a couple of hours,” Anne recalls. “He’d stop in [Head of School] Hope’s office before going to class. That became our ritual. We were grateful for the love and consistency Wildwood offered him—and us.” When it came time to choose a school for Spencer, Wildwood was the obvious choice. “After Mitchell died, we needed a school that would care for the whole child,” Anne says, “and Wildwood was that place.” Spencer would go on to thrive—

especially once he found his footing in the upper school’s robust theater program. With the support of dedicated faculty and mentors like Stephanie Fybel and Deb Christenson, Spencer discovered a passion for performance that would eventually lead him to major in theater at Northwestern University. Throughout their years at Wildwood, Anne and Wayne were active participants in the life of the school—attending All School Meetings, camping trips, and even hosting fundraising gatherings at their home during the early days of the middle and upper school expansion. Anne even led parent meetings and delivered fundraising pitches for the creation of the middle and

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upper school herself. “We weren’t the wealthiest family in the room,” she says, “but we believed in the vision and felt it was important to support what Wildwood was building in any way that we could.” Their support hasn’t wavered for nearly 30 years. More than a decade after Spencer graduated, Anne and Wayne continue to give each year—now in honor of Stephanie, whose mentorship had a lasting impact on Spencer’s life. “For us, giving is a reflection of our values,” Anne says. “Wildwood gave our child a place to grow, to be seen, to become who he is. That’s not something every family gets—and we feel an immense sense of gratitude.” Wayne adds, “It’s simple,” if you have the means, you share. You give in alignment with what matters most to you.” Looking back, Anne and Wayne are proud of the decision they made to trust Wildwood—through its evolution, experiments, and growing pains. “We believed in the process,” Anne says, “and we saw the results. Spencer walked away with deep friendships, meaningful experiences, and a sense of self that has stayed with him. That’s a gift.”

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THE JOURNEY CONTINUES Class of 2025 college list

Ezri Adelsbach Stanford University

Chloe Briere University of British Columbia Zane Bryant Lewis & Clark College Jack Buchignani Berklee College of Music

Kade Cooper Emerson College

Zion Gertz Savannah College of Art and Design Agnes Guggenheim Wesleyan University Sydney Gunn University of Colorado Amy Hunt University of Colorado Chance Hwang The George Washington University Tiger Knowles University of Colorado Ava Kolahi University of California, Los Angeles

Matthew Ardell Kenyon College

Olivia Darby University of Colorado Moises Diaz California State University, Northridge Kate Eisenpresser-Davis Brown University Colin Fields Case Western Reserve University

Dash Barrett University of Colorado

Cole Baumann The New School

Aiden Cadis Cornell University Merrin Chapnick Wesleyan University Chloe Clancy New York University

Shayna Berman Savannah College of Art and Design Will Bleakley University of California, Santa Cruz Kieran Boucher Oregon State University

Rowan Fitzgibbon Emerson College Neo Follett-Turner Drexel University Zoe Foster The New School

Aitan Cohen Pratt Institute

Asher Cohen Berklee College of Music

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Libby Smith California State University, Northridge Inaaya Spellman University of Southern California

Jonah Spitz New York University Julia Stein Emory University Ivy Steiner New York University Leila Su’a Hampshire College Theo Udelson-Nee New York University

Jess Uslan Washington University in St. Louis Max Vitale University of Colorado Magnus Vournas University of California, Berkeley Eli Winkler University of Miami Mary Zewdie University of Southern California

Siena Kristiansen Sanders Goldsmiths, University of London

Oliver Oseary Pratt Institute

Delilah Reynolds Bard College Sydney Rubinek Syracuse University

Ashley Palacios-Cifuentes California State Polytechnic University, Humboldt Jack Parry New York University Lukas Perttula Lewis & Clark College Nikita Petrenko Northeastern University Giulia Prough University of Pennsylvania

Noah Kupferwasser Colorado College Nicholas Laderman Santa Monica College Matthew Matuszak New York University

Jack Schneider University of San Francisco

Annabel Schneir Wesleyan University Wing Scully Lewis & Clark College Alex Shader Indiana University Jordan Shanley Loyola University, New Orleans Eli Simon Lake Forest College

Charlotte Zimon Pitzer College

Daniela Matz Kenyon College

Zoe Zimon Lewis & Clark College Marley Zohar Chapman University

Ike Moore Lewis & Clark College

Oskar Mund de Laurens de Saint Martin Savannah College of Art and Design

Coltrane Randolph Kalamazoo College

Jeremy Reis Temple University, Japan

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MAPPING OUR HISTORY

What were the early days of Wildwood like? How did the middle and upper school take shape? Memories often spur other memories, which is why, in fall 2024, a group of Wildwood parents, alumni, parents of alumni, faculty, and staff came together to share memories and milestones during a special history mapping event. Guided by a facilitator and brought to life by a graphic artist, participants reflected on Wildwood’s journey— from its founding as an elementary school to its growth into the K-12 community we celebrate today.

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FEATURE

Celebrating 25 Years of K-12

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This year marks the 25th anniversary of Wildwood’s middle and upper school—an opportunity to celebrate and reflect. Since

expanding to a K–12 program in 2000, Wildwood has continued to evolve, while staying rooted in the progressive values that have defined its community since 1971. 25! K-12

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25! K-12

FEATURE Celebrating 25 Years of K-12 “No good school is exactly the same from one year to the next.”

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— THEODORE R. SIZER, EDUCATION PHILOSOPHER AND REFORMER, FORMER DEAN OF THE HARVARD GRADUATE SCHOOL OF EDUCATION

of School Landis Green. “Some schools hold fast to tradition, but Wildwood was never envisioned that way. The people who joined Wildwood early on wanted to be part of something new and dynamic and changing.” Education reformer Theodore R. Sizer, whose work shaped Wildwood’s upper grades, put it simply: “No good school is exactly the same from one year to the next.” And yet, Wildwood remains grounded in the core beliefs that have made it such a beloved school: students learn best when they’re active participants; a teacher’s primary role is to guide and coach students in their academic and intellectual growth; social-emotional learning (SEL) and Diversity, Equity, Inclusion, and Belonging (DEIB) are essential, not extra; research and brain science inform practices and their evolution; and students are expected to become kind, contributing, responsible citizens. “I hope everyone at Wildwood sees reason to be proud of and connect with how the institution has evolved and grown without losing the heart and soul of what everybody always loved about it,” Landis said. “Our school has evolved and it will continue to evolve—that’s how we prepare students for a future defined by change.”

Reflection is part of Wildwood’s ethos, and a starting point for learning and growth. Students continually consider who they are, what they think, how they feel, what they can do, and why—the key elements of our newly unveiled Portrait of a Lifelong Learner, which represents the integration and evolution of the elementary Life Skills and middle and upper school Habits of Mind and Heart. Faculty and staff engage in the same practice. “We’re always reflecting, individually and institutionally, on how we got here, why we do things a certain way, and where we might adjust,” said Associate Head of School Jaimi Boehm (P. ‘32, ‘34). In fact, the creation of the middle and upper school began with such questions. In the late 1990s, a group of passionate trustees, educators, and parents asked: Why should a Wildwood education end at sixth grade? That spirit of innovation, an openness to new ideas and a desire to always improve, has remained at the heart of the school’s culture for 54 years. Wildwood was never meant to stand still. “The whole world has evolved, and the most successful schools have evolved with it,” said Head

Construction takes place on the facade of the middle and upper campus (2001).

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THE MIDDLE AND UPPER SCHOOL AS STARTUP

Corey Fetzer ‘04 brings a unique perspective as a member of the first graduating class and now an upper school humanities and literature teacher. “I think the upper school really started with this spirit of, let’s try some things out and see what happens, and we’ll refine from there,” Corey said. “I think that is something that has stayed the same, this willingness to take all the best research and all the best minds and put them together and launch something that might be imperfect, but with the knowledge that it can be iterated on. Wildwood’s openness to testing things out, seeing how they work, being a lab for the future of education— that spirit has always been important.” But naturally, things weren’t always perfect in those early days. “It was like the Wild West.” Corey said. “No one day was the same as the next. The first semester, we didn’t even have printed schedules. The teachers would write on the board every day what we were doing. We had cardboard walls that you couldn’t lean too hard on because our campus wasn’t finished.” Ultimately, those details were not what really mattered. “There was so much intentionality around the launch of the middle and upper school,” Corey said. “There was so much forward-thinking research and pedagogy that went into the program, and the bones are essentially the same now. Wildwood was 20 years in advance of what schools are now doing.” Most importantly, Corey found herself well prepared for college. She went to Pitzer, part of the prestigious Claremont Colleges, where she majored in English and minored in media studies; three others from the graduating class of just 20 students were also accepted there. “I had a friend and classmate in college who went to a different elite L.A. independent school, and she said, ‘This is so hard. Why didn’t anyone teach me how to write?’ But everyone taught me how to write all the time at Wildwood. Everyone taught me how to do the things that I needed to and if I couldn’t do something, how to learn how to do it, how to advocate for myself, how to ask for help, how to communicate with educators. It was both the academic side and the life skill component.”

Proof positive that Wildwood is not afraid to reflect and innovate was the work started by a passionate Board of Trustees, parents, and educators in 1996, when they began discussion and research around the creation of the middle and upper school. The goal was to extend Wildwood’s K-6 program—its principles of progressive education and its culture—in age-appropriate ways. Katie Rios (P. ‘24), longtime director of elementary, was invited to be on a committee of Wildwood educators at the time. She remembers the kind of enthusiasm the community felt about a possible K-12. “I always say that Wildwood is such a great place to be a kid and to become yourself,” Katie said. “Children are taught that they always have a place at the table and they’re heard and valued. To think about having that extend after 6th grade was really exciting.” Melinda Tsapatsaris (P. ‘28, ‘31, ‘33), founding faculty member, and then assistant head of school until 2017, said, “Starting the school from scratch was the gift of a lifetime. It was a creative endeavor that took a ton of collaboration and critical thinking, and so in some ways, we got to flex the same muscles and habits that we wanted our students to use. It was the ultimate project in creating a project-based learning school.” The work was both exciting and challenging. Melinda, who now is head of school at Westland School, said an idea from Deborah Meier, founder of the small schools movement, became popular during that time. “She said, starting a new school from scratch is like changing the tires on a car as the car is moving. When I left for two years for grad school, it was almost easier. My real master’s degree was being part of that startup team.”

Class of 2004

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25! K-12

FEATURE Celebrating 25 Years of K-12

Student-as-worker, teacher-as-coach has been a defining practice since the founding of the middle and upper school.

SOLID FOUNDATIONS Because John Dewey’s progressive model for education focused on children, the founders of the middle and upper school had to explore other models that understood the developmental needs of adolescents. Their research led them to Sizer and the Coalition of Essential Schools. Sizer’s work shaped the middle and upper school, especially the Coalition of Essential Schools’ 10 Common Principles, including: less is more, depth over coverage; student-as-worker, teacher-as-coach; demonstration of mastery; a tone of decency and trust; and democracy and equity. Those principles also inspired a framework for the middle and upper school that included: Habits of Mind and Heart, Advisory, project-based learning, and the self reflective work of student-led conferences (which now begin as student-involved conferences at the elementary campus), and Gateways and Senior Exhibitions. Of course, SEL and DEIB were woven throughout the program, just as they were at the elementary level. As a teacher, Corey takes inspiration from her own high school teachers, those pioneers who were teaching in temporary spaces until the campus was completed in 2003. “I have nothing but praise for the teachers who started off the school with us. I really admire them as educators, and I am so privileged that some of them have now become my colleagues,” she said. “My teachers were always really explicit about what we were doing, why we were doing it, the pedagogical rationale behind it, and so it made it very transparent and gave me something to model when I became a teacher.” EVOLVING PRACTICES While many of Wildwood’s programs from that original framework are still in place a quarter of a century later, including standards-based assessment and mastery learning, all of them have evolved in light of learning science research. Moreover, K-12 coordination of all elements of the program has sought to create a seamless experience for students beginning in kindergarten and continuing through graduation. Some innovations over the past 25 years include the International Community Involvement trips, which have taken hundreds of students to eight countries since 2005 to work with humanitarian organizations and teach in

local schools, and Global Citizenship programming guided by the United Nations’ Sustainable Development Goals. These programs led Wildwood to be accredited by the Council of International Schools in 2018. Other examples of creative programming include the Institutes at Wildwood and Systems Thinking. In addition, DEIB programming really ramped up with the hiring of Wildwood’s first official diversity practitioner in 2001 and the implementation of the DEIB Curriculum Scope and Sequence. THE INSTITUTES AT WILDWOOD When the Board asked all the school directors to present new ideas, Lori Strauss, who was then director of the upper school, and now head of school at The Field School in Washington, D.C., shared her vision for what would become the Institutes. “These would be models where students would join in real world work that did not end with their graduation, or was not limited by years of typical school time, but instead would be ongoing,” Lori said. “Students would work in teams and partner with outside constituencies from year to year to make impact, either sustainable change or develop something new for a local or national community.” Students and faculty collaborated on determining the topics of these institutes and developing a curriculum that was largely based in skills acquisition around problem-solving. The Wildwood Institute for STEM Research and Development (WISRD) launched in 2014.

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“Providing these kinds of academic and intellectual structures through which children could explore and create and connect is something that really seems to have been inspired by the development of the middle and upper school program.”

—LANDIS GREEN, HEAD OF SCHOOL

Director of Outreach Steve Barrett leads a workshop for the Wildwood Outreach Center.

Bringing together skills like critical thinking, problem-solving, and empathy, Systems Thinking empowers children to make change. For example, one year Sarah took her students on a neighborhood walk, looking at systems, and they noticed one garbage can in the entire neighborhood. They started by writing letters to their local leadership, and it turned into a year-long project. Landis sees this innovation as one example of how the expansion to K-12 has positively impacted the elementary program. “I’m not sure Systems Thinking would’ve gotten a toehold in a pre-K-12 Wildwood,” Landis said. “That idea of students having opportunities to construct knowledge together—in addition to learning all the skills they’d need for what’s to come next academically—was certainly possible and part of the ethos of the elementary program. But providing these kinds of academic and intellectual structures through which children could explore and create and connect is something that really seems to have been inspired by the development of the middle and upper school program.” Meanwhile, Jaimi and a team of other administrators and educators have been strengthening a practice at the core of the school called Understanding by Design by

The Wildwood Institute for Social Leadership (WISL) and the Wildwood Institute for Entrepreneurship (WIE) followed in 2018 and 2019, respectively. “This was very different than a traditional education, and very different than what Wildwood was engaged in at that time,” Lori said. “One of the things I have always loved about working at Wildwood was there was a sense of innovation and a sense of creativity, and trying to adapt to that intersection of best practice and research.” SYSTEMS THINKING Assistant Director of Elementary Sarah Simon (P. ‘25) introduced Systems Thinking to the K-5 curriculum in 2013. “I thought it was an amazing way to help children see how everything is connected and really fit who we are as a school,” Sarah said. “What is beautiful about Systems Thinking is that it helps children see systems within our school, within our community, and within our families. Then we look at what might not be working or what might need help. That’s where children see a problem or an opportunity and they can step in and do something about it. It’s an entry point for a long-term project, and children feel like they have a voice.”

Students make connections through Systems Thinking.

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FEATURE Celebrating 25 Years of K-12

Wildwood’s DEIB Scope and Sequence integrate DEIB lessons at both personal and systemic levels.

dimensions of identity were included,” she said. What followed was the Multicultural Leadership Team (MLT) in 2008 and the Curriculum Scope and Sequence in 2011. “The team met every month for people to share their work and vision and collaborate across the two campuses. People were rotated in and out of the MLT so you had a greater number of staff who were highly skilled in the DEI work to be able to support parents and children in classes and at an interpersonal level, but also at a systemic level, which ultimately became a cultural level, impacting the school community in powerful and sweeping ways.” Those included everything from making sure diverse author texts and perspectives impacted class dynamics and group collaborations in the classroom to achieving goals set around demographic shifts and growths. “The school did important work,” Rasheda said. “That wouldn’t have happened without Landis’ leadership and partnership, as well as the educators who made the MLT so meaningful and the students who participated in our programs.” That work has continued through the efforts of current Director of Equity and Inclusion Karen Dye. Since joining Wildwood in 2019, Karen has tightened and refined Wildwood’s DEIB Scope and Sequence, created more spaces and opportunities for both faculty and family involvement, and revived the Multicultural Symposium (see page 8).

creating a year-long professional development series for K-12 teachers. “What I love about Wildwood is that we definitely evolve. We’re always looking at best practice and new research,” Sarah said. “And yet the ethos of Wildwood and the way it respects children and childhood will never change, even when approaches to learning might change.” While multiculturalism informed the creation of the K-6 school and the Diversity Committee was formed in 1988 (renamed the Committee on Equity and Justice in 2004), DEIB efforts became more systematized at the middle and upper school when Rasheda Carroll (P. ’31) joined the school as the first official diversity practitioner in 2001. Rasheda now serves as assistant head of school at Westland School. “I came in when Hope Boyd was the head of school, one of the few African-American heads of school at the time. I remember her saying at the time that there was need for an education program, to move it out of the values to practice, and I realized we had to work on skill development. So, we started developing systems.” When Landis became head of school, he asked Rasheda to expand those systems across K-12, as part of his charge from the board to unify the community. “Everyone was doing their own work, individually in their classrooms, and we made the program a unified, integrated effort, while also making sure that all DIVERSITY, EQUITY, INCLUSION, AND BELONGING

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Wildwood’s evolution over 54 years has not just benefited the Wildwood community; it has impacted independent and public education on a national and global scale.

25! K-12

STRENGTHENING K-12 COHESIVENESS Part of strengthening the cohesiveness of the K-12 community involved unifying the Life Skills and Habits to create the Portrait of a Lifelong Learner. This dramatic change came about as a result of reflection during the accreditation process a few years ago. The Habits of Mind and Heart that guided the middle and upper school from the beginning were: Connection, Perspective, Evidence, Convention (Mind) and Collaboration, Service to the Common Good, Ethical Behavior (Heart). At the K-6 level, the equivalent Life Skills informed the program, including: Integrity, Common Sense, Patience, Curiosity, Sense of Humor, Responsibility, Flexibility, Effort, Problem-Solving, Perseverance, Organizing, Tolerance, Initiative, and Interpersonal Skills, including respect, caring for others, cooperating, and making friends. Across the board, everyone at Wildwood expressed love and appreciation for those frameworks for teaching and learning; they are indeed still ingrained in the ethos of the school. “The Life Skills were core to our school culture and identity,” said Melanie Benefiel (P. ’17, ’21), who started as an elementary teacher in 2000 and is now an assistant director of elementary. “They were up in every classroom. You could ask a 5-year-old or a 10-year

old what Life Skill they were working on and they knew exactly what you were referring to. They knew their strengths and stretches in terms of those Life Skills.” And while the language may have changed, people feel the Life Skills and Habits have not gone away. “They have just evolved, and I think that is who we are. We look at ourselves and reflect on how to make things better—that’s always the goal,” Melanie said. Jaimi agreed this is also true in the upper grades. “We are still an incredibly collaborative school; we are still very interested in making space for different perspectives. So even though we are not talking about the Habits the same way, I don’t think those things are gone. “I feel my role is to try to hold up and strengthen those things that are the best of what Wildwood was, while also exploring and having vision for what Wildwood could be in the future.” A MODEL FOR EDUCATORS Wildwood’s evolution over five decades has not just benefited the Wildwood community; it has impacted independent and public education on a national and global scale. Wildwood was the first independent school to receive a grant from the Bill and Melinda Gates Foundation, to fund the launch of its Outreach Program. That program has engaged thousands of teachers and school administrators in more than 25 states and 20 countries. Educators have participated in workshops that have guided them in developing their own DEIB frameworks, Advisory and project-based learning programs, Systems Thinking, and more. “That group that launched the venture in 1996 wanted Wildwood School to be about more than just serving the kids and families in their care,” Landis said. “They wanted a school they could envision to be a model for educators in other schools—especially public schools—so that more children could have the kinds of experiences that Wildwood students would have. “As the innovation continues, we’re doing just that.” W

Faculty and staff collaborate on developing the Portrait of a Lifelong Learner.

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