Jobs at school can help students build a sense of excitement, community, and interdependence. Tasks such as putting up the flag, cleaning the tables after lunch, or being the class helper give students the opportunity to exercise and practice decision-making and reasoning. They also give students a chance to be responsible in a meaningful way: the children know that completing their jobs helps their school, classmates, and/or teachers.
Upon returning to school in January, the Hoot Owl teachers noticed how much the students had matured since the beginning of the year and decided they were ready to take on more responsibility in the classroom. As part of a new project unit on cleaning, the class brainstormed ways to help keep their classroom clean. From that list came new classroom jobs that the students will take turns doing each week for the remainder of the year.
To kick off their jobs work, the class worked on a big cleaning task together – cleaning all the chairs in their classroom. Using buckets of soapy water and sponges, the students scrubbed down their chairs. They noticed that the water in the buckets didn’t look so clean when they were done, so we know the Hoot Owls did a great job of cleaning the chairs! After the chairs were scrubbed, they were rinsed off using the hose, and then students dried them. Some of the Hoot Owls took such pride in their work that they wanted to make sure the chair legs were shining!
Agency- Latin agentia “ability,” and ag(ere) “to do, drive”
Over the Winter Break, I received several emails from parents sharing with me a New York Times opinion piece they felt described Saklan perfectly. The article “Giving Kids Some Autonomy Has Surprising Results” should not be a surprise to anyone familiar with our work at Saklan.
“Agency” is a core value at Saklan. Students having “voice and choice” in their learning is a central tenet of Project Based Learning and our approach to SEL. Student agency honors students’ experiences and curiosities while giving them a locus of control over their lives. In short, it creates “buy-in” to learning.
According to surveys by the Brooking Institution, very few students feel they have control over what they are learning. “The more time they spend in school, the less they feel like the author of their own lives, so why even try.”
In a majority of classrooms today, teachers introduce a topic and share with students what they will be learning. They have their standards to check off and material to cover. Just looking at those two sentences feels dispiriting.
Why not introduce a topic, ask students what they know about the topic (they know so much more than we often realize), and ask them what they want to investigate next? There are subtle differences between these two approaches, but student engagement is markedly different in the one that gives agency.
Giving agency raises academic standards by requiring students to invest in their own learning, reflect on their progress, and course-correct. If that sounds familiar, it is what we do as adults in our working lives.
Agency creates a love of learning and a love in learning- and as if that is not enough to convince society that this is the right approach to education then a look at our standardized testing data should convince the doubters.
Every Saklan student knows how rewarding a snack can be at the end of a busy day of learning and having fun with one another here at school. Our dedicated and resourceful Student Council has been busy planning the return of Snack Shack this year!
Student Council officers and representatives in grades 1 through 8 decided on the final items for sale based on desirability, minimizing waste, and being able to set reasonable prices ranging from 50 cents to $2.00 per item. Yummy snacks for sale this year will include: goldfish, gummies, chips, Hello Panda, Pirate’s Booty, Rice Krispy treats, La Croix bubble water, Honest Juice, and Martinelli’s apple drink.
Last year’s Student Council voted to spend some of the proceeds from Snack Shack for The Saklan School to participate in the Terracycle recycling program for markers, pens, glue sticks, and odd single-use products we use daily at school. Stay tuned for which charity or cause this year’s Student Council selects!
Snack Shack will open outside David’s office from 3:00 p.m. to 3:30 p.m. every Thursday starting on January 16th. Saklan students are invited to come by and purchase a snack from our hardworking Student Council members. Cash only, please.
Thank you, students and parents, for supporting our Student Council.
In art class, kindergartners recently worked on representing themselves through portraits. First, students observed well-known self-portraits by Vincent VanGogh and Frida Kahlo, and then used the art elements of line, shape, and color to create their own self-portrait drawings.
Next, the kindergartners observed the artwork of contemporary artist Cindy Sherman, who photographs herself dressed up as different imagined characters. In collaboration with their PBL unit exploring the driving question of “How can learning about each other’s names make us better friends?” students planned their own Cindy Sherman-inspired photoshoot that visualized the meaning and stories behind their names. Each student posed for photographs wearing costumes and props that not only represented their names but that superbly matched their unique personalities. Check out their photos below!
At Saklan, we strive to make education available to families who share what matters most to us: a love of learning and love in learning. Our tuition assistance program is part of that commitment, helping to create a vibrant community that strengthens our school.
Families are often surprised to learn that tuition assistance isn’t just for families with a below-average income. Our tuition assistance supports a wide range of family circumstances and income levels. Whether you’re managing multiple children’s educational needs, working to support your parents, or experiencing an unusual financial event, we encourage you to explore your options. While we can’t guarantee assistance to every family that applies, we work diligently to support as many qualified applicants as possible.
Moreover, we understand the sensitive nature of financial discussions. All aspects of tuition assistance applications are handled with confidentiality. Only our financial aid committee has access to your information, and all applications and decisions are kept private.
We are dedicated to growing and fostering our community. Applications for Tuition Assistance for the 2025-26 school year are now available through Clarity. If you have any questions concerning your eligibility for tuition assistance, please don’t hesitate to contact Mylesa, Saklan’s Director of Admissions, at admissions@saklan.org.
A key element of Saklan Project Based Learning units is a public product. This looks different depending on the division and, hopefully, over the last month, you have had the opportunity to share in a culminating event on campus!
In our Early Childhood Education program, our projects culminate with a public event where students share all the expertise they have gained over the course of the project. It’s a joyful time to celebrate their hard work with family, friends, and other students and staff. It is also a rich opportunity for them to be the experts in the room and develop their speaking and listening skills. Recently our Pre-K (Hoot Owl) class culminated their project unit on farmers’ markets.
In our lower and middle school projects, products are created for an audience beyond the teacher and students in the classroom. One key aspect of a public product in these divisions is that it must raise the stakes of the work in a meaningful and authentic way. Students aren’t doing something just for the sake of doing it or solely regurgitating information learned from teacher-directed lessons.
Instead, the work students engage in mirrors what adults do in their various career pursuits. After student-led inquiry and teacher guidance to address the content standards, students make or do something that serves some purpose in the Saklan or broader community. Students are creating, educating, or advocating beyond the context of our classrooms. Some examples of recent products that answer the driving question and serve an authentic public purpose are below:
Grade
Driving Question
Public Product
2nd
Can animals survive in any habitat?
Lunch table mini posters advocating for food swaps that help avoid palm oil.
2nd
How can we use color to communicate feelings?
Design and creation of the concert backdrop for our Spring Concert at the Lesher Center
3rd
How can we show respect to the people whose ancestral land our school is on?
Research, design, and creation of the hopscotch and four square murals on the sports court to reflect the Saklan Bay Miwok culture.
6th
Who do artifacts really belong to?
Public art graffiti stencils to share options on repatriation of artifacts with the community.
The final products differ but all include authentic sharing and action beyond our classrooms. At Saklan, students feel a sense of purpose that is hard to replicate in other styles of teaching and learning. This brings the work alive and prepares them for the critical thinking challenges, complex communication needs, and creative problem-solving they will encounter in high school, college, and beyond.
If you’d like to dive deeper into the various design elements of a Project Based Learning (PBL) unit, check out the recording of our October 22nd Saklan Projects! virtual event. And we hope you can join us at our culminating events next week.
Upcoming Project Culminations
Preschool (Owlets)- Nocturnal Animals Culmination Celebration at 8:35 a.m. on December 12th
Kindergarten- Names Unit Culmination at 8:45 a.m. on Thursday, December 12th
In their Names Project, kindergartners have been sharing and learning about each other’s names to build community and deepen friendships. The students have learned and shared the letters in their names, compared the number of letters, and found similarities and differences with friends’ names. The class has read a variety of mentor texts that highlight the unique characteristics of characters’ names. The kindergartners learned about interviewing and listening to plan for and interview their parents about their name stories. The class will bring all this together in a book about their name stories.
To prepare to write their own book, Saklan Kindergarteners were delighted to host guest expert and children’s book author Matt Hintze on Wednesday, November 13th. Matt read his newest book, Santa Stole My Cookies, to the class. They loved it!
After the reading came the most important part of the expert visit: the class interviewed Matt about writing and publishing books. The kindergartners planned for the visit the day before by coming up with questions they wanted to know about making books, which might be useful when creating their name books.
Matt was so impressed by the students’ smart, thoughtful questions, and the kindergartners were very happy with the helpful information Matt provided.
The kindergartners will share their name books and other aspects of their learning during their Names Project Culmination on Thursday, December 12th at 8:45 a.m. They would love for you to attend their culmination!
In middle school, student musicians move from a general music education program to an elective program. While all students still partake in the music program, they have a choice in their class each of the three years. This year, middle school musicians chose between choir, ensemble, and production. In choir, students focus on developing as singers; in ensemble, the focus is on developing as instrumentalists. Production allows students to develop skills in digital music production. All middle school students will be represented in the All-School Concert in March and will participate in the Middle School Musical in the spring.
In Choir, middle school students have been diving into the world of musical theater by exploring a variety of lively numbers. They’ve worked on “Good Morning” and “Moses Supposes” from Singing in the Rain, allowing students to embody different characters while singing. Students have also practiced “Little Shop of Horrors” in three-part harmony, working on blending their voices and mastering timing in this upbeat, fun piece. Also, they’ve explored “Happiness” from You’re a Good Man, Charlie Brown, and “Green Eggs and Ham” from Seussical, both challenging students with dynamic vocal ranges and expressive storytelling.
Mondays in Choir are “Music Theory Mondays,” where students practice reading rhythms and melodies, building their foundational skills in music notation. This structured focus on theory helps students become more confident in sight-reading and understanding the technical aspects of the music they perform. Through these activities, students develop their vocal technique and ability to engage with different characters and emotions.
Stay tuned to see what students have been learning in the ensemble and music production classes!
Last year, a Saklan Trustee and I had the privilege of attending the California Association of Independent Schools (CAIS) Heads and Trustees Conference. This annual gathering brings together nearly 500 school leaders and trustees, all focused on learning, sharing ideas, and discussing the future of independent schools.
During one of the many breakout sessions, we found ourselves mingling with trustees and heads from other independent schools, exchanging experiences and posing questions to each other. Among all the conversations that day, one in particular stood out. As we discussed various educational models, the topic of Project Based Learning (PBL) came up. A fellow school leader, well-acquainted with the educational landscape of the Bay Area, turned to the group and said: “There are lots of schools in the Bay Area claiming to be PBL schools, but Saklan is the only one really doing it.”
This simple statement was a powerful reminder of how far we’ve come. When we embarked on this journey to make PBL a cornerstone of Saklan’s approach, our goal wasn’t just to enhance academic rigor and engagement. We aimed to redefine what rigor and high engagement should look like in a modern school setting.
This week, we took another step in that journey by officially launching a video that showcases the incredible work we’ve been doing at Saklan. This is more than just a celebration of our accomplishments; it’s an invitation for others to see how we’re shaping the future of education—where students are deeply engaged, challenged, and, most importantly, truly prepared for the world ahead.
At Saklan, we’re not just talking about Project Based Learning. We’re living it. And we’re proud to say—we’re really doing it.
Kindergarten has been learning about self-regulation. While self-regulation is something that everyone is always working on and practicing, it helps to make our strategies and tools for self-regulation visible for others to better understand.
First, it’s important to make sure we all know what calm feels like so that in moments of upset or silliness, we can get ourselves back to calm. The class read a story about a very moody cow and compared how it feels in their bodies when they are mad versus when they are calm. Next, they read a story about a boy who had a horrible day and discussed things he could have done to feel better throughout the day. Then Riva introduced the “break chair” to the class, which is a tool that students can use to calm down after upset, overstimulation, anger, distraction, etc. She modeled how to use it, and then the class shared what they noticed. A student modeled for the class as well, and again the students shared what they noticed. Then came the kindergartners’ favorite part, sending Riva to take a break in the chair. But, Riva did the WRONG thing! Hilarity ensued, and even Riva couldn’t keep a straight face, as everyone was cracking up. Since introducing this self-regulation tool, Riva has been thrilled to see many students using the Break Chair throughout the day. It’s clearly a tool that works for them!
The self-regulation discussions and activities culminated in the class creating a list of “Ways to Cool Down,” which will hang in the Kindergarten classroom all year. Anytime someone needs help, they can check the list and try one of the many excellent strategies their peers came up with.
If you need help calming down, feel free to ask one of our resident self-regulation experts in the kindergarten room!
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