From kickoff to tip-off, Patriot fans brought the energy for soccer and basketball season at Viewpoint’s all-community Winter Sports Fest on December 11. A robust turnout of students, parents, faculty, and staff gathered for the love of the game, good grub, and giveaways.

Winter Sports Fest commenced on Ring Family Field at our Boys Varsity Soccer game vs. Yula, resulting in a 5-1 victory. Next up our Girls Varsity Soccer team battled Calabasas High for a 3-0 win and the crowd was more than a little bit rowdy! Fans made their way to the Paul Family Athletic Center (PFAC) for two basketball games, stopping along the way at the Sunset Smash Burgers and Handel’s Ice Cream food trucks.

“Winter Sports Fest is about more than the wins on the field or the court - it's about bringing our entire community together to celebrate our student-athletes and the pride we share in being Patriots,” said Josh Frechette, Director of Athletics. “When our community comes out, our athletes feel that support in a powerful way.” 

As part of the festivities, limited-edition, Winter Sports Fest T-shirts were given away to student fans at the fields and in the gym. Our Middle School Girls Basketball team went up against Chaminade and kept the Viewpoint winning streak going with a final score of 26-16. And to wrap up Winter Sports Fest and deliver a shutout of our opponents,, our Girls Varsity Basketball team beat Maranatha 47-46.

Winter Sports Fest ignited school spirit, celebrated teamwork, and brought the community together in a shared show of Patriot Pride. With exciting victories, enthusiastic fans, and campus connections, the event was a reminder that at Viewpoint, athletics are not just about competition, but about community, and the joy of showing up for one another.

As the season of giving continues, our Viewpoint community has united in meaningful ways to support neighbors across Los Angeles. Through hands-on service and family-led initiatives, students, parents, and staff are living out the school’s commitment to global citizenship and inspired leadership.

On Saturday, November 15, Primary and Lower School students participated in the Hour of Giving, benefitting the Good+Foundation, which provides innovative services for under-resourced families. During the event, children decorated and filled gift bags with diapers collected through the school’s all-community diaper drive. 

These early lessons in empathy and generosity deepen as our students grow older. On Wednesday, November 26, Upper School students and staff participated in the school’s annual Community Service Day, a long-standing tradition held the day before Thanksgiving. Organized by Viewpoint’s Community Service Honor Society, also known as CORE (Community OutReach for Everyone), the day featured seven service projects supporting nonprofit organizations throughout Los Angeles, with nearly 200 students participating.

“The consistent theme across all feedback was our students’ work ethic, enthusiasm, and genuine care for their community,” shared Pam Oseransky, Coordinator of Service Learning. “From sorting 5,800 pounds of food to bringing residents to tears with their kindness, our students showed up with heart and purpose.”

The momentum continued beyond campus and into community-led initiatives. On November 30, families from across divisions volunteered at Our Big Kitchen Los Angeles (OBKLA) through an initiative organized by Viewpoint’s Jewish Affinity Group, led by parent volunteers Elissa Windisch, Megan Laufman, Erica Ginsberg, and Jenn Halperin. Parents and students in Kindergarten through Twelfth Grade worked side by side to prepare and package 322 fresh, kosher meals from scratch, along with hundreds of cookies. The meals were distributed to local charities serving individuals and families experiencing food insecurity.

“It’s so important for us to think outside of ourselves,” Oseransky said. “Giving back strengthens our mental health and our community, and it reminds people that they are cared for. It’s full circle. While giving back can feel personally rewarding, it’s ultimately about helping someone else.”

On Thursday, December 4, children’s voices filled the Thousand Oaks Civic Arts Plaza’s Fred Kavli Theater as Viewpoint’s Primary and Lower School students presented their holiday program, “Season of Peace.”

The program featured vibrant performances from each class, complemented by the Primary and Lower School Choruses and Dancers and the Advanced Fifth Grade Strings, bringing seasonal cheer to the audience. Fifth Grade narrators introduced global holiday traditions and offered greetings in 12 languages, including German, Spanish, Mandarin, Korean, Farsi, Russian, Vietnamese, Japanese, Hungarian, Armenian, Punjabi, and Polish.

Viewpoint’s dance teacher Gabrielle Brown, a former soloist with American Ballet Theatre, choreographed excerpts from Tchaikovsky’s Nutcracker, performed by the Primary and Lower School Dancers, led by Jordan Aaronson ’26, Chloe Brendle ’26, Charlotte Hariton ’26, Isabella Wang ’28, Finn Harrington ’29, and Spencer Reiter ’32.

The holiday program concluded with Viewpoint’s Giving of the Greens prepared by the Viewpoint School Service Association. This annual tradition, in which each child receives a beautiful spray of greens, represents the School’s abiding belief in the continual growth of each student and the warmest wishes for a joyful holiday season.

Viewpoint School recognizes The Bradway Family, Rynne Stump & Danny Carey, Audrey & Jeff Dunham, Lauren & Alfred English, The Ketz Family, Kathleen M. Rasmussen, and Xiao Zheng & Zijiao Yin for their leadership support in the Viewpoint Fund and their symbolic sponsorship of this event as donors in our Chair's Circle and Head of School Circle.

At Viewpoint, we return often to our mission to create exceptional readiness for extraordinary futures. We envision a school where tradition connects us and innovation propels us, and a world where education changes lives.

Generative artificial intelligence is one of the clearest places where that vision meets reality. Our students still need the enduring skills we care about most—reading deeply, writing clearly, asking thoughtful questions, collaborating with others, and living with integrity—while growing up in a world where AI will shape almost every field they encounter. Our responsibility is not to choose between timeless human skills and new technologies, but to bring them together in ways that keep learning, ethics, and well-being at the center.

That is why Viewpoint’s approach is not simply about Artificial Intelligence (AI), but about Intentional Access (IA). We treat AI not as a fad, but as an essential and evolving literacy. Generative AI is an “arrival technology,” already embedded in search engines, productivity tools, creative apps, and the professional tools their future employers are building right now. We cannot decide whether it shows up in our children’s lives, but we can decide how they will meet it: with curiosity, caution, and a clear sense of their own values. The safest and most effective way for students to build healthy habits around AI is by learning to use it thoughtfully, under the guidance of excellent teachers, in a school community that puts human relationships first, protects student privacy, and keeps curiosity, ethics, and well-being at the center.

The Evolution of Viewpoint's AI Program

When ChatGPT launched in November 2022, it was clear almost immediately that something important had shifted. Within a month of its public release, we convened a faculty Professional Learning Community to explore generative AI and its implications for teaching and learning. That group has met every semester since, and it has shaped much of our work.

From the beginning, three questions guided us:

• How do we build teacher capacity around generative AI?
• How do we talk with students, in honest and age-appropriate ways, about AI?
• What does AI mean for the future of learning at Viewpoint?

By March 2023, working in partnership with faculty, we co-created Viewpoint’s first AI Philosophy and Policy for students. Two core ideas sit at the heart of that statement. First, we recognize the importance of teaching the responsible, legal, and ethical use of generative AI. Second, even as new tools emerge, students remain fully responsible for their schoolwork and must practice thinking for themselves rather than having a computer think for them.

The policy gives teachers authority to decide when and how AI may be used in their courses and requires that students disclose AI use, read AI output critically, and never share protected personal information with chatbots or other tools. Inappropriate use is handled first at the classroom level and then escalated as needed. From the start, our focus has been on learning, integrity, and safety—not punishment.

As the tools evolved, so did our work. The AI-focused learning community for faculty continued every semester. Teachers shared early experiments, wrestled with ethical questions together, and redesigned assignments to be “AI-aware.” In January 2024, we held a whole-school professional development day on AI literacy so that every employee—not just early adopters—could better understand both the promise and the pitfalls of emerging tools.

In August 2024, we introduced a revised student AI policy along with our AI “Traffic Light” framework for grades 6–12. You may have seen the posters on classroom walls: clear visual guides that distinguish between “red light” uses of AI (not allowed), “yellow light” uses (allowed for revision and tutoring, with disclosure), and “green light” uses (encouraged, with guidelines). Teachers added AI guidance to their syllabi, divisional trainings helped faculty translate the policy into subject-specific practice, and we launched an online space to support teachers in trying vetted tools and tasks.

We knew that AI was not only a student issue; it was also a faculty and staff issue. In October 2024, we published our Faculty and Staff Guidelines for Generative AI. These guidelines emphasize protecting student privacy, safeguarding confidential school information, and using AI in ways that enhance rather than replace human judgment. They clarify, for example, that while AI can help with brainstorming language, at least 80 percent of emails, comments, and letters should be authored by the teacher, in their own voice, reflecting their real understanding of the student. All grading must be done by a teacher, not by AI.

Throughout this journey, we have invited families into the conversation through parent education events, weekly AI literacy tips, and resources in our Parent Education Library. We know that healthy AI habits are learned not only at school but also at home, and we see parents and caregivers as essential partners.

Most recently, in 2025, we formed an AI Work Group of faculty and administrators to study how new tools like Gemini and NotebookLM, now available through our Google Workspace, might serve students. The group named both the opportunities and the risks of student access: the potential for personalized tutoring and more equitable support, alongside real concerns about overreliance, skill erosion, academic integrity, and privacy. We also listened closely to students themselves. Upper school students shared candid stories of how they and their peers are already using AI—sometimes in inspiring ways, sometimes in ways that undercut their learning. Their voices helped us see more clearly what our students need from us.

The Work Group’s recommendation reflects the balanced, Intentional Access (IA) approach that has guided us all along: student access to tools like Gemini and NotebookLM should be offered on a course-by-course, teacher-by-teacher basis, with explicit instruction, clearly defined use cases, and a sustained focus on making assignments and assessments “AI-aware.” In other words, intentional access—not all or nothing.

What's Happening Right Now Across Divisions

Because our students are at very different developmental stages, our AI approach looks different in each division.

In the Primary and Lower Schools (TK-5), students encounter AI mainly through literacy and exploration. In Technology and Makerspace classes, they learn age-appropriate explanations of what AI is and how it shows up in the world around them. The emphasis is on curiosity, early critical thinking, and digital safety—not on productivity or efficiency.

In the Middle School (Grades 6-8), we continue to build foundational habits. Students participate in advisory and assembly lessons about AI literacy, bias, and misinformation. Teachers introduce the AI Stoplight framework in their classes, helping students talk openly about when AI is helpful, when it is risky, and when it crosses the line into academic dishonesty. On a teacher-directed basis, some classes use MagicSchool’s monitored studybots and AI tutors to support reading, writing, or studying, always with clear guidelines and teacher supervision.

In the Upper School (Grades 9-12), students encounter AI in more advanced and subject-specific ways. Advisory programming continues to address AI literacy and digital well-being. In some courses, teachers introduce Gemini and NotebookLM as tools for studying and practice. For example, in some classes students may use NotebookLM to organize their notes and to generate practice questions based on class materials, all within a structured, teacher-guided environment. In an English course, students can choose to work with an AI “learning coach” that draws on teacher-created materials to offer interactive explanations and practice with skills like making claims, integrating quotations, and analyzing evidence. In both cases, participation is optional, and students who prefer more traditional methods receive the same core instruction and feedback.

Across all three divisions, the common thread is teacher-led innovation. We trust our educators to know their students, to design thoughtful experiences, and to adjust as we learn more. AI is never a replacement for the relationship between a student and a teacher; it is, at best, a tool that can amplify that relationship. That is the heart of Intentional Access at Viewpoint: thoughtful, developmentally appropriate use of AI, always anchored in human connection.

Where We're Going Next

We expect AI to continue to evolve quickly. Our commitment is to evolve thoughtfully with it.

In the years ahead, we will pioneer comprehensive AI literacy initiatives that do more than help students “keep up.” Our goal is that Viewpoint graduates don’t just adapt to artificial intelligence but are ready to lead in a future shaped by it—confidently questioning, thoughtfully shaping, and ethically engaging with these tools. That means giving students a developmentally sequenced understanding of how AI works, what its limits are, and how to use it responsibly across disciplines and real-world contexts.

We will continue supporting teachers as they conduct action research on specific AI tools, always asking not just, “Is this new?” but, “Does this actually help students think more deeply, create more thoughtfully, or practice more effectively?” AI will increasingly be woven into our signature experiences and real-world projects, where students can see how emerging technologies intersect with community needs, future careers, and interdisciplinary collaboration.

Most of all, we will stay anchored in the skills and dispositions that matter most, with or without AI: critical thinking, creativity, collaboration, communication, ethical reasoning, resilience, and a strong sense of self and purpose. We want our students to be able to partner with AI in ways that strengthen these capacities rather than weaken them—so that when they step into a rapidly changing world, they are not only ready for their futures, but prepared to shape those futures with integrity, imagination, and courage.

Our Commitment and Your Role

As AI continues to reshape the world our students are growing up in, our mission to create future-ready students remains the same. We will keep approaching AI with care, humility, and courage—protecting student privacy, centering well-being, and insisting that technology serve learning, not the other way around.

We also know we cannot do this alone. As a parent or caregiver, you play a crucial role in shaping how your child relates to AI. If you are wondering what to do next, here are a few places to start:

• Build your own AI literacy. Watch this Viewpoint School webinar on AI Literacy from or attend Viewpoint School’s next parent education event on Jan 29, or experiment with an AI tool for a low-stakes task.
   
• Read and engage with “Ask Me Anything…About AI.” Look for this recurring section in the Weekly Mailer, along with our self-paced online course and parent resources on AI.
   
• Talk with your child. Ask how they are using AI, what they find helpful or concerning, and what kind of learner—and person—they want to be as these tools evolve.

Together, we can help our students grow up not just using AI, but leading in a world shaped by it—grounded in strong character, confident in their abilities, and ready for the extraordinary futures ahead of them