Foothills Blog

Over the past two weeks, the Foothills hallways have buzzed with the kind of joyful energy that only comes from students returning from something big—not just a trip, but an experience. The hugs, the laughter, the shared inside jokes are the visible parts. What’s less visible, but perhaps even more lasting, are the shifts within: a steadier voice, a more assured stride, a deeper understanding of themselves and the world.

At Foothills, Spring Trips aren’t a break from learning. They are learning. They reflect our belief that education at its best is active, integrated, and rooted in real-world connection. These trips are thoughtfully designed to match developmental stages—stretching students toward new kinds of thinking, responsibility, and discovery.

A second grader navigating their first overnight stay is building the emotional foundations of independence and self-trust. A sixth grader collaborating on campfire meals is flexing skills in executive function, communication, and empathy. And our ninth graders—traveling out of the country, engaging with new languages, cultures, and customs—are practicing global literacy and agency. These aren’t one-off adventures; they’re academic experiences, rich with relevance and rigor.

Back on campus, the learning continues—but something has shifted. Students return with fresh momentum. Their curiosity feels renewed. Their confidence isn’t performative—it’s earned. These trips amplify what we value most: not only strong academic outcomes, but a strong sense of self.

We often say that children are capable—and these trips are one of the clearest ways we live that belief. They give students the chance to lead, to stumble, to support one another, and to rise to challenges that can’t be neatly mapped out in a lesson plan.

If you haven’t yet, we encourage you to watch this video from our recent Parent Coffee, where students share reflections in their own words. What you’ll hear isn’t rehearsed. It’s real, it’s personal—and it’s the kind of learning that lasts.

Learn more here about why we do spring trips and what meaningful, joyful learning looks at Foothills.

At Foothills, we believe that meaningful learning isn’t measured solely by test scores or grade levels—it’s reflected in a child’s confidence, curiosity, and the sense of purpose they carry with them. Still, it’s affirming when an education rooted in joy and intention also leads to strong academic outcomes.

This year, 95% of Foothills students are meeting or exceeding grade-level benchmarks in both math and literacy. More than one in five students are working above grade level in math, and our junior high graduates leave with 19–26 high school credits already earned, allowing them to take more advanced classes or additional electives in high school. But those numbers, impressive as they are, tell only part of the story.

They’re evidence of a deeper learning—learning that starts with wonder.

In our Early Learners program, a simple discovery of a Mourning Dove nest turned into a weeks-long inquiry into how birds build homes. Children observed real nest materials under microscopes, collected natural materials, and constructed their own nests, blending scientific observation with imaginative problem-solving.

By 3rd and 4th grade, students are exploring Boise’s layered histories—walking downtown streets, mapping immigrant journeys, and studying the rise and erasure of the city’s Chinatowns and River Street communities. They are learning that history is not abstract—it is lived, storied, and close to home.

In Junior High, 9th graders explore exponential functions, human rights, and the physics of sound. They build composting systems, design acoustic improvements for learning spaces, and mentor with professionals in fields ranging from medicine to architecture. They don't just prepare for high school—they lead, create, and contribute with clarity and agency.

These are not isolated moments. They are part of a culture that sees children as capable, powerful, and whole. Learning at Foothills is never about racing ahead. It’s about moving forward with depth, direction, and joy.

And when that kind of learning results in strong academic outcomes? That’s not the goal—it’s the natural result of doing what’s right for kids.

At Foothills, Spring Trips are more than just a break from the classroom—they’re an essential extension of how we believe children learn best: through meaningful experiences, authentic exploration, and connection with the world around them.

From the Idaho Botanical Garden to the shores of Belize, these journeys offer students opportunities to engage deeply with science, culture, community, and themselves. Whether it’s a first overnight adventure at YMCA Horsethief Camp or navigating a new city like Portland, students aren’t just observing—they’re participating. They’re learning how to care for themselves (yes, even keeping track of that passport or packing list!), how to collaborate with peers in unfamiliar settings, and how to adapt with curiosity and confidence.

Spring Trips create the kind of learning that stays with you—a balance of academic discovery and life experience. These are the moments where a student realizes they can navigate a tidepool, a city block, or a group challenge without immediate adult direction. Where they feel the joy of helping their community by remembering the itinerary, or simply by showing kindness on a long bus ride.

We do Spring Trips because they build core memories—the kind that shape independent, thoughtful, and compassionate learners. They remind students that the world is bigger than the classroom, but also that they have the tools, agency, and support to find their place within it.

At every age, from Kindergarten explorations to international experiences in 9th grade, these trips reflect what Foothills stands for: purposeful learning, self-discovery, and the understanding that we grow not just by what we know—but by how we engage with the world and each other.
 

On Wednesday, Harry Werre and Sofia Marshall (and us moms) had the opportunity to attend the Volunteer Appreciation Lunch at Taft Elementary, one of Boise’s incredible community schools, where over 93% of the students come from low-income or refugee families. We all left feeling incredibly moved and inspired—and I wanted to share why.

First, if your family donated cereal or vegetable oil to the student council food drive: Thank You! Those items were brought to Taft by our student council community service members, and we got to see firsthand how deeply they were appreciated. Your generosity isn’t abstract—it’s feeding real families right here in our city. At Taft, a “community school” means much more than a place to learn. It’s a lifeline for many families. 

The school provides:

• Food and clothing
• Translation and interpreter services
• Healthcare and mental health support
• Housing and employment resource connections
• A safe, welcoming place for children of all backgrounds

Many of the families at Taft are refugees or recent immigrants—and many are feeling especially strained right now with all that’s going on in the country. What touched me most was how this school responds, not just with academics, but with love, dignity, and practical help. Their staff and leaders are incredible!

Taft gave our school this photo of some of their students saying “thank you” in their native languages. They have a huge world map on the wall and pins in all the locations their students are from. We were looking at it when a little girl came up and proudly told us she was from El Salvador and that she was the only one at the school from that country. It made me think how special it is to have a school that actually celebrates these kids’ diversity.

Coming up on May 8 is Taft’s Culture Fest—a joyful celebration of all the beautiful cultures represented at the school. It’s full of food, music, dance, art, and community. It’s also 100% run by volunteers—and I signed up to help. I'd love to see some familiar faces there. The 7-8th graders will be on their spring trip, but if any parents want to help out here is the link to sign up: Volunteer for Taft’s Culture Fest

Thank you again for being part of something meaningful. These kids—and this school—are truly special, and I hope more families in our community can experience what we did.

At Foothills, history comes alive through curiosity, purpose, and personal voice.

National History Day at Foothills is more than a project—it’s an invitation for students to become historians, storytellers, and advocates. With each new annual theme (this year’s was “Rights and Responsibilities”), our learners choose topics that spark their interest and connect them to the world around them. Whether crafting a documentary, designing an exhibit, performing a theatrical piece, building a website, or writing a research paper, students are empowered to express their learning in ways that feel deeply meaningful to them.

The heart of NHD is deep, thoughtful research. Our students dive into primary and secondary sources, ask complex questions, and build evidence-based arguments that reflect both critical thinking and historical empathy. Along the way, they develop essential life skills—like time management, collaboration, and public speaking—as they prepare to share their insights with the Foothills community and beyond.

And the outcomes speak volumes.

This year, 20 students placed at the regional level—including nine top-three finishes and additional 4th place recognitions. At the state level, nine students placed, and three projects earned a top-three finish. Two Foothills alumni who competed independently also earned honors: 1st at regionals and 3rd at state. Several of these projects are now headed to the National History Day competition in Washington, D.C.

With choice at the center, students selected topics that resonated deeply—and then worked with care and creativity to bring them to life. Take a look at some of this year’s projects:

Note: * indicates a project qualified for the national contest

• Candy Bombers and Cargo Planes: The Berlin Airlift *
• From Rubble to Resilience: The Tulsa Race Massacre's Story of Stolen Rights and Police Betrayal *
• The Formation of the FDA: Navigating Consumer Rights and Industry Responsibilities
• Impact of the Little Rock Nine
• Security or Suppression: Restricted Voices Under the Alien and Sedition Acts
• Title IX: Government Responsibility Changing the Way Americans Look at Women's Rights in Sports
• Beyond the Ballpark: The All American Girls Professional Baseball League’s Impact on Society and Fight for Equality
• From Oppression to Freedom: Rights and Responsibilities in the Fall of the Berlin Wall
• Elizebeth S. Friedman: How She Assisted in Shutting Down Operation Bolivar
   

This is what learning looks like at Foothills: rooted in choice, guided by inquiry, and connected to something bigger.

 

Today we celebrate our amazing students at the conclusion of another successful school year. This year has been a journey filled with growth, creativity, and joy. We have made strides as individuals and as a community. As school ends today, it is with joy and pride that I announce our re-accreditation through the Northwest Association of Independent Schools. The accreditation process examines all aspects of our school including mission, learning program, governance, finance, and safety. The accreditation team that visited back in February was impressed by our school on every level. The accreditation process is about continuous improvement, and the team’s major findings direct us to clarify our mission so that we can clearly communicate the value of a Foothills education. This is work that is already well underway. 

The mix of accomplishment and opportunity is well articulated in an excerpt from the team’s findings: “There is much to celebrate. The school has a unique and permanent building into which it is already imagining new iterations and improvements that will best serve its students and faculty. Community members share a passion for and appreciation of their experience at Foothills and desire to share it with a wider audience. There is a commitment to understand and embrace identity through the school's DEI conversations and to deliver a program that honors each individual student. Just like its students in the spring musical, Foothills is ready to leverage the unity and power of its ‘ensemble’ to sing with one voice and inspire a generation of Foothills students to come.”

Our successful accreditation outcome encapsulates the accomplishments of our entire school community. Thank you, and a special thanks to Tara Kennedy and Miranda Podolsky who led the accreditation process. We will share more about our accreditation report over the next year. 

I look forward to sharing reflections on this year in June; for now, thank you for a wonderful year!

Annie has officially wrapped, although “It’s a Hard Knock Life!” may still be replaying in your head for a while! I am so incredibly proud of our students for the production they created. From student-created choreography to singing and acting to moving set pieces, our Junior High has so much to celebrate. I hope that students can see how far they’ve come over the past year in terms of their comfort with performing, willingness to try new roles and support of one another.

For those who got to see one or both of the shows on Tuesday and Wednesday, you probably also witnessed how much fun our students were having, and it was wonderful to have our 3-4 and 5-6 students involved in the production as well.

Foothills students get regular practice being in front of an audience, develop their acting skills over time, and learn to believe in their abilities and those of their classmates. You also learn new things about students when you see a show, like that someone is an amazing singer, someone can anticipate set and costume change needs or someone is falling in love with acting as a 3rd grader, imagining where their acting path may take them when they enter Jr. High.

We have put on some great shows in the Jr. High over the past couple of years, like Matilda, A Princess Bride, and the murder mystery And Then There Was None. One of the most remarkable things I see in our students coming together to elevate each performance is their willingness to approach performing arts as a team, where every person and part is important in making it a show worthy of collective pride.

As in the case of Annie, I hope this experience reminds students of how powerful they are as a group at creating incredible art, while also finding the fun and ease that comes when you’ve worked hard and feel confident in knowing you’re going to shine. I hope each student who helped bring Annie to life at Foothills will carry this belief with them for many years to come.

Spring trips are officially coming to a close, and from all the pictures, happy faces, and chatter, it looks like another successful year is on the books! As a parent, sometimes we don’t fully understand the experience of our children as they engage in the meticulously planned spring trips at Foothills. On a good day, we may get an “it was cool,” or “I had fun,” and even the jaws of life couldn’t help out more. It’s one of those “you had to be there,” kind of moments.

I was fortunate enough to be able to join the 5-6s trip to the Teton Science School in Kelly, Wyoming this year, and I can report wholeheartedly that these kiddos experienced a once-in-a-lifetime opportunity for hands-on learning and personal skill building. Experiential learning has always been a cornerstone of Foothills School, but to see it in action is something I will not soon forget.

The seven-hour bus ride demonstrated the ease of how students and teachers interacted and how well teachers knew every one of their students, giving just the right amount and flavor of attention. The nicknames, the jokes, the stories… it was a delight to witness. The rest of the week was a whirlwind of hands-on activities designed by Teton Science School, which had a very similar structure to Foothills in that the flexibility of the curriculum allowed for changes to accommodate the student groups’ interests. By the end, the three camp instructors were just as beloved as our own teachers, with special handshakes, team songs, and a bevy of inside jokes. Beyond the learning, relationships were forged, igniting new or deeper friendships with each other, and so much joy was expressed about each other’s accomplishments.

Witnessing the spark of understanding as we hiked through various terrains (ask a 5-6 student what ASCAR stands for, they’ll know!) was incredible, and the information was retained because they actually saw it, touched it, and deeply understood it. Using their guidebooks to identify trees, scat, and tracks and having confirmation of those finds built confidence in their abilities. After three days of learning and hiking, the culminating project really demonstrated their understanding of the scientific circle, showed their creativity, and fostered their teamwork. I have to say that my favorite part was during the questions, curiosities, and acknowledgments where each student found something they liked or learned about from each presentation, and each group was celebrated, because that’s what learning is at Foothills, a celebration.