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When I was in second grade, my family went through a hard year financially. We moved across the country and we were surviving on a school bus driver’s income. Luckily, we had a roof over our head, thanks to a family friend who had taken us in, but I remember eating a lot of soup and buying second-hand clothes for $1.00 a bag.

I never wanted my children to experience the shame that comes from comparing yourself to others and feeling that others are looking down on you. As an adult, I had the privileges that allowed me to provide my children with a home that they have always lived in and an abundance of food, clothing, and toys. As they grew, I wondered if there was a downside to never knowing financial instability. How could I teach them to appreciate what they had, spark their desire to help and serve people who are facing challenges, and right injustices?

When my mom wanted to take my kids to deliver toys to children in need for Blue Santa, I was excited for them to have a first-hand experience where they might recognize their privilege and develop empathy for other people’s struggles. I remember my daughter coming back with wide eyes and excitedly telling me about a large family that lived in a small trailer and how happy and appreciative they were. I could tell it had made a big impression on her. It became a tradition that my kids eagerly awaited. Still, I wanted to do more than one yearly service experience.

Studies show that the benefits of gratitude for kids and adults include better mental and physical health. We are happier, sleep better, and have less stress and better resilience when we practice gratitude. Young children need lots of chances to see gratitude modeled, be of service to others, and be encouraged to reflect on what they are grateful for. We often ask children to talk about thankfulness around Thanksgiving, but how can we work toward developing empathy year-round?

• Daily sharing at a meal about something each family member is grateful for.
• Finding ways as a family to help others through donations or time.
• Practicing random acts of kindness and expressing appreciation when you see or receive acts of kindness.
• Taking a gratitude walk and using your senses to notice and appreciate nature.
• Giving your child age appropriate chores, working together as a team, and giving specific feedback, for example, “You set the table. That was helpful!”

Gratitude is especially important during this stressful and uncertain time. My prayer for our school family is that we can nurture gratitude in ourselves and in our children, not only during the holiday season, but throughout the year.

Gigi Khalsa ,
Head

Dear Families,

I hope you and your family are well. We are missing you and looking forward to the start of school. As we prepare our hearts and minds for this new adventure, I thought it was important to reach out to you. I would like to speak with you directly about your questions and concerns. I will be calling each family. Please sign up here if you would prefer a scheduled time for a check-in phone call.

I know it is an uncertain time and we’ve all been affected, but I draw comfort from knowing that we are up to the challenge. The teachers and I have been attending a variety of Southwest Association of Episcopal Schools (SAES) and National Association of Episcopal Schools (NAES) webinars, and reading current Center for Disease Control (CDC) and Texas Education Agency (TEA) guidelines, to stay up to date on the science that informs our procedures and policies.

What we know now is that children are less likely to get Covid-19, and of the smaller number that contract the virus, few have severe symptoms or are hospitalized. It is also encouraging that the American Pediatric Association has recommended that children go back to school, when safety precautions have been met, and they are emphasizing the importance of mental health and social and emotional needs for child development.

https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/

While children are less likely to transmit Covid-19 between each other, there is a higher risk of transmission between children and adults. Since we do not know who in our community is high risk or has a high risk individual in their household, it is imperative to implement the best practices possible to ensure the safety of our students, teachers, and families. We know we can not avoid all risk, but we can make changes using current science to prevent the virus from entering the school, and mitigate spread from any possible case. I want to share those changes with you.

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Update on Health and Safety Procedures 

Daily health screening and temperature checks for all staff and students:

• Staggered pick up and drop off times outside of the building at our two carpool areas
• Greeting you at your vehicle where you are given a sanitized touchless thermometer to take your child’s temperature & check in about any changes in your child’s health
• Hand sanitizing for all students before entering the building

Increased cleaning and disinfecting with CDC approved methods & cleaners:

• Daily use of an electrostatic sprayer which is shown to be most effective in sanitizing every surface https://victorycomplete.com/#applications 
• UV light used daily to disinfect all classrooms
• Three month supply on hand of disinfecting wipes, hand sanitizer and cleaning products 

Strict sanitation and handwashing routines throughout the school:

• Hand washing will be done immediately on arrival, before and after each activity, and as always before and after eating, after using the bathroom, and after going outside
• Sinks and toilets will be used by one child at a time 
• Toilet lids will be closed before flushing to avoid germs spread by water spray

More ventilation and cleaner air:

• Air purifier will be use to clean the air https://www.nuwaveairpurifier.com 
• Windows will be opened for air circulation
• More time will be spent outside in both free play and structured learning activities

Increased spacing, small groups and limited mixing between classes:

• Class size is limited this year 
• Yellow room will be used to split classes larger than 11 children into smaller groups 
• Early Birds and Stay & Play (before and after school care) and Chapel, will use the cohort model, where no more than 22 possible children will be mixed, with Red and Blue room students in one cohort and Green and Orange room students in another
• Students enter and exit from the playground classroom doors to limit shared use of the hallway and Orange room uses the double red doors
• Social distancing taught in the first week and encouraged as much as possible
• Separate classroom materials for each child 

Masks and face shields:

• All teachers, staff members, and adults on campus will wear a mask 
• Masks are not required for students and may not be developmentally appropriate for young children
• Masks are encouraged for children who are comfortable with wearing and handling it
• Child-friendly face shields will be provided for each student, for small group times and other activities as needed, cleaned daily and kept in cubbies

Limited access to school building by adults:

• Non-staff adults will only be permitted inside the building on an as-needed basis with a health screening and temperature check
• All events, meetings, and conferences through December will be virtual, or limited to one family at a time with social distancing, masks for adults, and cleaning and disinfecting between

School calendar allows for emergency shut downs:

• Added 38 flexible make-up schools days to the calendar to use as needed
• On-line learning will be used to maintain connection with students, knowing that young children learn best with a hands-on, play based curriculum that we can provide during make-up days 

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Suspected or Lab-Confirmed Covid-19 Protocols

Children, teachers and staff will be sent home with suspected Covid symptoms:

• A fever greater than or equal to 100 degrees or 
• Any of the following unusual symptoms: loss of taste or smell, cough, difficulty breathing, shortness of breath, headache, chills, sore throat, shaking/excessive shivering, muscle aches and pains, and diarrhea

If diagnosed with Covid-19, the person may come back to school when ALL three of the following conditions have been met:

1. Three days or 72 hours have passed since the recovery with no fever reducing medication
2. Improvement in symptoms
3. 10 days have passed since symptoms first appeared

If the person has symptoms, but does not get evaluated by a medical professional or tested for Covid-19, they may not return to school until completing the three-step process listed above.

If the individual has symptoms, but wants to return to school before completing the stay at home period, they must do ONE of the following:

• Get a medical professional’s note that clears them to return based on an alternative diagnosis 
• Receive two negative Covid-19 tests at least 24 hours apart

If a child has symptoms at school, they will be separated and moved to an isolation area and:

• Child’s temperature will be taken immediately
• A tent in the Head of School’s office will serve as an isolation area while waiting to be picked up by a parent
• Any school area used by that child will be cleaned as quickly as possible

Parents will be notified when:

• Someone in close contact at school develops symptoms
• There is a lab-confirmed case anywhere in the school

Parents must:

• Report close contact with any individual who has lab-confirmed Covid-19 and have the child stay home for the 14 day incubation period
• Ensure that they don’t send children to school with Covid-19 symptoms listed above

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Thank you for both your patience and bravery during this unprecedented time. We love our small, tight-knit school family.  We know that you will help us to keep kids and teachers safe by following our new protocols and procedures, and being flexible when those have to change based on new information. None of us have been in this situation before and we will need to give each other grace, and be ready to adapt and learn as we go. The staff and I are encouraged by what we’ve learned so far, and excited to get back to work! I look forward to speaking with you soon.

Wishing you well,

Gigi Khalsa, Head of School

Diversity, Equity and Inclusion at All Saints’ Episcopal Day School

As a faculty, we want you to know that, although this is a never ending journey, we are committed to diversity, equity, and inclusion. Our dedication to social justice and peace among all people is part of our Episcopal identity. It can be seen in our curriculum, service projects, and chapel themes where we nurture respect and love for the dignity of every human being.

As educators, we want to actively fight racism. The faculty is doing a book study together to start conversations that can sometimes be uncomfortable. We know that we have to examine our own assumptions and beliefs, and work to develop our personal knowledge and growth.

We commit to every child’s experience being seen and heard. We will continue to develop curriculum where differences in our bodies, families, and lives are acknowledged and celebrated. Research tells us young children do notice differences and if we are silent, we only communicate that there is something wrong with talking about them. As children start to recognize that differences are a strength, we will help them reflect on inequality and what we can do to work towards justice.

We commit to using literature for sharing and telling the stories of individuals because we know that increases moral growth, intellectual curiosity, and promotes respect and understanding. Having a diverse library will provide students with both mirrors and windows into the world. Brenna, our Red Room teacher and our new Librarian this year, has already added 20 new titles that include people of color, and she is dedicated to finding more titles that will help children become thoughtful and brave.

Ms. Mo, our chaplain, is committed to a new Chapel theme this year: “Love your neighbor as yourself.” We are going to use common language about the head, heart, and hands of each child. Our heads are used for thinking and learning, our hearts for loving and showing compassion, and our hands for doing and serving God’s people.

The command to “love your neighbor as yourself” will be the foundation of our Chapel lessons this year with a heavy emphasis on celebrating diversity, and the ways we can serve and stand up to the injustice in our community. UT’s adage states that “what happens here changes the world,” and we firmly believe that it’s our littlest learners who can make that happen.

This upcoming year we will be looking for even more ways to work on social justice as a school family. Below are some resources that may be helpful to your family in addressing these issues at home.

Please share any resources you have. Let’s learn together!

• A kindergarten teacher explains racism to young kids: “You Have the Voice”
• Sesame Street & CNN had a town hall on racism for kids and parents
• PBS is having a special event for parents: Talking to Children Authentically about Race and Racism on Tuesday, June 9th at 3:30
• The Austin Child Guidance Center and Trauma-Informed Care Consortium of Central Texas are holding an online panel discussion: Talking to Kids about Race and Racism on Thursday, June 11 at 5:30 pm

Dear Families,

It is hard to be apart during this challenging time. Our All Saints’ School family is a source of comfort and support for children and adults alike. We miss you! We want you to know that we are planning and working hard to ensure that when we are able to come back together, we will have a safe, loving, and nurturing learning environment. It may look different than what we are used to, but it will still feel like home.

Our leadership team has been researching best practices for preschools to reopen. We have studied the recommendations from the Center for Disease Control (CDC), Texas Education Agency (TEA), and Southwestern Association of Episcopal School (SAES), as well as examples of national and international schools that are implementing new procedures. There is a great deal of information that continues to evolve every day, and we are flexible and ready to adapt as quickly as possible to changes that need to be made. We are committed to keeping you informed of our decisions and plans as they develop.

Here are some of the changes to procedures and calendar that we have determined are most important at this time:

HEALTH & SAFETY PROTOCOLS
The School is finding and investing in the best ways to safeguard the health of students and Staff. Some changes will include:

• Increased cleaning and disinfecting with CDC-approved methods and cleaners
• Temperature and wellness checks upon arrival
• Increased hand-washing routines
• Cleaning the air with a filtering machine and more ventilation
• Masks for adults
• Pickup and drop-off outside the building
• Increased spacing, small groups and limited mixing between classes
• Separate writing tools and craft materials for each child
• More time spent outside
• Rotating toys, and removing toys that cannot be easily cleaned and sanitized

CALENDAR
We are so proud of how quickly our Teachers adapted to online learning. It was a steep learning curve to quickly determine what content would be most important and the platform that would work best. Our Teachers used Zoom, YouTube videos, FaceTime, and activity packets as appropriate to the age of our students. As Early Childhood educators, committed to hands-on learning through play, we knew that it was not ideal. After reflecting as a Faculty on how it went for our students, we decided that next school year we would prefer to make up as many days as possible, and use online learning tools as a way of staying connected with our students.

To reach this goal, our calendar will start earlier and build in make-up days at the end. We will still have our typical number of instructional days, but there will be an extra 37 flexible school days in May and June that can be used in the event that we have to stay at home at any point during the school year. We hope the new calendar attached to this email will reassure you that your child will not be missing out on important learning time, and you will not feel pressured to provide home schooling, should we have to be apart again.

Please see the full calendar for a draft of our expected year.

We are blessed to have a loving and supportive community. Thank you for your understanding and flexibility during these uncertain times. We will continue to update you as decisions and plans become more refined. We look forward to welcoming all of you back to our sweet little school.

Wishing you well,

Cindy La Porte and Gigi Khalsa
All Saints’ Episcopal Day School

I had the extreme good fortune to grow up knowing my three great grandmothers, two grandmothers and mother. All six were strong women who put their families first and believed in the power of love and prayer. They also all modeled the importance of being compassionate to everyone at all times, with no exceptions. As time passed, I acquired three other mothers – my husband’s mother, my best friend’s mother and another best friend’s older sister. They too were all cut from the same “mother mold.”

My mom was the last of my six biological mothers to die and that was in 1997 and yet I can still remember her encouraging words, her gentle touch, and her beautiful smile. Mom and I shared the same birthday and every few years, our birthday was on Mother’s Day. When I was young, I was sometimes sad that the day of celebration was not focused on me alone. However, after our son Marcus was born, I better understood the intense emotion my mom must have felt every time we celebrated our special days together.

My prayer today is that you and I can be the kind of inspiration to our own children, grandchildren or great grandchildren all my mothers were and still are to me. Or, that you can be the child who can, with thankfulness of heart, openly receive the love offered to you by your mothers. Wishing you the best Mother’s Day ever!

Cindy LaPorte ,
Head

The sunrises lately have been spectacular. “The heavens declare the glory of God; the skies proclaim the work of His hands.” (Psalms 19:1) Author Max Lucado suggests, “Nature is God’s first missionary. Where there is no Bible, there are sparkling stars. Where there are no preachers, there are spring times. Where there is no testament of Scripture, there is the testament of changing seasons and breath-stealing sunsets. If a person has nothing but nature, then nature is enough to reveal something about God.”

As a child I remember these as my favorite family times: lying on a quilt in our small yard and identifying shapes in the clouds as they floated overhead; fishing from a tiny pier that was across Corpus Christi Bay, next to a small cabin that we shared with other families; standing under the stars on Bob Hall Pier on Padre Island late at night watching the tarpon run; and hiking on the hundreds of acres that my dad and his hunting buddies leased every year. While many great things happened inside our home, nothing could compare to the times we spent together outside. These were quiet times perfect for reflection without interruption. It was quality time spent listening to my parents and grandparents share how they spent their childhoods and learning what they knew to be true about nature. The stories may not have been Sunday school lessons in the traditional sense, but they were certainly opportunities for developing an appreciation for all that God has created.

My prayer for us as we celebrate the 50th Anniversary of Earth Day is that we will never be too busy to teach our children and grandchildren why God had reason to be pleased after making the heavens and the earth. I pray too we will make an even greater effort to reverse climate change, reduce waste and plastic pollution, prevent harm to wildlife, and improve air and water quality. Let’s commit to making every day Earth Day!

Cindy LaPorte ,
Head

From a distance the world looks blue and green
And the snow-capped mountains white
From a distance the ocean meets the stream
And the eagle takes to flight
From a distance there is harmony
And it echoes through the land

You may remember this song, made famous by Bette Midler in 1990. In our current “distanced” world-so characterized by social distancing and all-distance learning, it came to my mind recently. The more the song stuck in my head (one of those times where you can’t seem to get rid of a tune lingering there!), the more I realized it spoke in remarkable ways to the current, surprising condition of our world.

Since we have all been at home, some unintended consequences have been taking shape in our environment. The air is cleaner, thanks to the absence of automobiles and airplanes, mountains have made shocking appearances in places where they are rarely seen in normal times, and there have even been reports of dolphins in the canals in Venice. While we have retreated inside our homes, the environment is experiencing a reprieve, the world looks at least a bit more blue and green.

The human response to COVID-19 is nothing short of remarkable. Indeed, it is a tribute to human agency, what we are able to do when we summon our wills, move beyond self, and look out for the well-being of others. We see it in what our faculties have been doing for students these past weeks, the daily, uncommon courage of health care workers and those employed by essential services, and now we see it, in unintended ways, in the manner in which the world around us has undergone a brief moment of healing as our carbon footprints have been drastically reduced.

There is one way in which Bette Midler’s song has never rested well with me: the refrain that “God is watching us, from a distance.” The spirit of human agency which we have witnessed so splendidly these past weeks is a tribute, in my mind and heart, to the immediacy of God at work, not to a God that simply watches from a distance.

A reminder: we have struggled and worked very hard over the past years to instill in our students a spirit of agency, to give them a sense, in spite of their reluctance, that they have the capacity to influence the world into which they are entering. These past weeks alone have given us a most poignant example of just that: we can make a difference.

What’s more, just as we have managed to make a difference-albeit indirectly-in our environment through our inaction, consider how we might take that depth of human agency, going into the future, and make a more direct, intentional impact on the well-being of our planet.

The Rev. Daniel R. Heischman, D.D., Executive Director
This message was sent to you from the National Association of Episcopal Schools.

When I was young, we kids were upset when it got dark because it meant that our parents would soon be calling us to stop playing and to come inside. We celebrated when we were allowed to play hide and seek after the sun went down. Searching in the dark helped us learn to slow our pace and to draw on all our senses to guide us to success. Consequently, I’m sad when I learn that children are afraid of the dark. I have to wonder if some of that fear is the result of closed windows and nightlights. Although I would not advise that you go without air conditioning full time, I do believe that open windows at least allow children to become familiar with the night sounds.

I can remember my sister, brother and I being sung to sleep by the chirping of the crickets and cicadas. And, I recall being awakened by the leaves rustling or thunder in the distance. We would reach for the sheets and turn over with smiles on our faces, because both those sounds meant that a cool breeze would soon be blowing through the windows. We could also recognize the distinctive barks of the neighborhood dogs and knew when cats were on the prowl. Even unfamiliar noises were not to be feared; they provided us an opportunity to use our higher level thinking skills or, our imagination.

As adults, we travel a variety of paths in life. How we approach a path determines our success in reaching our destination. It’s easy to navigate when there are no unknowns and when we can see far enough ahead to adjust our route. Not every thing we encounter in life however is planned. So, we must also learn to draw on our inner strength and keep the faith that something previously unnoticed will guide us out of the darkness.

My prayer for us this month is that when something unexpected or unfortunate occurs, we will remember that the stars and moon are not visible in bright sunlight. And just as surely as the sun sets, it also rises.

Cindy LaPorte ,
Head

When I came to All Saints’, the Librarian’s position was filled each year by an intern who was enrolled in UT’s Information and Library Sciences program. Before the school year ended, the current intern would recommend a classmate to be hired for the upcoming year. In 2006, I offered Gigi Khalsa the position primarily because of her educational background and previous teaching experience. The next year, I asked her to not only stay on as the Librarian, but to also be our Kindergarten Teacher.

After the Faculty attended an eight-hour Conscious Discipline workshop that introduced us to the importance of social-emotional learning, Gigi expressed an interest in learning more about this program, so she attended a week-long Conscious Discipline workshop. She then helped launch a transformational, whole-school solution for social-emotional learning, discipline and self-regulation. When our Music Teacher left, Gigi volunteered to take guitar lessons and to enroll in a Music Together training course and afterwards, elevated our music program to a higher level. Despite her desire to be a lifelong learner, periodically she would look at me and say, “I would not want your job.”

Before school ends each year, I meet with Faculty members to help them set goals for the upcoming school year. In May of this year, Gigi shared that she was prepared to stretch herself again; she planned to apply for the job as Head of School. Then she said, “I can tell by the expression on your face that you are surprised with this news.” Before I could even respond, she added with a laugh, “I am too!” I had never seen Gigi have a bigger smile or a more beautiful glow to her skin. While she might not have recognized it at that precise moment, I knew without question that God was calling her to lead this sweet little school.

I am thrilled that Gigi’s willingness to serve is perfectly timed with my retirement. It has been said that if we come to the edge of the unknown, we will either find solid ground to stand on, or we’ll be taught to fly. When I give thanks to God for my blessings this Thanksgiving, I will thank Him for empowering Gigi to take a leap of faith. My prayer is that you will join me in supporting her as she begins this new journey.

All Saints’ is proud to share the very exciting news that our own Ms. Mo was awarded the 2017 Connie Wootton Excellence in Teaching Award for Early Education at this year’s conference of the Southwestern Association of Episcopal Schools!

Her incredible work in her classroom, in her curriculum, and as the All Saints’ Chaplain has left an indelible mark at the School and with our Families.

Like all our teachers, Ms. Mo means so much to so many of the families in our school community, but it is very exciting to see her amazing work recognized by a broad group of her peers.

Members of the Faculty, Head of School Cindy La Porte, and members of the Board of Trustees were on hand to cheer on Mo’s wonderful accomplishment.