AUTUMN VIEWS
Head of School Magazine, Spring 2026
A Look to Next School Year Pausing, Planning, and Pressing Forward The passing of time in schools is unique in that it offers students several opportunities to begin anew. New school year. New semester, trimester, or mod. New academic unit. These purposeful pauses provide our students the chance to try new skills and interests — and when students experience the inevitable bumps along the way, for us adults to notice, help them envision the paths around the hurdle, and let them try again with fresh resolve. It is an honor and a privilege to lead a school where this cycle of reflection, evaluation, and continual improvement have been core strengths since our founding in 1910. It exists in the ethos we apply to teaching our students, and also in the expectations we faculty and staff have for our own professional practices. In a January letter to current families, I outlined some of the ways we plan to pause, plan, and press forward in the new year. I am re-sharing them with you here, and over the next few pages by division.
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St. Anne’s-Belfield School
As stewards of this excellent learning community, the faculty and I remain committed to enhancing the alignment of our curriculum — both horizontally within academic disciplines, and vertically from age two through Grade 12. To support this work, I am pleased that Dr. David Miller will be joining us full-time next school year as assistant head of school. In this role, Dr. Miller will serve as our chief academic officer, teach an advanced Upper School Humanities course, lead departmental reviews, drive implementation of curriculum enhancements, and support strategic program initiatives that advance our Portrait of a Graduate. Learn more about Dr. Miller at stab.org/leadership. We are also expanding faculty capacity to meet the evolving needs of students — particularly in the STEM field. Plans are underway to expand the capacity of our math program by hiring an Upper School math teacher/instructional coach and expanding our K – 8 Math/Computer Science staffing. These additional teachers
will advance our efforts to build a culture of problem-solving over the next two years. Additionally, we are exploring enhancements to how we recruit, retain, and reward our amazing, talented, and dedicated faculty. We are considering how we can better position ourselves in the market — including professional growth pathways for people who want to become and be sustained as master teachers. Finally, thanks to the generosity of donors, we are once again developing summer professional development opportunities. Through summer grant work, faculty will explore purposeful and balanced technology integration, ways to strengthen student focus and attention, and continued expansion of experiential learning for students. Together, we are preparing students not only for what is coming next in their academic careers — but also for lives of purpose. Dr. Autumn A. Graves, P. ’33 & ’35
In This Issue
A Snapshot Across Divisions................................................................4 Upper School Celebrates Scholarship.................................................8 Meeting the Moment in College Counseling.....................................10 Saints Succeed.......................................................................................12 Charlottesville School Makes Civic Engagement Part of the Curriculum.............................................................................................13 Saints on the Road................................................................................14 Student-Athlete Shines on the Stage and the Field..........................16 Mathletes Program Making Strides.....................................................16 Running Across the Country, One Friday at a Time.........................17 Preparing Saints for a World That Runs on Math..............................18 New Lower School Leadership.............................................................20 Dream, Goal, Match.............................................................................21 Performing and Visual Arts in Photos.................................................22
Contributors Publisher St. Anne’s-Belfield School Editor Lisa Ha, P. ’29 & ’39 Art Director Taylor Morris ’19 Photography Duncan Coppi, Erika Phillips, Digital Minerva, Faculty and Staff Editorial Contributors Duncan Coppi; Dr. Autumn A. Graves, P. ’33 & ’35; Lisa Ha; Sandy Hausman, WVTF; Beth Miller, P. ’22 & ’25; Sandra Sohne-Johnston, P. ’27
2025-26 Senior Administrative Leadership Team (SALT) Dr. Autumn A. Graves, Head of School; Beth Miller, Head of the Upper School; Marie Reed, P. ’27 & ’30, Head of the Middle School; Lisa Keeler, P. ’15 & ’16, Head of the Lower School; Seth Kushkin, P. ’24 & ’25, Director of Athletics; Randie Benedict, Associate Head of School; Lisa Ha, Chief Communications Officer; Pam Winthrop, Chief Advancement Officer; Tim Stutzman, Chief Operating Officer/Chief Financial Officer (COO/CFO)
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A Snapshot Across Divisions Early Childhood Program (Twos, Pre-School, Junior Kindergarten) Our Early Childhood Program (ECP) students continue to flourish under the thoughtful guidance of our experienced faculty, led by our new director, Emily Brown. To provide wider access to families with diverse needs, we offered full- and extended-day options for the Two-year-olds Classes, and were quickly fully enrolled. This change provides continuity to our youngest learners and allows more families to experience the rich academic programming and cherished traditions that make the ECP such a special beginning. Treasured cross-divisional relationships — including Upper School Big Buddies, Middle School Quest interns, and parent/guardian volunteers who read, hike, and explore with our classes — further model the empathy, leadership, and community-mindedness that students will continue to develop throughout their St. Anne’s-Belfield journey.
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St. Anne’s-Belfield School
Lower School (Kindergarten – Grade 4) Lower School students are experiencing joyful, inquiry-driven learning both inside and beyond the classroom. This year’s expanded field trips deepen students’ understanding of core lessons and make learning memorable. Our curriculum supports increasingly sophisticated thinking and skill development as students grow into their habits of mind. In addition to Orton-Gillingham reading instruction in Kindergarten through Grade 2, our Grades 3 & 4 students now engage in morphology study, strengthening foundational reading, language, and spelling skills. A cross-disciplinary computer science and science experience in Grade 3 encourages problem-solving and creative inquiry, while co-curricular opportunities such as the Scripps Spelling Bee, Mathletes for Grades 3 and 4 (new this year!), and Writer’s Eye give students space to explore interests, express their voices, and practice confidence in a supportive community. A developing partnership with the Upper School Debate Club will further expand opportunities for students to articulate ideas and engage respectfully across perspectives. It is with great excitement that St. Anne’s-Belfield announces Julie Brooks as the next head of the Lower School. She will begin her tenure in July, 2026, following the retirement of Head of the Lower School Lisa Keeler, P. ’15 & ’16, which was announced earlier this school year. Read more about Ms. Brooks on page 20.
March 31 at 7 p.m. Greenway Rise Campus, Grisham Hall www.stab.org/ttyb An evening with Christopher Pepper, award-winning health educator, speaker, and writer, and bestselling author. Autumn Views: Spring 2026 5
Middle School (Grades 5 – 8) Our focus on responsible habits, both digital and in-person, continues in the Middle School. Our second “Jump Into January” screen-free week took place the week students returned from winter break. This fall’s inaugural Grade 5 parent/guardian session on digital responsibility marked the beginning of a multi-year effort to support families as they navigate their students’ use of technology. We have expanded the Schoolowned laptop program to the Class of 2031 (current Grade 7), and next year will be adding the Class of 2032 (current Grade 6). As part of this pilot initiative, next year, all Middle School students will have school-owned devices. We hope this is supportive of families and students as they develop thoughtful, balanced technology use. Students are also embracing opportunities with growing confidence. Middle School students began the year with full-day Grade-Level Experiences that strengthened community partnerships and set a tone of collaboration and curiosity. Made possible through faculty summer grant work and supported by past Maroon & White Gala donors, these experiences introduced students to meaningful learning beyond the classroom. Through Quest and the Civic Engagement Initiative, they continue to deepen partnerships with Our Lady of Peace, Ronald McDonald House Charities, Special Olympics, and the Blue Ridge Area Food Bank. Participation in Mathletes, Robotics, and the Middle School play has climbed, reflecting students’ willingness to stretch academically and as leaders. And with nearly 80 percent of teachers coaching or leading co-curricular programs, students benefit from consistent mentorship by adults who know them well and encourage healthy risk-taking during these formative years.
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St. Anne’s-Belfield School
Upper School (Grades 9 – 12) Upper School students continue to engage deeply in learning that brings the ideals of our Portrait of a Graduate to life, such as academic rigor, exemplary citizenship, and purposeful leadership. This year, the Science Department earned a grant for students to collect and analyze water chemistry samples from local tributaries. These important data points will be used by the Rivanna Water & Sewer Authority to inform them about the health of our public drinking water reservoirs. Digital Media Arts students create cyanotypes out in the field, using iron salts, UV light, and water to create white and blue images of nature. The 21st Century Citizenship Senior Seminar observed a Virginia Supreme Court case in-person to strengthen their understanding of civic processes and completed a mock trial using a real case being argued before the Supreme Court. Our Pathways Program, now in its second year, continues to gain momentum. This year, nine seniors are expected to earn a special certification with their diplomas for successful completion of the Civic Engagement, Arts Management, or Environmental Studies Pathway. And our Senior Capstone Thesis remains strong, with 27 seniors (29% of the Class of 2026) engaging in deep, year-long research. We celebrated these academic pursuits and other scholarship at a special Community Forum in the fall. Our four-year College Counseling curriculum remains a cornerstone of the Upper School. This year’s inaugural case studies program, facilitated by admissions representatives from Colby College, Furman University, James Madison University, the University of Chicago, and Washington & Lee College, welcomed sophomores and juniors and offered families earlier insight into how colleges review applications for admission. Advisors, deans, and counselors continue to collaborate closely to support each student’s academic planning and personal growth. We look forward to celebrating our Class of 2026 seniors later this spring, many of whom are already experiencing success in the college admissions process. The above are only a few examples of the myriad ways Upper School students contribute meaningfully to the broader community, modeling leadership, agency, creativity, and service.
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Upper School
Celebrates Scholarship On Sept. 10, 2025, the Upper School gathered for a special Community Forum dedicated to celebrating academic achievement and the vibrant intellectual life that defines St. Anne’s-Belfield. The Pathways Program
Following successful completion of the program, the following “Pathfinders” will earn a special credential on their diplomas.
Senior Pathfinders Civic Engagement Henry Dozier ’26 Ari Kastello ’26 Arts Management Anisha Freilich ’26 Gabe Garbacky ’26 Alaja Gough ’26 Amalie Hendricks ’26 Caroline Reilly ’26 Environmental Studies Hadley Booth ’26 Ellie Robertson ’26
Underclassman Pathfinders
Arts Management Nori Zhang ’27 Alina Sheehy ’27 Frances Lawson ’27 Amaya Megginson ’28 Adelaide Nichols ’28 Environmental Studies Carter Kelsey ’27 Watty Dalton ’27 Belle Dalton ’28 Zanahla Demars ’28 Claire Hightower ’28 Sissie Lu ’28 Civic Engagement Jackson Van Santvoord ’27 Caroline Horton ’27 Katelyn Cusick ’28 Olivia Goodwin ’28 Nayan Krishnaraj ’28 8
St. Anne’s-Belfield School
Brynne McGinty ’28 Luke Stacy ’28 Sophia Zhang ’28
2024-25 Renaissance Reader Awards The goal of the Renaissance Reader program is simple: to promote a culture of reading and to do this through conversation. Students read a book, then talk about it with a sponsor. Once students have five of those conversations, they become a Renaissance Reader.
The Renaissance Readers from the 2024-25 past school year include: Josephine Carter ’27 Lovissa Price ’26 Carter Kelsey ’27 Sawyer Kinley ’28 Caroline Reilly ’26 Ellie Womack ’27 Evelyn Hancock ’28 Ellen Elias ’27 Hadley Booth ’26 Kate Cheng ’26
New in 2025-26: Verified Viewers
Launched by Upper School Humanities teacher James Mattise ’10 this year, students choose a film or come to film club, meet with a sponsor, and have a conversation about the film. Students become Verified Viewers after five conversations and will be celebrated in next year’s community forum on scholarship.
Senior Capstone Thesis
Capstone Scholars choose to pursue their own course of study as part of their senior experience. Students lead the entire in-depth research experience with the support of a faculty mentor, and some will elect to pursue AP Research credit.
Capstone Scholars Alex Ashby ’26 Marina Ashton ’26 Alex Baer ’26 Nori Carter ’26 Kate Cheng ’26 Anni Chen ’26 Keira Druzgal ’26 Henry Dozier ’26 Ani Fairbanks ’26 Lily Ferguson ’26 Daniel Gray ’26 Oscar Hickey ’26 Palmer Holt ’26 Ari Kastello ’26 Carter Kelly ’26 Sebastian Laza ’26 Vincent Le ’26
Clemente Norambuena ’26 Kate Reilly ’26 Caroline Reilly ’26 Ellie Robertson ’26 Sarah Sanders ’26 Lovissa Price ’26 Leah Stacy ’26 Olivia Tennery ’26 June Williams ’26 Hasler Yancey ’26
Cum Laude Honor Society Inductees
Cum Laude honor society recognizes students for their academic achievement. Every year, St. Anne’s-Belfield has two inductions, one in the fall and another in the spring. The fall induction recognized 11 outstanding seniors not only for their academic accomplishments, but also for their involvement in the intellectual life of the school. These seniors will play an important role in our school community this
year and will continue to serve as academic leaders. Students received a pin that they wore at Convocation and will also wear at Commencement in the spring.
National Merit Semifinalists (top 1% of high school seniors) and Commended Scholars (top 2 – 3% of high school seniors). St. Anne’s-Belfield celebrates these seniors:
Fall 2025 Inductees: Alex Baer ’26 Kate Cheng ’26 Henry Dozier ’26 Keira Druzgal ’26 Palmer Holt ’26 Zuck Jiao ’26 Carter Kelly ’26 Clemente Norambuena ’26 Kate Reilly ’26 Emily Zhu ’26
National Merit Finalists: Kate Cheng ’26 Alex Baer ’26
National Merit Awards
Out of the 1.3 million juniors who took the PSAT as juniors in 2024-25, the top scorers in each state are recognized as
Commended Scholars: Carter Kelly ’26 Sebastian Laza ’26 Lovissa Price ’26 Kate Reilly ’26
St. Anne’s-Belfield Named to AP® School Honor Roll for Third Year For the third year since the program’s creation, St. Anne’s-Belfield School has been named to the Advance Placement® (AP) School Honor Roll. This national recognition celebrates schools committed to academic excellence, college readiness, and expanded access to Advanced Placement opportunities. The honor reflects the School’s ongoing commitment to offering meaningful academic challenge and supporting students to
discover and pursue their interests at a high level. Schools are recognized annually for the AP School Honor Roll based on criteria that reflect a dedication to building a vibrant college-going culture, increasing opportunities for students to earn college credit, and preparing students for long-term academic success. St. Anne’s-Belfield earned a Gold distinction for the 202425 school year, with the Honor Roll schools being named in January, 2026. The Upper School at St. Anne’s-Belfield currently offers 20 AP exams. Advanced Placement coursework is one of many ways students are encouraged to explore academic passions, engage deeply with rigorous coursework, and prepare with confidence for what lies ahead. In the recently graduated Class of 2025, 75% of seniors took at least one AP Exam during their time in the Upper School. Among exam takers, 92% earned a score of three or higher on at least one AP Exam, and 61% completed five or more AP Exams.
“What I appreciate about this distinction is the extent to which we are offering meaningful academic challenge to a broad range of students.” says Director of College Counseling Sandra Sohne-Johnston, P. ’27. “And as always, we remain grateful for the thoughtful work our teachers do each day in supporting students to discover and pursue their interests.” Through small classes, close mentorship, and a culture that values curiosity and resilience, St. Anne’s-Belfield students are supported as they navigate advanced learning opportunities.
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MEETING THE MOMENT
How We’re Evolving College Counseling for Today’s Landscape The college admissions landscape continues to shift at a dizzying pace. Requirements change, priorities evolve, and what was true one year may be different the next. It can feel overwhelming to students engaging with it for the first time. Parents and guardians who experienced a very different college admissions process when they themselves were in high school may struggle to provide advice to their students that is timely and relevant today. At St. Anne’s-Belfield School, we continue to refine our college counseling curriculum to provide a thoughtful framework and strengthen the partnership between academics, college counseling, and families.
foundational skills such as building a resume, reflecting on interests, and understanding how to advocate for themselves. In Grade 10, students and a parent/guardian are invited to meet with their assigned counselor to begin conversations about their academic curiosities, emerging identities as learners, and future direction. By the time students enter Grade 11 and 12, they are prepared to engage deeply in our single-mod college counseling courses, supported by one-on-one time with counselors who know them not only as applicants, but as learners, community members, athletes, artists, and friends.
“Our goal is to support students as they grow, discover their interests, and prepare to thrive in the college or university that is best for them,” says Director of College Counseling Sandra Sohne-Johnston, P. ’27. “To do that, we have to be thoughtful, adapt, stay on top of best practices, and provide the scaffolding to position students for success.”
As vital partners, parents and guardians, too, have programming designed to bring them up to speed on the college landscape, financial aid, and how to assist their students at each step of the way.
Scaffolding Students for Success
Staying on Top of National Trends
“It’s really hard as a 14 year old to know what you love most and where you’re headed with college,” says Head of the Upper School Beth Miller, P. ’22 & ’25. “And yet, increasingly, students are A defining feature of this ap“Our goal is to support students as they being asked to determine who proach is the deep collaboration grow, discover their interests, and prethey are, what they are passionbetween the Upper School leadpare to thrive in the college or university ate about, and what they want to ership and the College Counselmajor in earlier and earlier.” For ing team. This partnership ensures that is best for them,” these reasons, the Upper School that academic programming, has added monthly advisor check-ins with students beginning in advising, and the college process are not separate tracks, but shared Grade 9, and has expanded programming for parents/guardians to work rooted in our belief that students learn most powerfully when bring families into the conversation earlier. their growth is supported from multiple angles. The college counseling curriculum begins in Grade 9, a rarity in the industry. The College Counseling Office collaborates with the Grade 9 dean to host Prepare to Launch, a program designed to begin a conversation about the importance of self-reflection and goal setting, creating a toolkit of strong study habits, and building strong connections within our community. Students also practice
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St. Anne’s-Belfield School
With a team of four college counselors and a student-to-counselor ratio of 22:1 — well below the Virginia state average of 307:1 — we are able to begin meaningful, developmentally-appropriate guidance earlier and sustain personalized support throughout the Upper School years.
The expanded staffing of the Office of College Counseling allows the team to keep a close watch on national trends and emerging research. College admissions continues to change rapidly, and the ability to anticipate what may be coming next is key to ensuring our students are well prepared. Members of the College Counseling team participate in professional research cohorts, attend national programs and conferences, visit colleges and universities, read literature, and stay active in networks that share real-time insights. This ongoing learning allows them to adjust programmatically with thoughtful care rather than urgency.
How Can You Help? Saints Connect Share your expertise as a guest speaker with Upper School students, student clubs, or specific classes.
Building Habits of Mind
Saints Shadow a Saint Offer in-person or virtual job shadowing to a Grade 11 or 12 student.
“By naming and assessing skills such as collaboration, planning, and follow-through, we help students focus on the parts of learning they can control,” says Mrs. Sohne-Johnston. “These habits — turning in work on time, seeking feedback, asking questions — are often the very traits college admissions officers say they value most.”
Conduct Mock Interviews Review a resume and conduct a mock interview with a Grade 11 student. This is designed for people who volunteer as interviewers for scholarships or admission to college/selective programs.
Just as importantly, our academic program shapes student habits of mind. One concrete example is the addition of “Academic Habits” feedback on Upper School report cards.
The School also continues to expand enrichment and leadership opportunities beyond the classroom. The College Counseling team actively researches and vets programs. Students have access to leadership seminars, statewide civic academies, national service awards, and more. Through these opportunities, students practice initiative, explore their interests, and learn how to be “scrappy:” resourceful, curious, and ready to build something meaningful.
Sponsor an Intern Provide professional experience (in person or virtual) to a Grade 12 student or young alum.
Finding the Right Path
Host a Field Trip Provide a place-based experience for students that enhances the content they are studying in a class.
Says Mrs. Miller, “Whether a student takes one course, conducts research, completes the full pathway, or steps in and out as their readiness evolves, the goal remains the same: to help students discover what excites them and how to pursue it with intention.”
Interested? Scan the QR Code or visit www.stab.org/ get-involved
The same spirit animates our Pathways Program. Students follow areas of interest in Civic Engagement, Arts Management, or Environmental Studies at their own pace. Nine senior “Pathfinders” are expected to fully complete the program this year, earning a special certification on their diplomas.
“Ultimately, our college counseling program is not about finding a single ‘right’ college,” says Mrs. Sohne-Johnston. “It is about helping students understand themselves and see the breadth of what is possible.” As the landscape changes, our values remain constant: care, collaboration, and the belief that each student’s path should reflect who they are and who they are becoming.
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Saints Succeed Compete in World LEGO Competition
Kate Reilly ’26
Kate Reilly ’26 Named 2025 Winner of the Congressional App Challenge
When Kate Reilly was a freshman, joining a club felt nerve racking. Where did they meet? What if she got the date wrong? When she had the opportunity to design her own software application in the Computer Science course in Grade 11, she knew this was a problem she could help solve. Today, Kate’s app, Club Hub, not only helps all Upper School students keep track of the many opportunities to get engaged with clubs, it has also been awarded the 2025 winner of the Congressional App Challenge for Virginia’s Fifth District.
Henry Dozier ’26 Awarded Congressional Award Gold Medal and 2026 Coca-Cola Scholarship For Henry Dozier, high school has been more than just academics; it has been a years-long commitment to personal growth, public service, and engaging with the world beyond the classroom, both locally and internationally. This school year, the senior’s efforts have been recognized with two prestigious honors: The Congressional Award Gold Medal and a 2026 Coca-Cola Scholarship. Henry is the first Coke Scholar in our school’s history and will be recognized in April in Atlanta at a banquet for fellow scholars.
Grade 8 Robotics Team to 12
St. Anne’s-Belfield School
The Grade 8 Robotics team, “Next Level,” is headed to Houston to showcase their talents at the FIRST Lego League (FLL) World Championship. Last year, many members of this same team took home top honors in robot design and are patent pending for the innovation project they created as part competition. In addition to improving their robot design for this year’s FLL competition, the team has been working with archaeologists from Colonial Williamsburg to design a float tank to help find small artifacts in soil samples.
Four School Members Among Writer’s Eye Competition Winners
St. Anne’s-Belfield School is thrilled to announce that four members of our community have been named winners in Writer’s Eye 2025, the Fralin Museum of Art’s 39th annual poetry and prose competition: • Taylor Meyer ’35: “A Life, A Cycle, A Story” — Elementary School Poetry • Sterling Gordon ’35: “Harbor Market” — Elementary School Prose • Josie Cohoon ’33: “The Cycle” — Elementary School Prose • Charles Fischer, Grade 5 English Teacher: “Looking at Park McArthur’s Polyurethane Foam” — University/ Adult Poetry
Grace Browne ’28 and Liam Gundersen ’28 Named “Best Delegates” at Harvard Model UN Conference
Liam Gundersen ’28 and Grace Browne ’28
Liam H. ’34 Represents School in Scripps Spelling Bee for Second Year
Grade 4 student Liam H. represented St. Anne’s-Belfield at the divisional qualifier of the Scripps Spelling Bee in Richmond on Feb. 17. Putting his spelling talents against students from Grades 1 – 8 from across the region, Liam came in fourth in the competition — the nation’s largest spelling bee, dating back to 1925. This is the second year that Liam has competed in the divisional qualifier, having also earned fourth place in the 2024-25 bee. Congratulations, Liam!
Student Composer CJ T. L. ’30 Receives Masterclass Recognition at VMEA Composition Festival At the VMEA Composition Festival this past November, works by Virginia middle school, high school and college students were celebrated, critiqued and performed. Among the participants was Grade 8 student CJ, whose “Concerto for the Double Bass, II. Scherzo” was selected for the festival’s masterclass, where CJ received feedback from composer Jonathan Newman.
Grace Browne and Liam Gundersen attended the 73rd session of the Harvard Model United Nations conference in Boston, an intensive international relations simulation at the oldest and most prestigious Model UN conference for high school students. Grace and Liam were assigned to represent the Russian Federation to prevent the militarization of outer space Their efforts earned them the conference’s highest individual honor: Best Delegate in the Special Political and Decolonization Committee. C.J. T.L. ’30
Charlottesville School Makes
Civic Engagement Part of the Curriculum By Sandy Hausman, WVTF. Reprinted with permission. Some critics of Virginia’s public schools complain that too much emphasis is placed on testing — that teachers spend too much time preparing students for the standards of learning tests. This year, Delegate Sam Rasoul has introduced a bill that would require the state Board of Education to develop an alternative path for students to get a high school degree without passing the SOLs. That program would, among other things, include civic engagement. A private school in Charlotteville has made that a central part of its curriculum. Last month, students at St. Anne’s-Belfield School set a record – drawing more than 100 donors to their annual blood drive. The event used to be organized by parents, but four years ago math teacher Josh Ross decided students could do the job, and he inspired them with his story. “My mom passed away from leukemia when I was in college. I remember when I would go to the hospital with her. She would be getting so many blood transfusions, and I just always wondered where that blood came from,” he recalls. “It just gives me so much pride to see all of these kids involved. They know they can have an impact.” The blood drive is just one of many activities that students can choose as part of a civic engagement program that begins in elementary school with kids joining in a canned food drive and a coat drive. Junior high students like Summerly Gulotta take part in Feel Good Fridays — preparing meals at a local inn where families can stay while relatives are being treated at UVA’s medical center. “I know that it’s a very important thing — especially for the families that can be suffering and are needing a place of comfort,” she says. “Going to the Ronald McDonald house is really rewarding and has shown me all the generosity and all the kindness that everyone does and can spread around and how much it can make someone else’s day.” And high school students like Katelyn Cusick can volunteer at the local animal shelter. “We walk dogs. We bake treats for them, we help clean out their cages. We make enrichment for them to help keep their brains occupied.” Others choose to work for the Special Olympics, the Paramount Theater, in pre-school classes or places that serve senior citizens. It’s all in line with the official mission of St. Anne’s-Belfield according to Head of School, Autumn Graves.
“We want our students to be strong in body, broad of mind, tender of heart, responsive in soul. I see the role of civic engagement as an important part of that,” she explains. “How do we think about building solidarity with those who are part of our community in different ways? How do you put your knowledge and your experiences into action to be in service to others Jensen C. ’31 and Summerly with the idea that when one boat rises, G. ’31 at Ronald McDonald they all rise?” House She thinks civic engagement builds self-awareness and a better understanding of the wider world. “We want our students to believe there is something bigger than themselves – that there is purpose outside of yourself, and I think when you do that, then once our students become eligible to vote, I think they make a more informed voting decision.” There’s a class for high school seniors called 21st century citizenship, field trips to observe Virginia’s Supreme Court, and classroom discussion of how to have productive exchanges rather than fights. “We teach them how to ask questions respectfully, how to figure out when is the right time to ask those questions, and I think our families have bought into this,” Graves says. Students learn to think deeply about issues, to understand what’s happening in our economy and government. School head Graves says kids can then plan and implement programs that make a difference in the lives of others. “I think that students often times can see solutions in really different ways, because they’re not so jaded or confined or so quick to realize what could be a downside or a negative. I want to encourage young people to not feel that they have to wait until they’re an adult to do something. It just takes one spark. That’s what I think we need more of in our world.”
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Saints on the Road
Year Two of Saints on the Road is a great success! This year, we gathered with alumni in Charlottesville, Richmond, Washington, D.C., Boston, Seattle, and New York City through engaging conversations with faculty and alumni voices on timely topics including Generative AI, how alumni can help current students find their passion, and what’s changed in college admissions.
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Charlottesville Founders Day, Tuesday, Sept. 9
New York City Saints on the Road, Monday, Sept. 15
Washington, D.C. Saints on the Road, Monday, Nov. 3
Boston Saints on the Road, Thursday, Nov. 20
St. Anne’s-Belfield School
Seattle Saints on the Road: Monday, Jan. 26, 2026
Richmond Saints on the Road: Tuesday, Feb. 3, 2026
YOU’RE INVITED TO THE
Maroon & White Gala This black-tie optional evening will draw more than 250 guests for an elegant seated dinner, live auction, and silent auction benefiting The Fund for St. Anne’s-Belfield, and a Fund a Need to establish an Experiential Learning Fund — providing opportunities for students of all ages to gain tangible, real-world experiences that make learning meaningful. Please secure your tickets by April 4, 2026 www.stab.org/maroon-white
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Student-Athlete Shines on the Stage and the Field When the school community gathered for Convocation in September, they were treated to a memorable performance from one of our own. Cam Vermeer ’27, a member of the varsity football team, a team that notably finished their fall season as state runner-up, took to the stage to share his hidden musical talents in a moving rendition of “Where I Belong” by Galactic and Irma Thomas. Following his performance, Cam spoke about the experience, his love for music, and how he balances his interests both on and off the field: “Playing guitar, I love it. I have played in front of people before, but I’ve never played in front of that many people. I was actually just sitting out by the Maroon Top and playing my guitar during my free period. Ms. Van Liew happened to be walking by and she thought that I sounded really good, so she made me go and talk to Mr. Southerland, our choir director. He asked me to participate in Convocation and at first I didn’t realize it was going to be a solo. So I started rehearsing with the choir and the bass players and the
piano and all that. I was nervous, but I wasn’t super nervous until I first walked into the gym and there were tons of chairs and stuff laid out for the audience. After Convocation, I heard about a lot of people that were just shocked that I could sing. It’s not normal for a lineman to sing. I’ve been playing football since grade six. Once I started playing offensive line for more competitive teams, it became more of like a mind game involving strategy and plays, instead of just a physical thing. I play music more to relax. It’s more of a hobby. And football is the exact opposite. I would love to go play football in college. That would be the dream.”
Mathletes Program Making Strides Grade 7 Mathematics Teacher Sara Hampton and Lower and Middle School Dean of Academics Michele Mathieson P. ’14 have expanded the Mathletes program this year to include eager Lower Students. A growing interest led to the expansion into new grades and has even required an expansion into new spaces as this large group of students now meets in the Belfield Campus Dining Hall to accommodate all the young problem-solvers. Ms. Hampton and two students share their experience below: Amalie B. ’33: “I love doing the math that they give us since it’s not just at our grade level but is for older grades as well. It’s not what you would usually get in any math class. When I was in the Lower School last year and got to spend some time with the Middle School Mathletes, I remember really enjoying having the older kids help me out. And now that I’m a middle schooler it’s cool to see the younger kids get excited about math.” Sara Hampton: “Mathletes is a weekly competition and on Thursdays the Middle School kids get together and do a competi16
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tion against other schools. Last year, Michele Mathieson had the brilliant idea of involving the Lower School students. So on Tuesday mornings now we have probably 50 to 60 kids, which includes third and fourth graders and then all ages in the Middle School, working together and solving math problems. I’m often blown away because they’ve figured out a way to solve the problem that was either more efficient or just different than the way that I had thought about solving the problem.” Will H. ’33: “I love getting very challenging questions and being able to figure them out and push myself. Being able to do challenging questions is something that I would do everyday if I could. And it’s really cool being able to see the Lower School students and be getting to work on the same questions as them, even though they’re in a younger grade.”
Running Across the Country,
One Friday at a Time What started as a simple Friday jog during P.E. class is adding up to something big. Students on the Greenway Rise Campus are tracking their distance all the way across the country, turning their weekly runs into a cross-country journey. Here’s what Brad Connors, K – 6 Lower School Physical Education (P.E.) Department Chair, had to say: One thing we’re focusing on from our P.E. department is running, and building a community of runners. The way we’ve been doing that in the past, and we’re continuing this year, is by doing our
Friday jogs. We start the year running for two to three minutes during P.E. class and then throughout the year we add a little bit of time to create an incremental change. Our students can then look back and see the growth throughout the year without really noticing it in a huge way each week. We also wanted to pull apart the stigma attached to running and make it less about a race and winning. We wanted to shift our mindset to finding your own pace and your own speed. One thing we do to help motivate students is we track their progress across the country. Using a map we start off in Charlottesville and head west, converting their mileage in class to miles on the map. They made it a third of the way across the country at the end of last year, and we’re picking up right where they left off. Every week we check in on the map with the students and we talk about where they are in the country. Dr. Graves has joined in that effort and it was really fun to see the students watch the Head of School run with them. I feel really fortunate that Dr. Graves teamed up with us and is part of this idea of building a community of runners. It’s great to have her be a part of the process, and the students really enjoy having her participate alongside them.
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Preparing Saints for a World
That Runs on Math Curriculum Enhancements to Launch in 2026-27 When many parents today were students themselves, learning math was largely a passive activity. Teachers imparted knowledge. Students received it. Rote memorization of procedures and formulas were tantamount to success. On the test, one might encounter a word problem — often involving two trains traveling at different speeds — that felt disconnected from real life and students hoped to leave behind forever once the test was over.
ing of key mathematical concepts.
Simultaneously, the Upper School Integrated Mathematics curriculum is being reinvigorated with an increased focus on interdisciplinary, real-world problem-solving and strong preparation for advanced application in Calculus, college, and career. Research underscores that student outcomes are improved when they are able to not only understand mathematical concepts, but also apply And for the most part, they did exactly that. the procedures and modify Parents recall sitting through Algebra II and to different prob“There is intentionality in build- strategies Geometry, but frequently claim they never use lems and contexts.456 ing mathematical vocabulary, “We educate and prepare those concepts in their everyday lives. Yet in today’s world, mathematical thinking is anything conceptual understanding, students to answer the quesbut obsolete. tion, ‘What does the world
and procedural practice, all of
From data science and engineering to carpenwhich contribute to building try, sports analytics, game design, and fashion, math is encountered, contemplated, and applied students’ mathematical skills every day. It’s far from the abstract boogeyman and confidence.” on a math assessment from days of yore. Some might say that real-world problems are solved in — Middle School Math Department Chair Sara spite of the passive way math was taught to past Kronstain generations, not because of it. At St. Anne’s-Belfield, active learning has long been a signature of our academic program, including in many parts of the math curriculum. And beginning in fall 2026, it will be even more so. Following a comprehensive Mathematics Department curriculum review conducted over the 2024-25 school year, the School is excited to announce that Kindergarten through Grade 6 will “Our goal is not transitioning to Illustrative acceleration for be Mathematics (IM),1 a probits own sake, but lem-based curriculum informed understanding” by the scientific principles of — Assistant to the Head of how students learn math. The program’s emphasis School for Special Projects on deep conceptual David M. Miller understanding and student-centered discussion will even better prepare younger Saints for the increased rigor they will encounter as they advance in our program and beyond. Today, more than 2.6 million students representing 1,900 schools and school districts use the IM curriculum,2 which is one of the few curricula to earn a 100% rating from EdReports3 for intentional development of students’ conceptual understand-
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future may hold.”
need from me?’” says Head of School Autumn A. Graves. “As science, technology, and data continue to shape nearly every field, it is essential that students have an excellent command of math to be able to meet the moment, both now and for whatever the
Says Marcus Sesin, P. ’38, Grade 4 teacher and K– 4 Mathematics Department chair, “IM offers students a chance to not only develop foundational math skills, but apply those skills in context
through real-world problems, rather than primarily focusing on skills and procedures.” For students in need of extra support, says Grade 6 Math Teacher and Middle School Math Department Chair Sara Kronstain, P. ’33, ’35 & ’38, “Illustrative Math lessons provide a flexible approach to instruction that allows teachers to offer scaffolding and support for students who need it. There is intentionality in building mathematical vocabulary, conceptual understanding, and procedural practice, all of which contribute to building students’ mathematical skills and confidence.” For more advanced students, Mrs. Kronstain says, the program’s problem-based approach allows them not just to learn about math but to do math. “This is exciting for all students, especially those who are ready for a challenge.” Additionally, Illustrative Math offers differentiation opportunities at each grade level. For example, Grade 5 students may explore ratios by comparing different baking recipe mixtures, using tables, double number lines, and multiplicative reasoning to determine whether the ratios were equivalent. For students ready for an additional challenge, the task may naturally deepen into scaling ratios by non-whole-number factors, analyzing unit rates, and allowing students to design their own equivalent-ratio scenarios to justify and defend using precise mathematical reasoning. Says Mrs. Kronstain, “for students who are ready to go further, this invites them to dive deeper into grade-level content and to make connections between mathematical concepts. These extensions and differentiations create meaningful opportunities to engage and excite students about math.” To support a thoughtful and successful rollout of the new curriculum, K – Grade 6 teachers will engage in targeted professional development on Illustrative Mathematics. They’ll also follow a oneyear bridge plan custom-designed for our School that connects the current Singapore Math to the new program. The School is also investing in its people to support students across divisions, including new positions to expand capacity in K–4 math and computer science, and to support Upper School math instruction, standardized test preparation, and small-group tutoring.
“Our goal is not acceleration for its own sake, but understanding,” says Dr. David M. Miller, assistant to the head of school for special projects. In July, Dr. Miller will step into an assistant head of school position, overseeing the academic curriculum across all divisions. “By investing in our teachers and focusing on rich, meaningful problem-solving experiences, we create multiple pathways for students to engage deeply with mathematics, explore extensions for those who are ready, and build a foundation that will serve them well across disciplines.” We look forward to hosting a coffee this fall for parents/guardians to learn more about this curriculum. Together, these changes reflect St. Anne’s-Belfield’s longstanding culture of continuous, research-based improvements to serve students’ evolving needs. Our goal is for students to continue experiencing math as a living, relevant discipline and be equipped to apply their learning with confidence and purpose.
Endnotes
1 https://illustrativemathematics.org/ 2 https://illustrativemathematics.org/impact/ 3 https://www.edreports.org/reports/detail/illustra tive-mathematics-v360-2025/kindergarten-to-second/ gateway-two 4 https://www.frontiersin.org/journals/education/arti cles/10.3389/feduc.2025.1731307/full 5 https://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/#:~:text=Procedural%20fluency%20is%20the%20ability,another%20 (NCTM%202014%2C%202020%3B 6 https://link.springer.com/article/10.1007/s11858-02401578-8
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New Lower School
Leadership Lisa Keeler, P. ’15 & ’16 to Retire After 22 Years at the School; Julie Brooks to Assume Leadership of the Lower School in July, 2026. We are excited to announce that Julie Brooks has been selected as the next head of the Lower School. This follows a national search led by Strategenius and supported by an advisory committee composed of faculty and administrators. Out of more than 50 applicants with diverse backgrounds and experience, Ms. Brooks stood out for her deep well of pedagogical knowledge, clarity of vision, commitment to St. Anne’s-Belfield’s mission and values, and her genuine respect for children, families, and educators alike. “She is experienced, incredibly knowledgeable, and I love her focus on social-emotional learning,” said one parent who met with Ms. Brooks as part of her on-campus visits. Said a teacher, “Her leadership style seemed to be a great mix between child-centered and teacher-supportive, with a strong understanding of child development and effective, joyful, and purposeful leadership mixed in.”
“St. Anne’s commitment to inclusive excellence, its extraordinary resources, and the balance of warmth and rigor makes this an especially compelling role,” says Ms. Brooks. “I am honored to partner with faculty, families, and leadership to further strengthen the Lower School.” Says Lisa Keeler, “From the moment I met Julie, I knew she was the right person to guide the Lower School into its next chapter. Julie brings incredible experience, insight, instinct, and wisdom to this work, and I couldn’t be more excited for St. Anne’s-Belfield.”
Says Head of School Autumn A. Graves, “Julie’s extensive experience with curriculum alignment and the Reggio Emilia approach opens up so many opportunities as we continue to fully realize our Portrait of a 2036 Graduate. It is clear after speaking with our dedicated and experienced faculty and with Julie’s current and former colleagues that she is both an educational Ms. Brooks brings more “From the moment I met Julie, I knew and cultural fit for our school commuthan three decades she was the right person to guide the nity. We are confident she will continue of experience in early the excellent work spearheaded by Lisa childhood and elemen- Lower School into its next chapter. Keeler and will lead the Lower School tary education, includwith clarity, compassion, and purpose.” Julie brings incredible experience, ing senior leadership roles at independent insight, instinct, and wisdom to this schools across the work, and I couldn’t be more excited country and interfor St. Anne’s-Belfield.” national training and teaching experience. — Head of the Lower School Lisa Keeler Notably, in recent years, she served as the inaugural head of school at KLA Academy in Miami, an infant through Grade 5 school with a program guided by the Reggio Emilia Approach to student-centered, experiential learning. There, she shepherded the school through a period of significant growth, established systems and positive culture, and expanded enrollment before leaving to support family on a planned, short-term basis. Ms. Brooks also served as lower school director at the Latin School of Chicago and Hammond School in Columbia, S.C., and held multiple senior leadership roles at St. Mary and All Angels School in California. Ms. Brooks holds a Master of Education from the University of North Texas and a Bachelor of Science from Texas A&M University, with a focus on elementary reading, and early childhood education. She is currently the preschool director at First Presbyterian Preschool in Atlanta, where she’ll complete the school year before relocating to Charlottesville. Throughout her career, Ms. Brooks has been known for creating environments where inquiry, rigorous academics, and joyful play live side by side. 20 St. Anne’s-Belfield School
DREAM, GOAL, MATCH
Alaja Gough ’26 Receives Prestigious QuestBridge Match Scholarship How does a dream become a goal? Through hard work, effort, and support from others who believe in you — at least, that has been Alaja Gough’s ’26 experience. The senior joined St. Anne’s-Belfield in Grade 9 with a dream of becoming the first member of her family to attend college. And now next fall, she’s poised to attend Washington University in St. Louis (WashU) on a full four-year scholarship through the prestigious QuestBridge program. “The gratitude I feel for everyone who has supported and believed in me is beyond measure.” says Alaja. A dedicated visual artist, Alaja is a member of the Arts Management Pathways Program, an editor of “PLUM” student art magazine, and is completing an Independent Study on landscape architecture and preservation of natural ecosystems. Says Visual Arts Department Chair Frank Phillips, P. ’36, “Alaja is a student who can lift a studio classroom — in the high level of original work produced, and also in the joyful attitude she radiates.” QuestBridge National College Match connects high-achieving high school seniors with scholarships to one of 55 college partners, representing many of the nation’s top colleges. Alaja is one of 2,550 students to be matched through the early admission round. Scholarship recipients represent all 50 U.S. states and the District of Columbia, as
well as the territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico. More finalists become scholars through the regular decision and other admission rounds, adding to a community of more than 35,000 QuestBridge scholars and alumni globally. “This year’s Match Scholarship Recipients embody excellence in so many ways, and we’re excited to support them as they continue to dream big,” said Ana Rowena Mallari, co-founder and CEO of QuestBridge, in a written release. “Since QuestBridge’s founding over 30 years ago, we’ve witnessed the incredible impact our Scholars can make in their lives, families, and communities, and we know that this year’s students will make a positive impact, too.” Each Match Scholarship Recipient receives admission and a full four-year scholarship to a QuestBridge college partner. The Match Scholarship, provided by the college or university, is made up of a generous financial aid package that covers the full cost of attendance, including tuition, housing and food, books and supplies, and travel expenses. Says Alaja, “Being a first-generation student and having the opportunity to keep pursuing my goals and dreams at such an incredible school fills me with more pride than I ever expected.” Alaja (right) works on a mural with her Big Sister, Erin, through Big Brothers Big Sisters.
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Performing and Visual Arts Scenes from Lessons and Carols, Middle School orchestra and choir concert, Grade 3 & 4 Music & Movement performance, the Upper School fall play, “A Midsummer Night’s Dream,” the Upper School musical “Ride the Cyclone,” and the Middle School play “The Witch’s Princess.”
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