2025–2026 Red&Gold

THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL for BOYS RED&GOLD

shaping the Exemplary Young Men our world needs

RED&GOLD THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL for BOYS

OUR MISSION Cathedral School for Boys cultivates exemplary young men who are scholars and leaders of strong moral character. Our approach is guided by a commitment to intellectual inquiry and rigor and our Episcopal values of community, integrity, and service to others. ON THE COVER: At Cathedral, our youngest students look up to the older boys, and our oldest boys discover purpose in guiding those who follow. Whether through buddy programs, leadership opportunities, or everyday interactions, these relationships help shape the exemplary young men our world needs: men of intellect, integrity, and character.

Cover photograph by Hayley Richards, Senior IT Manager, Cathedral School for Boys

Cathedral School for Boys , a department of Grace Cathedral, is accredited by the California Association of Independent Schools (CAIS), and is a member of the National Association of Independent Schools (NAIS) and the National Association of Episcopal Schools (NAES). As an institution with 501(c)(3) nonprofit status, it relies on the generosity of individual and community support and an active Parents Association to fund its annual operating and capital needs. If you would like to make a gift to the school or would like more information on how you can make a difference in the lives of the school and our boys, please contact Cathedral School for Boy at info@cathedralschool.net. All gifts to the school are fully tax- deductible as allowed by law. CATHEDRAL SCHOOL FOR BOYS 1275 Sacramento Street, San Francisco, CA 94108 • 415-771-6600 info@cathedralschool.net • www.cathedralschool.net

IN THIS ISSUE THE PATH WE WALK TOGETHER The Path We Walk Together

02 02 06 08 09 10

Shaping the Future

Shaping the Mission to Match the Moment The Habits That Shape a Cathedral School Boy

The Labyrinth and the Shield Carrying the Mission Forward

PORTRAIT OF A GRADUATE

HABITS OF SCHOLARSHIP

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Designing for Depth: How Cathedral Puts Academics First

Building Strong Writers: How Cathedral Continues “The Writing Revolution” Math at Cathedral: How Challenge and Purpose Shape Learning Where Stories Take Root: How Cathedral Builds a Culture of Reading CSB Reads! How Cathedral Builds Strong Foundations in Literacy

20 22 24

Growing a Culture of Coaching Among Faculty: How Cathedral Elevates Teaching and Learning

HABITS OF LEADERSHIP

Leading with Intention: How Cathedral Boys Become Leaders Our World Needs 30 In the Service of Something Greater: How Cathedral Boys Learn to Lead with Compassion 34 The Work That Endures: How Cathedral Links Belonging, Justice, and Purpose 36 A Launch, Not a Landing: How Cathedral Prepares Boys for What Comes Next 38 More Than a Game: How Cathedral Athletics Builds Character and Community 40

HABITS OF CHARACTER

Raising Connected Boys in a Disconnected World: How Cathedral Builds Belonging and Empathy

44 48

From Imagination to Insight: How Cathedral Boys Grow Through the Arts

Rooted in Reverence, Reaching Toward Wonder: How the Boys’ Choir Inspires Joy and Discipline

A Journey in Four Movements: How Performing Arts at Cathedral Builds Confidence, Clarity, and Connection Sound in Motion: How Cathedral Band Creates Energy and Collaboration

52 54 56

More Than Movement: How Cathedral P.E. Builds Skills for Life

ALUMNI CLASS NOTES

2024–2025 ANNUAL REPORT

WHERE WE ARE: OUR VISION & PURPOSE

THE PATH WE WALK TOGETHER

by Burns Jones, Head of School

watching the swirl of boys, parents, and teachers, and the anticipation that takes shape around them. That moment is a reflection of our Mission in action: boys becoming confident in who they are, and ready for the world.

THE WORLD NEEDS EXEMPLARY YOUNG MEN: scholars and leaders of strong moral character. And that is exactly what Cathedral School for Boys is committed to cultivating. Every fall, I’m reminded of this reality as I stand on the steps of Grace Cathedral,

THIS CLARITY HAS NEVER FELT MORE IMPORTANT.

We are living in times that demand more from schools. At a moment when the world feels increasingly divided, distracted, and transactional, we are asked to raise boys who are aware, grounded, and purpose-driven. We are asked to prepare them not only for high school, but for life — not only for achievement, but for influence. THAT IS OUR CALLING. Our recently updated Mission is clear: Cathedral School for Boys cultivates exemplary young men who are scholars and leaders of strong moral character. Our approach is guided by a commitment to intellectual inquiry and rigor and our Episcopal values of community, integrity, and service to others. I love these words because they are influenced by the end in mind and the expectations that we have for all of our boys. If you walk the halls of Cathedral School, you’ll quickly notice something: the work we do here touches every part of a boy’s formation. We talk often about the Four Pillars that shape our educational model — Minds, Hearts, Hands, Voices — because they reflect the whole-boy approach that sets Cathedral School apart. In Minds, we challenge students to think deeply and rigorously. Our boys aren’t just memorizing content; they’re learning to think critically, ask questions, and make connections. In Hearts, we nurture empathy, resilience, and moral courage. Through Chapel, Advisory, and everyday moments of kindness, our students learn that character counts. In Hands, we emphasize action. Boys serve their communities, participate in real-world projects, and engage with the city around them. They learn that leadership is rooted in purpose, not position.

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THE PATH WE WALK TOGETHER

And in Voices, we help each boy grow into a confident communicator. Whether he’s giving a Chapel Talk, speaking in class, or leading a rehearsal in Choir, he’s learning how to communicate and to be understood. This past year, as part of our rebranding process, we placed the image of the labyrinth at the center of our logo. That choice wasn’t simply aesthetic; it was symbolic. Unlike a maze, a labyrinth has no dead ends. It’s not designed to confuse. There’s one path in, and one path out. The journey is winding, deliberate, and reflective. It requires patience, attention, and trust. THAT IS THE JOURNEY OUR BOYS TAKE. At Cathedral School for Boys, we do not rush boys through childhood. We guide them. Step by step, grade by grade, we challenge them to go deeper, to reflect, and to grow. We offer structure that guides, not strictures that confine; support that stretches, not shortcuts that shield. What emerges from that journey is not just a transcript; it is a young man who knows who he is and who is ready to meet the world. When I think about our boys’ future, I think about the kinds of people our world so desperately needs. Citizens who are informed, principled, and compassionate. Teammates who know how to lead and when to listen, how to act with integrity when no one is watching. This is the vision behind our 2025–2030 Strategic Plan. It’s why we invest deeply in curriculum, faculty development, and student leadership. It’s why we hold both academics and character in equal regard. At Cathedral School for Boys, we don’t believe achievement and character are in tension. We believe they go hand in hand. We don’t retreat from the work of helping boys understand themselves or one another. Inclusion, empathy, and moral courage aren’t

WE DO NOT RUSH BOYS THROUGH CHILDHOOD. WE GUIDE THEM.

CATHEDRAL SCHOOL FOR BOYS REFINED MISSION STATEMENT

Cathedral School for Boys cultivates exemplary young men who are scholars and leaders of strong moral character. Our approach is guided by a commitment to intellectual inquiry and rigor and our Episcopal values of community, integrity, and service to others.

CATHEDRAL SCHOOL FOR BOYS

distractions from education. They are the very heart of it. This work would be impossible without the community that surrounds our boys. Our faculty are not just teachers; they are mentors, role models, and champions. Our families are not just recipients of education; they are full partners in the process. As we look toward the future, I am more convinced than ever that Cathedral School for Boys offers something rare, and necessary. We are a school that asks big questions. We teach boys to listen, speak with clarity, and lead with empathy. We believe excellence means both achievement and service. And we believe in slow growth, deliberate practice, and the strength of preparation.

WE BELIEVE EXCELLENCE MEANS BOTH ACHIEVEMENT AND SERVICE.

We walk with boys as they grow into the young men our world needs. That work isn’t easy. It isn’t finished. But it is good work, and it’s ours.

CATHEDRAL SCHOOL FOR BOYS REFINED BELIEF STATEMENT WHAT WE BELIEVE At Cathedral School for Boys, we believe every boy should experience the joy of meaningful connections and the fulfillment of personal and intellectual growth — a vision that drives us to continuously raise the bar in boys’ education. Every day, we challenge our boys to expand their minds, practice empathy, and serve with purpose, ensuring they are prepared to be the leaders of tomorrow. By fostering scholarship, leadership, and exceptional character in our students, we shape the exemplary young men our world needs.

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WHERE WE’RE GOING: OUR 2025–2030 STRATEGIC PLAN THE PATH WE WALK TOGETHER

OVER THE PAST YEAR, I’ve had the privilege of working alongside faculty, families, trustees, alumni, and friends of Cathedral School to shape a bold new vision for our future. The result is our 2025–2030 Strategic Plan: a dynamic roadmap grounded in Cathedral School’s Mission and designed to prepare our boys — intellectually, emotionally, and ethically — for the world ahead. SHAPING THE FUTURE A STRATEGIC PLAN FOR CATHEDRAL SCHOOL FOR BOYS

At its core, this plan calls us to raise the bar. It reflects not only our ambitions for Cathedral School, but also our responsibility to the broader conversation around boys’ education. It is built on three powerful commitments: Challenging Minds, Engaging Community, and Inspiring Leadership. CHALLENGING MINDS Challenging Minds speaks to our commitment to academic excellence. Over the next five years, we will refine and elevate our curriculum, with a particular focus on literacy,

STEM, and public speaking. We will launch an “Essential Studies” framework that gives every boy the foundational skills he needs to think critically, write with clarity, and speak with confidence. At the same time, we’ll lean into our San Francisco setting, making this city an extension of our classrooms through expanded experiential education, and we’ll continue investing in our greatest asset: our faculty. ENGAGING COMMUNITY Engaging Community reaffirms something Cathedral School has always believed: learning

CATHEDRAL SCHOOL FOR BOYS

is strongest when relationships are strong. We are deepening connections among students, families, alumni, and educators by reimagining spaces like Gresham Hall and by creating new opportunities for community partnership. We’ll also continue expanding our outreach efforts, serving the city we call home, and inviting others into our Mission in meaningful ways. THIS IS NOT JUST A PLAN FOR CATHEDRAL SCHOOL FOR BOYS. IT IS OUR INVITATION TO LEAD THE BROADER CONVERSATION AROUND BOYS’ EDUCATION. INSPIRING LEADERSHIP And finally, Inspiring Leadership is our call to prepare boys not only for high school but for life. We are building a leadership

program that begins in the earliest grades and culminates in the Upper School with service- learning capstones and global engagement opportunities. We are establishing a new “Consortium for Boys” that shares our expertise with parents, educators, and boys’ schools nationwide. And we are connecting our boys with diverse, dynamic leaders through a new Cathedral School speaker series focused on service, empathy, and purpose. EVERY INITIATIVE, EVERY INVESTMENT, EVERY GOAL IS GROUNDED IN OUR BELIEF THAT BOYS THRIVE WHEN THEY ARE KNOWN, CHALLENGED, AND INSPIRED. This is a plan for growth, but not growth for its own sake. It’s thoughtful, measured, and deeply rooted in the values that make Cathedral School for Boys unique. Every initiative, every investment, every goal is grounded in our belief that boys thrive when they are known, challenged, and inspired. We have set a high bar. And I believe, with your partnership, we’ll not only reach it, we’ll set a new standard for what boys’ education can be.

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THE PATH WE WALK TOGETHER

SHAPING THE MISSION TO MATCH THE MOMENT

WHEN I ARRIVED at Cathedral School for Boys in 2015, the school’s Mission had served it well. It was thoughtful. It was accurate. But it was long and, over time, began to feel more like a checklist than a rallying cry. That didn’t mean it was wrong. It meant we, as a school and a community, had grown beyond it.

Schools, like people, evolve. They deepen. They clarify. When the world around us changes, as it has, profoundly, it is our responsibility to make sure the words we use to define ourselves still reflect the work we are called to do. WHEN THE WORLD CHANGES, IT IS OUR RESPONSIBILITY TO MAKE SURE THE WORDS WE USE STILL REFLECT THE WORK WE ARE CALLED TO DO. That’s why, this past year, Cathedral School updated its Mission. Our new Mission statement reads: Cathedral School for Boys cultivates exemplary young men who are scholars and leaders of strong

moral character. Our approach is guided by a commitment to intellectual inquiry and rigor and our Episcopal values of community, integrity, and service to others. To many of you, this vision already feels familiar because you see it in action every day. Our job is not simply to teach boys; it is to form them. Not just to succeed, but to lead with purpose. That idea lives at the center of our Portrait of a Graduate. It lives in our newly articulated belief statement. It lives in our brand values: Minds, Hearts, Hands, Voices. And it lives in every classroom, Chapel, practice, and performance. OUR JOB IS NOT SIMPLY TO TEACH BOYS. IT IS TO FORM THEM. NOT JUST TO SUCCEED, BUT TO LEAD WITH PURPOSE. In other words, our Mission hasn’t changed. Today, it speaks more clearly to the kind of boys we are raising together, confident in who they are, and ready for who they’ll become.

CATHEDRAL SCHOOL FOR BOYS

AS PARENTS, we think a lot about the kind of people our children will become. At Cathedral School for Boys, that question is at the heart of everything we do. In 2022, we introduced our Portrait of a Graduate: a simple but powerful way to describe the values and habits we hope to cultivate in every boy. It came together with input from across our community: students, teachers, alumni, parents, and trustees. The result is a shared vision of the kind of young men Cathedral School graduates grow into. They are curious, thoughtful, kind, and ready to make a difference. THE HABITS THAT SHAPE A CATHEDRAL SCHOOL BOY

The Portrait is built around three pillars: Habits of Scholarship, Habits of Leadership, and Habits of Character. These habits aren’t just aspirations. They’re woven into daily life at school. Whether a boy is setting goals in class, reflecting during Chapel, or encouraging a teammate on the field, these habits guide him. They grow stronger year by year, from Kindergarten through Grade 8. THESE HABITS AREN’T JUST ASPIRATIONS. THEY’RE WOVEN INTO DAILY LIFE AT SCHOOL. This past year, we made one thoughtful change. What was once called Habits of Citizenship is now Habits of Leadership. The shift reflects a growing focus on preparing boys to lead with integrity, compassion, and courage. The habits themselves haven’t changed, but the new name better captures what we’re aiming for. In a world that needs principled leaders, we want our boys to appreciate that hope and that expectation.

At Cathedral School, we believe academic success matters. However, we are equally committed to raising young men who know themselves, care for others, and use their voices for good. The Portrait of a Graduate keeps that full vision in focus for us, and for them. IN A WORLD THAT NEEDS PRINCIPLED LEADERS, WE WANT OUR BOYS TO KNOW THEY CAN BE EXACTLY THAT.

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A FEW YEARS AGO, I reread Raymond Carver’s short story, “Cathedral.” It’s a quiet piece, but it ends with a powerful image: a blind man guiding the narrator’s hand across a page, drawing a cathedral they cannot see. “Put some people in there now,” he says. “What’s a cathedral without people?” THE PATH WE WALK TOGETHER THE LABYRINTH AND THE SHIELD

logo. We needed a way to express the essence of Cathedral School for Boys. Who we are. What we believe. How we help boys grow. We wanted something current yet rooted, strong yet spacious, and above all, true. The result is a brand that reflects our mission, affirms our values, and brings clarity to our promise. Our logo places a labyrinth inside a shield. The shield stands for strength and tradition. The labyrinth, long associated with Grace Cathedral, represents a purposeful journey. One path in. One path out. No dead ends. No confusion. Just a series of turns that reveal wisdom, patience, and self-discovery. It’s a perfect metaphor for a Cathedral School education. You’ve seen this for yourselves; we don’t rush our boys. We guide them. They move through a structured, intentional program that honors where they are and prepares them for what comes next. There is time to pause, to question, to reflect, and to grow. The labyrinth within the shield represents the inward and outward journey of learning. It reflects the work of forming exemplary young men of intellect, character, and compassion.

THAT QUESTION HAS STAYED WITH ME. What is Cathedral School for Boys without all of you, students, parents, alumni, and teachers alike? When we began our branding refresh last year, we knew we needed more than a new

CATHEDRAL SCHOOL FOR BOYS

WE WANTED A SYMBOL THAT REFLECTED WHO WE ARE: STRONG, ROOTED, AND TRUE.

Boys who are confident in who they are and ready for who they’ll become. Our updated identity includes a new belief message and mission, but none of it is new in spirit. It’s a clearer articulation of what this school has always stood for: whole-boy education, purposeful formation, a vision for the future, and deep reverence for the Cathedral School boys, families, and teachers who bring that vision to life every day. That’s the promise of our brand, and the purpose of our school.

THE LABYRINTH within the shield

represents the inward and outward journey of learning

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THE PATH WE WALK TOGETHER

AS YOU READ THE STORIES THAT FOLLOW, I hope you’ll see how this vision comes to life — in classrooms, rehearsals, and Advisory meetings, on the field, in the library, and beyond. The articles in this issue reflect the depth of our faculty, the strength of our program, and the joy we see in our boys every day. We are not a school of shortcuts. We are a school of substance, reflection, and deep commitment. That work is not easy. And it is never finished. But it is good work. And it is ours. CARRYING THE MISSION FORWARD

ABOUT THE AUTHOR:

Burns Jones has served as head of school at Cathedral School for Boys since 2015. Previously, he led Canterbury School in North Carolina and began his career as a high school English teacher, soccer coach, and dorm parent. Burns earned a B.A. in English from Sewanee, where he captained the varsity soccer team; an M.A. in

English from Middlebury College; and a J.D. with honors from the University of South Carolina. A 2014 Klingenstein Fellow, he currently serves on the board of the National Association of Episcopal Schools. Burns and his wife, Elizabeth, have two sons, Wyatt ’20 and Crawford ’25.

WE ARE NOT A SCHOOL OF SHORTCUTS. WE ARE A SCHOOL OF SUBSTANCE, REFLECTION, AND DEEP COMMITMENT.

CATHEDRAL SCHOOL FOR BOYS

PORTRAIT OF A GRADUATE OUR PORTRAIT OF A GRADUATE represents the values that are critical to a Cathedral School education and which we expect all of our alumni to espouse. These shared values are woven into every aspect of a Cathedral School student’s experience throughout his time at the school and at every grade level. AT CATHEDRAL SCHOOL FOR BOYS, OUR STUDENTS BUILD:

HABITS OF SCHOLARSHIP • I communicate my knowledge and ideas in diverse ways. • I am a curious, engaged, and effective learner. • I am a cooperative learner. • I set goals, and I work hard to achieve them. HABITS OF LEADERSHIP • I demonstrate leadership through my decisions and behaviors. • I am informed about and engaged with my community. • I show appreciation for differences in myself and others. • I understand that true leadership should better the lives of others.

HABITS OF CHARACTER • I appreciate my strengths, and I learn from my mistakes. • I respond appropriately to challenges.

• I act honestly and with integrity. • I am compassionate and caring.

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CATHEDRAL SCHOOL FOR BOYS

HABITS OF SCHOLARSHIP AT CATHEDRAL SCHOOL FOR BOYS, OUR STUDENTS BUILD HABITS OF SCHOLARSHIP:

22 WHERE STORIES TAKE ROOT How Cathedral Builds a Culture of Reading

24 CSB READS!

How Cathedral Builds Strong Foundations in Literacy

16 DESIGNING FOR DEPTH How Cathedral Puts Academics First

26 GROWING A CULTURE OF COACHING AMONG FACULTY How Cathedral Elevates Teaching and Learning

18 BUILDING STRONG WRITERS

How Cathedral Continues “The Writing Revolution”

20 MATH AT CATHEDRAL How Challenge and Purpose Shape Learning

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HABITS OF SCHOLARSHIP DESIGNING FOR DEPTH HOW CATHEDRAL PUTS ACADEMICS FIRST

By Jenny Cals, Director of Curriculum and Instruction

AT CATHEDRAL SCHOOL FOR BOYS, how we use time reflects what we value, and we value deep learning. Our 2025–2030 Strategic Plan calls on us to sharpen our academic focus, invest even more in our faculty, and nurture the intellectual lives of our students. That vision is now taking shape in how we structure our days, design and coordinate professional development opportunities for faculty, and strengthen the essential academic foundations across the school.

This is the work of academic leadership: designing systems that deepen student learning, strengthen consistency in instructional best practices, and support continual growth. A SCHOOL DAY THAT REFLECTS OUR PRIORITIES The shape of the school day has a powerful impact on learning. This year, we’ve made several adjustments — especially in the Upper School — to prioritize core academics and expand opportunities for faculty collaboration. Upper School students now have more instructional time in English, math, and history. Every other week, they receive an additional math period and a dedicated reading block tailored to grade-level needs. Core classes have been shifted to the morning, when students are most focused. During recess, they can opt into enrichment time in the STEAM Lab or library, providing space to follow their curiosity. We’ve also introduced monthly Advisory lunches inspired by the boarding-school

model. These seated gatherings strengthen relationships within Advisory groups, which are central to helping students feel seen, supported, and challenged. INSTRUCTION THAT DEEPENS LEARNING Our academic review cycle focuses each year on one area: standards, instruction, or

CATHEDRAL SCHOOL FOR BOYS

assessment. This year’s focus is instruction, the most powerful lever for student learning. To support this work, we launched the Year of Instruction, a K–8 initiative aimed at aligning on key instructional habits so that students experience consistency from classroom to classroom and grade to grade. We began the year with professional development led by the Teach Like a Champion team, who worked with faculty on academic systems and routines that maximize learning time and create clarity for students. This work builds on the excellent teaching already happening at Cathedral while helping establish consistent practices across a student’s academic journey. We’ve also expanded our instructional coaching team and are currently articulating our CSB instructional coaching model. With two coaches now supporting faculty, we are building a culture of reflection, collaboration, and continual growth. The impact is clear: students gain directly from their teachers’ ongoing development. A WHOLE-SCHOOL COMMITMENT TO READING AND BEYOND Our academic vision is also clear in our approach to literacy. Last spring, we launched a Reading Task Force to explore research- based strategies and identify opportunities to strengthen instruction. Already, key initiatives are underway. Upper School and Grade 4 faculty are piloting Reading Reconsidered units, designed with the science of reading in mind, while students in Grades 5–8 benefit from an added reading block for guided independent reading. In the Lower School, we have expanded our Geodes reader collections and added new decodable books to our classroom libraries, giving students opportunities to strengthen phonics skills while also building vocabulary, knowledge, and comprehension. Beyond the classroom, expanded library programming, self-selected reading time, and

new media literacy opportunities are further shaping a strong reading culture. Thanks to last year’s Fund-a-Need campaign, the renovated library now provides even more space for meaningful learning. ELEVATING PUBLIC SPEAKING Public speaking has long been central to Cathedral’s culture and one of the most visible ways our students share their learning. From the Grade 3–8 Field Foundation Competition to Grade 4 and Grade 8 Chapel Talks, students steadily develop their ability to communicate with clarity and conviction. This year, we are elevating that work by being more intentional about the smaller steps that prepare students for those milestones. Even in Kindergarten, students begin practicing how to share their ideas, listen attentively, and respond with respect. As they move through the grades, daily opportunities to explain thinking, present work, and offer feedback to peers are guided by an emphasis on confidence, listening, and dialogue. Built year by year, these habits help students grow as communicators in every setting. LOOKING AHEAD This work is energizing, and it continues to evolve with our goals. We’re aligning how we use time, how we support faculty, and how we approach instruction — always with student learning at the center. We are raising the bar in boys’ education, and we believe that bar begins with thoughtful curriculum design, excellent instruction, and the time and space for students and faculty to succeed.

ABOUT THE AUTHOR:

Jenny Cals is the director of curriculum and instruction at Cathedral School for Boys. A 20-year educator and former school leader in Barcelona, she holds degrees from UCLA and Middlebury College. Jenny is fluent in English, Spanish, and Catalan and is a member of the 2024–2025 NAIS Aspiring Heads cohort.

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BUILDING STRONG WRITERS HOW CATHEDRAL CONTINUES “ THE WRITING REVOLUTION” HABITS OF SCHOLARSHIP

By Jenny Cals, Director of Curriculum and Instruction

WRITING IS ONE OF THE MOST IMPORTANT ways students learn to think. It helps them organize their ideas, make sense of information, and express themselves with clarity. At Cathedral School for Boys, we want each student to leave not just knowing how to write but knowing that his voice matters.

That’s why we’ve continued to deepen our work with The Writing Revolution (TWR), a methodology grounded in decades of research on how writing develops thinking and learning. TWR gives students practical strategies to build strong sentences, clear paragraphs, and organized arguments.

These strategies are being strengthened and aligned across grades and subjects. In the Lower School, students begin with sentence- level activities that help them understand the building blocks of meaning. They learn to write clear, complete sentences and gradually progress to structured single- and multi- paragraph writing. In the Upper School, teachers in English, history, and science use common approaches for note-taking, single- paragraph responses, and multi-paragraph essays, helping students organize evidence and express ideas with precision. And the results show. When the writing process is scaffolded and reinforced across different subjects, students develop greater confidence, revise their work more thoughtfully, and collaborate more effectively. Breaking writing into steps — outlining, drafting, and editing — lightens cognitive load, allowing students to focus on one skill at a time while steadily building toward more complex tasks. Over time, these routines help students internalize the process so that they grow not only as writers but also as attentive

CATHEDRAL SCHOOL FOR BOYS

WRITING IS BECOMING A SHARED LANGUAGE AT CATHEDRAL. STUDENTS ARE LEARNING TO USE IT NOT ONLY TO DEMONSTRATE UNDERSTANDING, BUT ALSO TO REFLECT, QUESTION, AND ADVOCATE. readers and thoughtful speakers. We’ve also invested in supporting our teachers. This year, teachers are working collaboratively to align expectations across grades and subjects while celebrating growth. At the same time, we are expanding training in The Writing Revolution , bringing more teachers, including our instructional coaches, into the work to deepen expertise and ensure consistency across classrooms. Writing is becoming a shared language at Cathedral. Students are learning to use it not only to demonstrate understanding, but also to reflect, question, and advocate. With these skills, they are developing the habits of clear thinkers and effective communicators, in other words, students who know how to write and who know that their voices can have an impact.

ABOUT THE AUTHOR:

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MATH AT CATHEDRAL HOW CHALLENGE AND PURPOSE SHAPE LEARNING HABITS OF SCHOLARSHIP

by Jenny Cals, Director of Curriculum and Instruction

AT CATHEDRAL SCHOOL, our approach to mathematics begins with a simple belief: all students can engage deeply with math, face challenges with confidence, and grow as problem solvers. From Kindergarten through Grade 8, we meet students where they are and help them build lasting understanding and skills.

In Kindergarten–Grade 5, students develop foundational and problem-solving skills through the Bridges in Mathematics curriculum. This hands-on, collaborative program combines direct instruction, structured investigation, and open exploration. Bridges goes beyond rote memorization, focusing on deep conceptual understanding while encouraging students to talk about their reasoning, explain their thinking, and listen to others’ strategies. To extend this work, Kindergartners are exploring elements from the Contexts for Learning Mathematics (CFLM) units by Dr. Catherine Twomey Fosnot, while students in Grades 1–4 use Beast Academy puzzle books from the Art of Problem Solving. Both enrichments challenge students to be creative, persistent, and curious problem solvers. In the Upper School, after a year of researching math curricula, we adopted the Illustrative Mathematics program. Students in Grades 6 and 7 follow an accelerated sequence that condenses three years of middle school math into two. This prepares them for Algebra in Grade 8 and, for those who demonstrate readiness, Geometry. The program emphasizes conceptual understanding,

procedural fluency, and real-world problem- solving. It builds on the Bridges foundation from earlier years and equips students for advanced high school coursework. To support readiness for these pathways, we offered an optional Pre-Algebra course this past summer for rising Grade 7 students. The course reinforced essential skills and prepared students for new challenges, including the

CATHEDRAL SCHOOL FOR BOYS

mathematics. These results reflect both their effort and the strength of the program guiding them. Whether boys are building confidence with foundational skills or tackling advanced material, our goal is the same: to equip every student with the knowledge, discipline, and problem-solving capacity they need for future success in mathematics and beyond.

possibility of placing into Algebra I in Grade 7. This intentional bridge helps students approach Upper School math with confidence and the tools to stretch their thinking. Math at Cathedral also extends beyond the classroom. Students take part in Math Olympiads and MATHCOUNTS, gather for Math Club at lunch to tackle challenges and play math-based games, and some join the after-school Math Team. This past summer, several students from Math Team, including recent graduates, chose to stay engaged by working on optional math problem sets curated by our dedicated teachers, giving them opportunities to collaborate, stretch their thinking, and keep their math skills sharp even during break. Our students continue to perform at a high level. On recent ERB assessments, Cathedral students consistently scored in the 80 th to 90 th percentile in quantitative reasoning and OUR GOAL IS TO EQUIP EVERY STUDENT WITH THE KNOWLEDGE, DISCIPLINE, AND PROBLEM-SOLVING CAPACITY THEY NEED FOR FUTURE SUCCESS.

ABOUT THE AUTHOR:

MATH ISN’T JUST ABOUT ARRIVING AT AN ANSWER; IT’S ABOUT EXPLORING IDEAS AND COMMUNICATING THINKING.

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WHERE STORIES TAKE ROOT HOW CATHEDRAL BUILDS A CULTURE OF READING HABITS OF SCHOLARSHIP

by Alli Decker, Librarian

WHEN YOU WALK INTO the Cathedral School for Boys library, you will hear quiet: the soft turning of pages, a whispered conversation between friends, the clicking of keys as a student hunts for just the right book. But behind that quiet is something alive. Curiosity sparks there. So does connection. In that calm space, a reading life begins.

The library is more than a room with books. It is a place where boys begin to figure out not just what they love to read, but who they are becoming. Reading is foundational to academic success, yes, but it’s also one of life’s great joys. In February, Head of School Burns Jones wrote to

The Cathedral School library lives right where those two moments meet. We cheer on early readers as they sound out syllables and spot familiar patterns. We stand beside older boys as they move from decoding to choosing, from understanding to owning their reading lives. The goal isn’t just to raise students who can read; it’s to grow readers. That journey starts early. In Kindergarten, boys learn how to use the library: how to browse, how to pick a book, how to care for it. But even more importantly, they learn that books offer mirrors and windows. They see themselves on the page, and they glimpse lives different from their own. We read together. We laugh together. We plant joy. As students move through the grades, their reading identities deepen. They begin to talk about genre and voice. They wrestle with representation. They read widely, think critically, and connect emotionally. By the time they reach Upper School, they’re running book discussions, swapping recommendations, and showing up in the library not because they must, but because they want to. It feels like theirs. Literacy doesn’t happen by accident. It takes

families about two essential turning points in a boy’s academic life: the moment of literacy and the moment of agency. Literacy, he said, is when the world opens up. Agency is when a student realizes he can chart his own course.

CATHEDRAL SCHOOL FOR BOYS

we’re putting more books into boys’ hands and nurturing a culture that makes reading feel not like a task, but a habit of heart and mind. That’s where the library plays its part. We’re not just here to check out books or keep things quiet. We’re here to help cultivate what Mr. Jones calls “a literary life.” One of my favorite moments is when a boy runs up to say, “You have to read this.” That sentence says a lot. He’s found something that moved him. He’s ready to pass it on. He knows his voice matters. That kind of voice takes years to build. It grows out of rich, joyful reading experiences, moments when a story is more than an assignment. It grows through partnerships with families who prioritize reading at home. That’s why we always encourage parents to read with and to their sons, even after they’ve learned to read on their own. The rhythm matters. So does the modeling. And in a world of distractions, the quiet presence of a book matters more than ever. At Cathedral School for Boys, we talk often about shaping boys who are scholars, leaders, and people of character. The library supports that work in quiet but essential ways. Here, boys ask questions, test ideas, challenge assumptions, and find delight. They become curious, thoughtful citizens of the world. They begin to understand that their own stories are just as worthy as the ones they read. That’s the power of reading. It grounds us in who we are. It stretches us toward who we might become. And it reminds us how to live in community with others.

time, encouragement, and intention. That’s true both at school and at home. Mr. Jones recently raised a concern we share: since the pandemic, reading scores have dropped across the country. The causes are many, but two stand out. First, schools have strayed from research-based reading instruction. Second, screens have claimed more and more of children’s attention. THE LIBRARY IS A PLACE WHERE BOYS BEGIN TO FIGURE OUT NOT JUST WHAT THEY LOVE TO READ, BUT WHO THEY ARE BECOMING. At Cathedral, we’re responding. A few years ago, we adopted a phonics-based reading program in the Lower School that emphasizes daily, explicit instruction. The results so far are promising. We continue to adapt through assessment, collaboration, and a new task force dedicated to literacy. At the same time,

ABOUT THE AUTHOR:

Alli Decker is the librarian at Cathedral School for Boys. She believes in the power of books to build empathy, spark curiosity, and grow lifelong readers.

2025–2026 RED&GOLD

by Karen Young and Jonathan Talbot, Cathedral School for Boys Learning Specialists CSB READS! HOW CATHEDRAL BUILDS STRONG FOUNDATIONS IN LITERACY HABITS OF SCHOLARSHIP WALK THROUGH THE DOORS of Cathedral School for Boys, and you’ll quickly see why we proudly embrace the tagline CSB Reads! In classrooms across the Lower School, students are actively building their foundational literacy skills:

“finger tapping” the sounds in phonetic words, skywriting trick words, learning new vocabulary words, and practicing spelling and reading. Even during recess, you’ll often find boys reading together in the garden or curled

up on a blue-block “couch,” excited to share their latest favorite book. At Cathedral, we believe that a strong foundation in literacy opens the door to lifelong learning. In the Lower School, we use a structured literacy approach that helps students become confident and capable readers and writers. A central component of our language arts program is Wilson Fundations, a research-based phonics curriculum taught five days a week. Fundations provides systematic instruction in phonemic awareness, phonics, high-frequency words, vocabulary, fluency, handwriting, and spelling. Because English is an alphabetic language composed of letters that represent sounds, students must learn to break spoken words into smaller sound units, such as syllables or individual phonemes. For example, the word cat consists of three distinct sounds: /c/ /a/ /t/. Learning to segment and blend these sounds is essential for both reading and spelling. By the end of kindergarten, our students are able to segment, blend, and manipulate sounds in words containing up to three phonemes. As they systematically progress through the phonics program, they advance from decoding one-syllable consonant-vowel-consonant (CVC) words to words with four or five phonemes, and eventually to more complex

CATHEDRAL SCHOOL FOR BOYS

multisyllabic words and varied vowel patterns. Through this progression, students develop a solid understanding of syllable types and vowel patterns, critical tools for decoding and spelling even the most challenging words. At CSB, literacy is more than a subject, it’s a journey that builds confidence, fosters curiosity, and equips students with the skills they need to successfully read and learn independently.

ABOUT THE AUTHORS:

Karen Young and Jonathan Talbot are the Lower School learning specialists at Cathedral School for Boys. Karen works with students in Kindergarten through Grade 2 and holds degrees from St. Mary’s College and Purdue University. She is a certified educational therapist, dyslexia specialist, and Wilson instructor. Jonathan works with students in Grades 3–5 and holds degrees from Loyola University Chicago and Fordham University. He previously taught at Grace Church School and The Chapin School in New York City.

LITERACY IS A JOURNEY THAT BUILDS CONFIDENCE, FOSTERS CURIOSITY, AND EQUIPS STUDENTS TO READ AND LEARN INDEPENDENTLY.

2025–2026 RED&GOLD

HABITS OF SCHOLARSHIP

GROWING A CULTURE OF COACHING

AMONG FACULTY HOW CATHEDRAL ELEVATES TEACHING AND LEARNING

by Michael Vietmeier, Instructional Coach and Upper School History Teacher

TEACHING IS ONE OF THE MOST intellectually and emotionally demanding professions. It asks people to be agile, thoughtful, curious, and reflective. At Cathedral School for Boys, we believe that just as our students deserve opportunities to grow, our teachers do too. That’s why we’ve invested deeply in a culture of coaching.

As one of the school’s instructional coaches, I work alongside faculty to strengthen their practice. That work looks different for everyone. Sometimes we co-plan lessons or analyze student work together. Sometimes we co-teach. Sometimes we simply talk through a challenge. The goal is always growth, not evaluation. What makes coaching at Cathedral so effective is the spirit of trust. Our teachers are thoughtful, skilled, and always looking to improve. They ask good questions, welcome feedback, and care about getting better — for their students and for themselves. This year, we’ve continued to build systems that make professional growth part of daily life. Coaching is built into the schedule. Department chairs use coaching tools in their

leadership. Our curriculum meetings have become spaces for honest reflection, curiosity, and shared problem-solving.

CATHEDRAL SCHOOL FOR BOYS

We also give teachers opportunities to lead. Faculty often run workshops, present at conferences, and collaborate on new interdisciplinary units. They model for our students what it means to keep learning. The impact on students is clear. When teachers feel supported and inspired, they bring that energy into the classroom. They’re more creative, more focused, and more responsive to what their students need. In a profession that can sometimes feel isolating, Cathedral offers something different: a culture where educators grow together. That kind of culture doesn’t happen by accident. It grows from shared values, steady support, and the belief that confident teachers shape confident students. Growth begins one conversation at a time, one question at a time, and one breakthrough at a time. FACULTY CULTURE THAT IS REFLECTIVE, INNOVATIVE, AND GROUNDED IN BEST PRACTICES. INSTRUCTIONAL COACHING AT CATHEDRAL REINFORCES OUR STRATEGIC COMMITMENT TO CULTIVATING A

ABOUT THE AUTHOR:

Michael Vietmeier has taught Grades 5 and 6 history at Cathedral School for Boys since 2004. He also serves as one of the school’s instructional coaches and is a former public school teacher and recipient of the Forbes Master Teacher Chair.

2025–2026 RED&GOLD

CATHEDRAL SCHOOL FOR BOYS

HABITS OF LEADERSHIP AT CATHEDRAL SCHOOL FOR BOYS, OUR STUDENTS BUILD HABITS OF LEADERSHIP:

36 THE WORK THAT ENDURES How Cathedral Links Belonging, Justice, and Purpose

HABITS OF LEADERSHIP • I demonstrate leadership through my decisions and behaviors. • I am informed about and engaged with my community. • I show appreciation for differences in myself and others. • I understand that true leadership should better the lives of others.

38 A LAUNCH, NOT A LANDING How Cathedral Prepares Boys for What Comes Next

30 LEADING WITH INTENTION How Cathedral Boys Become Leaders Our World Needs

40 MORE THAN A GAME How Cathedral Athletics Builds Character and Community

34 IN THE SERVICE OF SOMETHING GREATER How Cathedral Boys Learn to Lead with Compassion

2025–2026 RED&GOLD

LEADING WITH INTENTION HOW CATHEDRAL BOYS BECOME LEADERS OUR WORLD NEEDS HABITS OF LEADERSHIP

by Lukas Rahlson, Director of Upper School

WHEN PEOPLE HEAR “LEADERSHIP DEVELOPMENT,” they often picture one of two things: a student with a title or a single culminating experience, something that happens at the end of a journey. At Cathedral School for Boys, we see it differently. Leadership is not something you stumble into once you’ve reached the top. It’s something you practice. It’s something you grow into. It’s something you carry and share with intention.

I’ve worked in boys’ education for over a decade, and if there’s one thing I’ve learned, it’s that boys need structure and support to develop as leaders. They need opportunities to try, to fail, to reflect, and to try again, always within a community that knows them well. That’s what Cathedral School offers. That’s what sets us apart. In the Lower School, leadership begins with voice. Boys learn to speak clearly, to listen actively, and to take responsibility for themselves and their community. Whether it’s leading the line, sharing during Morning Meeting, or supporting a classmate in Chapel, these daily moments build a foundation of trust, care, and self-awareness. We also believe that real leadership emerges when boys are pushed out of their comfort zones. As they grow, we expand the scope of their leadership experiences. That’s where Outdoor Ed comes in. In Grade 4 , boys get their first taste of immersive outdoor education. They travel to

Pinnacles National Park, where they learn to set up camp, cook for a crowd, build fires with flint and steel, and sleep under the stars. They hike through caves, identify birds, rock climb, and reflect on their role in the group. As their guides told us this past spring, this class demonstrated exceptional teamwork, curiosity, and leadership potential. These are

CATHEDRAL SCHOOL FOR BOYS

the very traits that will serve them well as they enter the Upper School. After Grade 4, each grade-level trip is intentionally designed to foster growth, independence, and collaboration: Grade 5: A three-day camping and kayaking Grade 6: A three-day camping trip on the Sonoma Coast encourages collaboration and personal goal-setting. Grade 7: A three-day trip to the American River emphasizes leadership in unfamiliar terrain through a high ropes course and whitewater rafting. trip to Santa Cruz introduces boys to responsibility and interdependence. Grade 8: An optional backcountry expedition with the National Outdoor Leadership School (NOLS) challenges boys to rise as collaborative, capable leaders. LEADERSHIP ISN’T SOMETHING BOYS GROW INTO OVERNIGHT. IT’S SOMETHING THEY PRACTICE, YEAR AFTER YEAR, MOMENT AFTER MOMENT. Our NOLS partnership has become a cornerstone of this vision. In the summer of 2024, Cathedral launched its first NOLS expedition. Nine rising Grade 8 students backpacked through North Cascades National Park in Washington. Accompanied by Head of School Burns Jones, the boys carried everything they needed, navigated wilderness terrain, and discovered what it means to lead with both self-reliance and empathy. This past summer, the second expedition raised the bar. Eleven rising eighth graders joined me on an eight-day canoe journey

2025–2026 RED&GOLD

HABITS OF LEADERSHIP

boys to stretch socially, linguistically, and emotionally, and they rise to the challenge. We also offer an optional service trip to Puerto Rico during spring break for our Grade 8 students. Led by Upper School English teacher Chris Corrigan, who has led more than a dozen service trips, this journey gives boys the opportunity to engage in hands-on work: helping build homes in underserved communities and supporting rainforest restoration efforts. The Puerto Rico trip is not required, but for those who choose it, it’s unforgettable. They return with a changed perspective on what leadership can look like. They return seeing leadership as service, as presence, as humility, and as care. What I love most about our program is that it doesn’t ask boys to be perfect. It asks them to be honest. We give them the tools to reflect, the space to try, and the freedom to grow.

through Labyrinth Canyon on Utah’s Green River. Over the course of 70 miles, the boys paddled in pairs, set up shelters, cooked their own meals, and navigated the heat, current, and quiet of the desert. Twelve miles a day. Zero bars of service. Endless lessons in patience, teamwork, and communication. Under starlit skies and canyon walls, leadership took root, not in words, but in action. On campus, we continue to expand the range of opportunities for boys to explore voice and responsibility. In the spring of 2024, we launched our Sailing & Leadership: Sea Hawks Program, a partnership with the St. Francis Yacht Club. Open to all Upper School students, this after-school program gives boys the chance to build confidence and camaraderie while learning to navigate both wind and teamwork. In Grade 8, our leadership journey takes a global turn. All Grade 8 students participate in international language immersion trips in the spring. Mandarin-language students travel to Taiwan; Spanish-language students to a Spanish-speaking country. This past spring, our Spanish students traveled to Peru, where they engaged in cultural exchange, practiced language fluency, and reflected on their place in the global community. These trips ask our

CATHEDRAL SCHOOL FOR BOYS

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