1926 Winter 2021

1926 L A J O L L A C O U N T RY DAY S C H O O L M AG A Z I N E

1926 WINTER 2021

W I NTE R 202 1

L A J O L L A C O U N T RY DAY S C H O O L M AG A Z I N E

2019–2020

Report on Giving I N C LU D E D I N S I D E

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MARISSA ERICKSON ’21 LOVE LETTERS MIXED MEDIA

“The message I want to convey through this piece is that many factors go into loving someone. However, often people focus on restrictions and definitions so much that this hinders what really matters, which is the human connection love offers.

This message is conveyed through the text, representing some of the many factors that distract people from the possible connection with love itself. The out of focus hands communicate that when people focus on restrictions, they lose touch with what is most important, the human connection and ability to love.

To make the background of this piece, I printed out various terms and definitions that restrict or hinder love and altered them before combining them into a collage inside a cardboard box. For the foreground, I sewed together the two hands. I photographed this sculpture to create the final artwork.”

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A Word from the Head of School

Coming Together A crisis, especially one as unforeseen and devastating as the COVID-19 pandemic, can rock the foundation of a school.

Rather than being derailed by this crisis, our community embraced the uncertainty and allowed our mission of preparing individuals for a lifetime of intellectual exploration, personal growth and social responsibility to guide us.

“ The world changed, and we had to quickly adapt to take care of our students.”

The human brain is programmed to narrow its focus in the face of a crisis. It’s an evolutionary survival mechanism designed for self-protection. In March 2020, when it was becoming clear that the highly contagious disease was spreading throughout our nation, we expanded our view by connecting with infectious disease experts around the nation and within our community. This proved to be invaluable.

Our faculty immediately established teams to determine the best practices of online learning. Our faculty instinctively knew that intellectual exploration was essential to anticipate and effectively shape an educational model for the rapidly changing COVID-19 environment. Our staff explored the array of issues around living with a pandemic: They examined safety issues, technology limitations, and the physical, social and economic health of our community.

The world changed, and we had to quickly adapt to take care of our students. Personal growth was essential for the long-term success of every member of our community.

Teachers adjusted their curricula, style of teaching, class dynamics and assessments while preserving what was most important—relationships. Our faculty reinvented themselves, and they did so with determination and grace. The staff reimagined a campus that would be outdoors and indoors with sustainable safety protocols. Everyone adjusted in some way.

Because of our innovative COVID-19 surveillance testing protocols, comprehensive safety procedures and a far-reaching plan to bring back all of our students in fall 2020, LJCDS was recognized as a leader in healthy on-campus education. With this came a responsibility to share our work with the community. Social responsibility was at the forefront of our work. The pioneering work of our school during COVID-19 has been shared with schools across the nation, both public and private. We became a go-to place for practical knowledge for San Diego County and for local medical facilities on how to create a safe campus for children to grow and thrive.

Our efforts over the arc of the pandemic moved from running away from COVID-19 to understanding how to safely live with it. We learned, we grew, and we empowered others.

We fulfilled our mission.

Gary Krahn, Ph.D. Head of School

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COMBATING CORONAVIRUS

30 FEATURE

REPORT ON GIVING 201 9 –20 2 0

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Combating Coronavirus

Six alumni—Brook Mehregany Choulet ’11, Jordan Juarez ’13, Sarah Kaslow ’05, Chase Mertz ’11, Meredith Nevin ’00 and David Shaw ’14—help combat the greatest public health crisis in our nation. Spanning from various positions and industries across the United States, they find purpose amid a pandemic to make a difference and contribute to their communities.

IN EVERY ISSUE 0 2 A Word from the

2 8 Overheard Notable quotes

0 4 Social @LJCDS

3 8 Milestones Alumni celebrations

Head of School

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On Genesee Ave…

Campus news and notes

2 0 …and Beyond Trending in alumni news

EDITORIAL STAFF Editor Tiffany Truong Associate Editors Rachel Baxter Jennifer Fogarty Editorial Support Joanne Bradley Katie Sigeti ’06

Creative direction Verso Design Onward Upward Photography Rachel Baxter Sandy Huffaker Stacy Keck Photography Jon Lyons Nadia Borowski Scott Tiffany Truong

4 0 1926 Looking back at our history 42

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A Letter from the

Head of School 46 A History of Giving 48 Financials 50 Greatest Need 52 Blue Bash Giving 54 Wellness Program 55 Community Support Fund 56 Alumni Giving 57 Programmatic Giving 58 Our Donors 70 Volunteers 71 Ways to Give 72 Office of Philanthropy

My Inspiration

1926 is published once a year by the La Jolla Country Day School marketing and communications department. If you’re reading this online and wish to receive a copy or if you prefer to opt out of receiving a mailed magazine, please contact communications@ljcds.org.

Magazine correspondence/editorial queries: communications@ljcds.org Alumni correspondence/change of address: ksigeti@ljcds.org Follow us on social media: IG: /LaJollaCountryDay FB: /LaJollaCountryDay TW: /LJCDS Vimeo: /LaJollaCountryDay

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Social @LJCDS INSTAGRAM

FOLLOW LJCDS

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FAC E B OOK & TW I T T E R

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Do you remember the feeling of returning to school after summer vacation? It’s such a joyful moment! Kindergarten and firstgraders spent the day getting to know one another and going over the protocols.

It is so wonderful to have them back on campus.  POSTED ON SEPTEMBER 14, 2020

Second-graders @LJCDS explored the essential question “Who am I?” by creating self-portraits.  POSTED ON SEPTEMBER 30, 2020

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MS drama engaging in wordplay, association, empowering voice, agency and more. Thank you, Robert Wagner and Mike Peveich, for your leadership. 

Alexander ’30 has been working hard to build a Little Free Library for his neighborhood. Made out of recycled milk jugs and occasionally restocked with handmade bookmarks, his library has become quite popular. Check it out by searching the charter number (105736) at https://littlefreelibrary.org/ourmap/. 

POSTED ON NOVEMBER 13, 2020

POSTED ON JULY 30, 2020

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Students participated in cross-divisional discussion groups using @factualitygame, an online experience in which students explore structural inequality in the U.S., and workshops to discuss cultural identifiers, including race and gender identity.  POSTED ON NOVEMBER 06, 2020

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Boston Moreland ’21 started Street Need, an organization that provides accessible first aid to San Diego homeless anywhere in the county. Since May, Street Need has assembled and provided hundreds of kits for the homeless.  POSTED ON AUGUST 21, 2020

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On Genesee Ave

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EDUCATION

Reopening School Amid covid-19 The COVID-19 pandemic has impacted lives and industries across the globe.

Schools, including La Jolla Country Day School, all had to adapt significantly.

Now, morning temperature checks, mask wearing, remaining in a cohort, and keeping distance from others are commonplace on campus.

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hroughout the turmoil and uncertainty, the LJCDS community came together to navigate one of the most challenging times in the school’s 90-plus-year history. “Torreys Together” became a common phrase as the community quickly pivoted and prioritized all that was in the students’ best interest.

“The pandemic was not the catalyst to create a community; rather, it provided the time for us to appreciate the community that we have,” shares Gary Krahn, Ph.D., head of school. “The heart of a community is made up of the care, rapport and connection that we have for one another.”

The American Academy of Pediatrics acknowledges that on-campus learning is essential to the long-term well-being

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of children. With this in mind, the students’ academic, social and emotional well-being were at the core of all decision-making.

After successfully transitioning to e-learning in spring 2020, LJCDS began the 2020–2021 academic year online until the school received approval from the state and San Diego County to open. The Early Childhood Center (students ages 3–4) began learning on campus in August.

Later in September and October, LJCDS welcomed back a few grades at a time, starting with the youngest students in the Lower School and gradually increasing the density of the age 3–Grade 12 campus. E-learning remained an option for families.

Pillars of Safety Five pillars of safety guided the reopening of campus: hygiene, distancing, face coverings, screening and culture.

The school made significant investments—more than $2 million—in health and safety precautions, including a COVID-19 testing program, increased cleaning and sanitation, added faculty/staff support, outdoor classroom setups, facility upgrades, technology updates and more. In addition, the launch of a Community Support Fund and dedicated greatest-need dollars from the annual Country Day Fund supported families financially impacted by COVID-19.

Krahn and the board of trustees’ COVID-19 task force continually stayed informed of new developments and research to provide safe adjustments and refinements to enhance the learning experience. “We won’t have 100 percent of the information or even enough time to make critical decisions, as information is evolving so rapidly,” says Krahn. “However, intellectual and ideological diversity provide an effective compass during COVID-19. Our task force, partners at UC San Diego and community members helped lead us forward.”

Learning Together and Embracing Challenges

in-person classes offered to students in the Middle School and Upper School, due to many mixing cohorts. The school expanded the cohort model and invested in technology to effectively conduct contact tracing should a community member test positive for COVID-19.

Despite the many challenges, mistakes were deemed as learning opportunities to doing what was best for students.

“You become a whole as you collect all the pieces,” shares Danice VonFeldt, Middle School humanities educator. “We are a collection of many amazing people. The leadership allowed us to really embrace what it means to be a community and to bring it forward. We’re not in a silo; the leaders listen and value opinions and feedback from everyone.”

By creating and embracing new norms, the school could successfully and safely conduct on-campus learning for the long term while the disease exists in the community.

“There are over 200 virus species that are known to infect humans, and we can assume there will be more in the future,” shares Krahn. “We know we have control over how we react, adapt and take action with COVID-19 and all viruses. We must use science and wisdom to learn to safely live with them.” —T I F FA N Y T R U O N G

With so much uncertainty and newness, the school not only leaned on science-based research but also feedback from members of the community to continually refine its processes and protocols. “We were constantly asking questions, knowing all decisions and actions were about improving and enhancing,” says Colleen O’Boyle, assistant head of school for academic affairs. “You have to be vulnerable and be open to feedback. If we’re just building experiences without getting feedback, it doesn’t work.”

The newly reimagined covid-19 school experience was tested and challenged. Teachers were learning how to manage both in-person and online learners as well as protocol enforcements. Wi-Fi connectivity was tested to its capacity to handle the indoor/outdoor, online and hybrid models. San Diego experienced several heat waves in late summer and early fall, which added challenges for outdoor learning. The initially planned model of 30 minutes of learning indoors and 30 minutes of learning outdoors proved to be too disruptive. Therefore, indoor learning increased to 45 minutes with added indoor airflow procedures, including monitoring carbon dioxide levels in classrooms and strategic fan placements for proper air circulation.

Initially, the cohort model—small groups of students who stay together throughout the school day for safety and contact-tracing purposes—restricted the number of Winter 2021 | 07

On Genesee Ave

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WELLNESS & DIGNITY

The Science of Emotion and Dignity Before she considered a career in education, RENNA WOLFE studied neuroplasticity, the science of how the brain changes and adapts to learn new information. “I’ve always been very interested in how humans learn. That’s been the core of my deepest passions,” says Wolfe. “I’ve pursued the subject from a scientific angle, and now I pursue it as an educator.”

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s the AP Biology teacher, Wolfe believes strongly in the continued pursuit of knowledge, to better herself and to be the best teacher possible for her students. For over a year, in addition to her courseload, Wolfe has been dedicated to investigating the social-emotional side of learning. She has conducted research into the science of empathy,

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gratitude and compassion. “There is a host of social-emotional skills that have a huge influence on learning,” explains Wolfe. “For example, stress is a tremendous barrier to learning. Childhood used to be more sheltered from that stress. But in today’s world, kids have access to more information than ever before, and that puts an enormous amount of stress on them. That stress and anxiety manifests

“Understanding how these social-emotional factors impact one’s ability to learn and thrive and grow is so important. I see few things as more important than that.”

itself at school, and kids are sometimes more likely to open up to teachers than at home.”

Wolfe believes that schools should have more consideration for the social-emotional aspects of life and has given talks on the science of empathy, happiness and stress to LJCDS’s leadership and wellness teams. “Understanding how these social-emotional factors impact one’s ability to learn and thrive and grow is so important,” says Wolfe. “I see few things as more important than that.”

Wolfe also sees her work as an appropriate complement to the dignity model, a core value of the school. “The dignity model provides a road map for understanding your own internal world and how that world impacts how you treat others,” explains Wolfe.

Never content to maintain the status quo, Wolfe is constantly exploring how she can honor the dignity of others as well as maintain her own dignity: “It’s important to achieve a balance of doing both, drawing the right boundaries for yourself while still honoring the dignity of others.”

Recently, Wolfe has taken the research she’s done in the fields of well-being, empathy and stress and tried to connect it to the dignity model. “I’m working to make the model more tangible and more useful, to turn it into a tool kit for behavior,” shares Wolfe. “I want to be an example of how to educate people about the dignity model from a scientific perspective.” —MICHELLE CHOATE

STUDENT POEM

Inner Peace Cienna Beard ’22

Open, endless blue sky surrounds me.

White clouds swirl inside of me, Pouring out of my mind into empty space.

I am flying through the sky, Soaring above everything and everyone.

I float to the rhythm of the wind, Creating a kind of song in my head, Where dreams I have and hopes I carry Weave together to form notes of memories.

The song keeps changing, First it is soft and gentle And then it is loud and strong.

I drift higher and higher, Until I reach the highest cloud.

From this place, I can see all things in the universe, Past and present swirl together, And for a moment, just a moment, I feel a ray of pure joy shining on me.

All worries and needless thoughts Are steadily swept away.

Day slowly turns into night, The sun bids farewell for a while, The stars keep the moon company, And all is quiet and good.

And I hold onto the light inside of me, It has always been there.

Some days it fades but it always returns to me.

I keep it in my heart, It glows hopefully, It helps me see in the dark.

I am excited for the new day that will come.

I am different, but that is okay.

I feel misunderstood, but right now that does not bother me.

I will love myself, and then I will spread the love.

I am ready to live, I am ready to laugh, I am ready to dance to my own song.

I look down at the world and I smile, Because I know that I am happy.

Winter 2021 | 09

On Genesee Ave

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DIVERSITY, EQUITY, INCLUSION

Engaging in Antiracist Work In 2020, amid the growth of the Black Lives Matter movement, many truths have been illuminated. One is that neutrality about racial issues perpetuates the status quo and supports racist ideology.

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oth public and private schools, composed of a primarily white and educated workforce, play a critical role in standing against racism and injustices.

“In my own experience, many educators are comfortable being looked at as curators of culture in their institutions and intellectuals who drive initiatives toward diversity,” shares Rafael Eaton, head librarian. “But they don’t see themselves tackling the systemic troubles that roil beneath the institution’s facade.”

In summer 2020, LJCDS began a number of initiatives to kick-start formal conversations around race and to discover each individual’s stance on the subject. The faculty and staff leaned into learning or unlearning assumptions about systemic racism.

A voluntary group of faculty, staff and administrators underwent the Justice in June curriculum—an online learning plan that provides a starting place for individuals seeking to become better allies. For 10, 25 or 45 minutes a day, for one month, individuals committed to reviewing and studying curated materials. Group Zoom meetings led by Eaton served as an opportunity for individuals to begin to interrogate their roles in society and process their new (and uncomfortable) awareness about the reality of Black experiences in our nation.

To continue the school’s commitment to building a more diverse, equitable and inclusive community, LJCDS selected How to Be an Antiracist, by Ibram X. Kendi, for the all-school faculty/staff summer reading. Throughout fall and winter 2020, employees across all departments and divisions participated in guided bimonthly discussions in small groups to reflect on Kendi’s perspective of race. Topics included biological racism/ antiracism, cultural racism/antiracism, ethnic racism/antiracism, bodily racism/antiracism, powerless defense and capitalism’s role in perpetuating racism.

Kendi’s book serves as an introduction to key concepts to unite the community with a common language. This powerful first step allowed faculty and staff to lean into difficult conversations, embrace diversity and create a sense of inclusion and belonging in the community.

“Education is a part of it, but not the cure, and this is why we have chosen to focus on education with our leadership, faculty and staff first,” shares Eaton. “We are the ones who can institute change at a policy level. Our accountability practice is a long overdue step on the way to this overhaul of a preexisting structure, and one that we are excited (and, of course, a mite nervous) to begin.”

—TIFFANY TRUONG

2020 –20 21 SP E A K E R S E R I E S G U E STS A N D PR O FES S IO N AL D EVELO PM EN T

Carol Wells Activists, Artists & Sisters Founder and executive director of the Center for the Study of Political Graphics August 2020

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Janice Rhoshalle Littlejohn Life, Liberty and the Pursuit of Happiness: A Moral Reckoning Author, journalist and associate director for the Los Angeles Institute for the Humanities at the University of Southern California September 2020

Lynne Thompson

Natalie Gillard

Finding Your Particular Voice: Resistance, Persistence and Anti-Racism Author, poet and former director of the Employee and Labor Relations Center at the University of California, Los Angeles October 2020

Factuality, the Game Creator and facilitator of an interactive experience that simulates structural inequality in America from the vantage point of someone with a different identity/background than their own October 2020

Jody David Armour Race, Rap, and Redemption Roy P. Crocker Professor of Law at the University of Southern California November 2020

“I needed to forsake my orientation to antiracist research and education.

I had to forsake the suasionist bred into me, of researching and educating for the sake of changing minds. I had to start researching and educating to change policy. The former strategy produces a public scholar.

The latter produces public scholarship.”

Excerpt from How to Be an Antiracist

By Ibram X. Kendi

On Genesee Ave

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RETIREMENT

Leaving Legacies Four beloved employees retired from La Jolla Country Day School and leave behind a lasting impact and legacy of dedication, kindness and passion.

Mark Marcus Assistant Head of School for Operations Joined ljcds in 1985

Mark Marcus retired after an impressive 35-year career at LJCDS. Marcus joined LJCDS in 1985 and held positions ranging from business manager to assistant head of school, and finally, assistant head of school for operations. As a business manager, Marcus oversaw finance, operations, security, tuition assistance, human resources and staff members. He has been essential in helping LJCDS operations run smoothly.

“Mark is a tremendous leader, a man who was willing to serve the La Jolla Country Day School community and always put the needs of LJCDS first,” says Terri Bamford, LJCDS women’s basketball head coach. “He is trustworthy, bluntly honest and a strong, compassionate leader.”

Marcus played a vital role in creating the campus that exists today. He oversaw the building and construction of the Early Childhood Center, Lower School, Middle School, Visual Arts and Science Center, lunch pavilion, athletic fields and Smith Gymnasium. Additionally, he managed the redesigns and renovations of the old gym into a 329-seat Four Flowers Theater, Lower School, Upper School, library, administration building and countless other improvements over the years.

Over a 41-year-long career at LJCDS, totaling approximately 7,380 school days, or 36,900 hours, Richard Nelson has impacted thousands of students with his wit and dedication to Middle School history.

“Richard has inspired more students in his years teaching at LJCDS than he or anyone else can even imagine,” shares Betsy McCallum, Middle School math educator.

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The students came first in all strategic decisions to improve the learning experience. “[Marcus has] unimpeachable integrity, total commitment to act in the best interests of the kids, and an ability to cut through pretension and tell it like it is,” recalls John Finch, the Middle School director from 1995–2001.

Marcus is notorious for his witty jokes and sarcasm at LJCDS. “My most notable memory of Mr. Marcus is probably when he left his security office with all the cameras to come into the gym to tell me to stop missing so many [basketball] shots from the wing,” shares Kelsey Plum ’13, a professional basketball player for the WNBA. Praised by his colleagues and alumni as loyal, hardworking and honest, Marcus inspires greatness in everyone he meets. “Mr. Marcus embodies so many of the qualities that make LJCDS such a special place. He leads by example and has the unique ability to make you feel heard, appreciated and cared for,” says Chris Nicolaou ’99 P ’33 ’35. “He has always been there for students, faculty, parents and alumni, and his presence has served as a comforting source of stability over the years. His laid-back attitude, sense of humor and work ethic are magnetic.”

Nelson began his career at LJCDS in the fall of 1979. While completing his teaching credential, he visited his favorite professor at UC San Diego and was informed about an opening in the Middle School history department at LJCDS. He applied and has been a celebrated educator in the community ever since.

Richard Nelson Middle School History Educator Joined ljcds in 1979

“Richard is on the Mount Rushmore of La Jolla Country Day School master teachers,” says Brian Murphy, director of financial assistance and enrollment management and former head of Middle School. “He is the gold standard when I think of the Middle School educators I have had the opportunity to call colleagues. As great as Richard is as an educator, he is an even better human being.”

Nelson is known to his colleagues and students alike as witty, passionate and dedicated. Alumni remember him starting his class in the front of the room with a golf swing. Colleagues remember his jokes. “My best memories of Richard will always be his ability to lighten the mood of a meeting or faculty lounge conversation with a well-timed (or poorly timed) pun,” shares Nate Heppner, Middle School English educator.

He is known to put the students before everything else, while still holding teaching and education in the highest regard. “Richard’s impact on LJCDS cannot be overstated. He has been a tremendous advocate for humanities and the importance of a well-rounded scholar,” explains Ian Han ’10. “While I may not still, 16 or some years later, remember all of the Egyptian pharaohs, I do remember the spark for curiosity and love for education that classes like Mr. Nelson’s ignited.”

Nelson’s zest for teaching will be missed perhaps most of all. “He made history much more fun and relatable than a set of facts,” recalls Jorian Polis Schutz ’01. “He felt more like a friend and fellow sojourner than a teacher or authority. He impacted us all because he shared his enthusiasm with us. For me, it definitely caught on. I’ve been loving and studying history ever since.”

“Richard has inspired more students in his years teaching at LJCDS than he or anyone else can even imagine.”

“Meiling has touched the lives of every Lower School student, parent, faculty and staff for 30 years— imagine that impact.”

Meiling Hager Lower School Administrative Assistant Joined ljcds in 1991 A pillar in the Lower School, Meiling Hager has graciously served the youngest students, their families and the faculty at LJCDS as the Lower School administrative assistant for 30 years.

“Meiling is extraordinarily kind, and she has the biggest, brightest smile. She knows every Lower School student and family by name,” Susan Nordenger, assistant head of school for community engagement, emphasized. “She has touched the lives of every Lower School student, parent, faculty and staff for 30 years—imagine that impact.”

Hager first began working in education at the Taipei American School while she attended college at night. After her husband retired, they moved back to the United States. Hager began her career at the school in 1991 as the Lower School secretary, later taking on the title of Lower School administrative assistant.

“Meiling is the face who welcomes all in the Lower School office. She is the calm voice that answers the many and varied questions the parents, students and faculty have,” says Maria Curtis, director of the Early Childhood Center and extended-day program. “She supports our students in any way that she is needed. Mornings were busy, but there was always time made for the students who brought in the attendance slips. She’d take time to ask their name and help them with their manners when greeting others.”

Not only was Hager the Lower School administrative assistant but she also taught Mandarin after school for about five years and Chinese brush painting and calligraphy in Grades 2 and 4 during their China unit.

“She loved introducing her favorite Chinese folk arts and Chinese food to her students,” says Curtis. “She loves the connections she has made with the community when she has had the opportunity to share her culture, native language, cooking and traditions. Even though it was a lot of preparation to create an after-school Mandarin program for students of different ages and grade levels, she loved creating lessons for them and felt so proud of their accomplishments.”

Both parents and faculty alike appreciated Hager for her care and warm support. “As a Country Day parent or as an educator, I’m not sure in which capacity I—and my whole family—have appreciated Ms. Hager more,” explained Jonathan Shulman, Upper School history educator and Center for Excellence in Citizenship director. “The warmth and empathy she brought every day to the Lower School pervades far across campus to the benefit of all. I can’t tell you how much we’ll miss her.”

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“He cared so much about the players and the team.

It was never about winning (though he liked winning); it was all about the journey in helping us grow up and become better people.”

Jerry Fleischhacker Upper School History Educator, Head Coach of Men’s Soccer Joined ljcds in 1991 Known as “Coach Fly” to generations of LJCDS alumni, Jerry Fleischhacker is one of LJCDS’s biggest fans. He has been a beloved men’s soccer head coach and Upper School history educator for 29 years.

Fleischhacker is a legendary soccer coach. With 364 wins, he is the winningest soccer coach in school history and has never missed a game over 29 seasons of coaching. “I’ve played soccer my whole life and had many coaches, but none like Fly,” shares Diego Rovira ’00. “He cared so much about the players and the team. It was never about winning (though he liked winning); it was all about the journey in helping us grow up and become better people.”

Fleischhacker joined LJCDS in 1991 as the men’s varsity soccer coach and chair of the history department. “Fly approaches every situation with a grounded enthusiasm—realistic, yet always pushing for the best,” explains Zack Wolfenzon ’09.

“Everyone who’s taken a class with Fly comes out a better student. Everyone who’s played for Fly comes out a better soccer player. Everyone who’s had a chance to know Fly is ever grateful to have him as a coach, teacher, mentor and friend.”

As a teacher-coach, Fleischhacker served as a mentor and friend to decades of students. From sparking spirited debates to hosting the popular annual alumni soccer game, he is an LJCDS legend.

Fleischhacker also hosted the annual “Fly’s Four on Four,” a soccer tournament open to LJCDS students, families, friends and alumni in which all proceeds went to the Challenged Athletes Foundation (CAF)—an organization that works to empower individuals with physical challenges through sport. Introduced to this foundation through alumnus Danny Gabriel ’92, Fleischhacker raised considerable funds and awareness for CAF through his event.

“Mr. Fly is one of those mentors you’re so lucky to get at a place like LJCDS,” shares Dennis Roth ’10. “In the classroom or out on the field, he challenges you by giving you the power to determine what type of student, athlete or person you want to be. I know that type of guidance was so helpful for me as I transitioned to college and beyond.”

Mr. Fleischhacker is a proud father of two lifers, Ben ’07 and Alex ’10, who attended LJCDS for 15 years each. —HANNAH JACOBS

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“It is critical to shine a light on the people who aren’t talked about in mainstream history and to give a voice to those people.”

ACADEMICS

Understanding the Present Through the Eyes of the Past

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yler Hales has always believed that there is more to the study of history than memorizing dates and neatly summarizing major events. For Hales, who comes from a family of history teachers, what’s most important about teaching history is analyzing historical events and their impact on people, and exploring how people shape events.

“It is also critical to shine a light on the people who aren’t talked about in mainstream history and to give a voice to those people,” Hales says. He strives to open his students’ eyes to the rest of the world, to get them to take off their “American goggles” and look for covert prejudice and biases, and to use history as a way to understand the present better.

As an educator of U.S. history post–Civil War, Hales works with the

eighth-grade team and the administration to evaluate the curriculum. “Three years ago, the team switched from a linear study of events to a thematic approach,” he shares. “We came up with five main themes—civics, social justice, immigration, innovation and foreign relations—and within them try to teach a historical component and connect that component to the events and attitudes of today.”

Although his becoming a teacher seemed predestined, Hales attended Colby College in Maine with no preconceived notions about his future career. But during the spring of his freshman year, he took an education course with a service-learning component in a second-grade classroom.

“Within a few weeks, I realized where my future was,” says Hales. “I really enjoyed working with the kids.”

During the 1970s, his father had taught

at LJCDS, so when Hales moved from his home state, Massachusetts, to San Diego, his father recommended he check out the school. Hales joined the Torrey team in 2006 as a junior varsity baseball coach.

He currently serves as head coach of the football team. Off the field, he was hired as a third-grade teacher, then taught fifth grade before assuming his position as the eighth-grade history teacher and history department chair.

Be it destiny or serendipity, Hales is clearly where he is meant to be, doing what he was always meant to be doing. “For me, teaching has always been about caring for students and treating them fairly,” he says.

“I felt like I had a lot of teachers who looked out for me, who got to know me and helped me grow. It shaped me and the way I try to approach things to this day.”

—MICHELLE CHOATE Winter 2021 | 15

On Genesee Ave

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PERSPECTIVE

Black Lives Matter Look to the right. Look to the left.

Look behind you and in front. Name one difference between all of the people in front. If you are pausing to think only of differences, you are wrong. We all bleed red. We are all born from mothers. And we are all part of one race, the human race.

However, the sad thing is that some people don’t realize this.

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hey see us as white, Black, Asian, Hispanic, Native American. They see us as Christian, Jewish, Muslim, Buddhist, Atheist or Hindu. And sadly, this mindset is what takes the lives of Black people at the hands of police or even at the hands of other people.

And that is what happened to Mr. George Floyd.

There comes a certain age when Black men aren’t seen as cute or normal, or as children or young men, and we turn into threats in the eyes of many. We are threats when we are walking down the street, when we are driving, when we are playing sports, when we are shopping, sleeping or even gardening.

Recently, I had been stopped by the police as I was walking down Alga Road in Carlsbad. A woman from the neighborhood had called them on me. I spent 20 minutes talking to the police. I was asked a string of questions about my nonexistent criminal record, drug history, tattoos and scars. I felt like those questions dehumanized me, but I rolled with them because the police were kind in their approach.

They let me go after my name was cleared, but I couldn’t stop feeling like a criminal. That moment itself made me look into more incidents and looking at what could’ve happened.

I could’ve been a George Floyd… I could’ve been another Amaurie Johnson, arrested for no reason.

16 | 1926

George Floyd was in handcuffs and was restrained. He had claustrophobia, but even then, that didn’t stop that cop, Derek Chauvin, from slamming him to the ground and landing his knee on his neck for almost nine minutes.

In a way, I saw myself in him. Whether we like it or not, this easily could’ve been any of us. We are all connected to Mr. George Floyd in some way. He was a husband, father, brother, uncle, son, friend, and the most important thing of all, he was human. He was a life that was lost for no reason at all.

What I’d like to leave you with is a call to action. Racism is taught at home. We must wipe out racism to save lives. It starts at home. No baby is born racist. It starts at home. It doesn’t start with the police; it starts with parents. It starts at home.

—CARSON WALKER ’23

A version of this speech was given at the Black Lives Matter protest in Encinitas, California.

“I had been stopped by the police as I was walking down Alga Road in Carlsbad. A woman from the neighborhood had called them on me. … I was asked a string of questions about my nonexistent criminal record, drug history, tattoos and scars. I felt like those questions dehumanized me. …

They let me go after my name was cleared, but I couldn’t stop feeling like a criminal.”

STUDENT POEM

Strands

Walter Chen ’21

The stitcher examines her work.

From her spool, once more, she unwinds a strand.

It snakes around her needle.

It begins.

Gently guiding it, she deftly weaves it on a path only she sees.

Threading through her work, the strand hugs those it crosses paths with, All the while running parallel with strands it will never see.

In its dance, it encounters thousands of strings.

Some with whom it entwines.

Others, a brush, And occasionally, a deflection bounds it in a new direction, Strung along by the needle.

Once entwined in the sea of threads, Snip.

Stepping away to examine the full tapestry, The stitcher is pleased with the addition.

Another.

From her spool, once more, she unwinds a strand.

The strand, ignorant to its role, Deems itself insignificant.

Blind to notice how deliberately interwoven its journey is.

Blind to see how it reinforces others with its stitches.

Blind to see the universal woven display it is part of.

Blind to its purpose it questions why, expecting an answer.

Why? Its path, already woven, Unyielding.

Unrelenting Unchanging.

It only knows the threads it touches.

But isn’t it enough already?

“Strands” earned first place in the 2020 Amy Marie Watkins poetry competition. The annual contest honors Amy Marie Watkins, an LJCDS student, poet, actress and musician who tragically died in a car accident in 1987 at 17. Jennifer Coburn, a USA Today bestselling author of six novels and a contributor to four literary anthologies, served as the 2020 judge.

Winter 2021 | 17

On Genesee Ave

…

DEI COMMITTEE MEMBERS (from left to right): 1 Yuriko Anton P ’21 ’28, chair, trustee 2 Margaret Cargioli P ’30 3 Maisha Cobb P ’23 4 Jarik Conrad P ’29 ’32 5 Russ Holmes, trustee 6 Amy Glass Mischler P ’27 ’30, trustee 7 Jennifer O’Brien P ’23 ’25, trustee 8 Micah Parzen P ’26, trustee 9 Sheenoo Sharma P ’22

Lorri Sulpizio P ’21 ’23 ’26 ’29, trustee

DIVERSITY, EQUITY, INCLUSION

Commitment at the Board Level The La Jolla Country Day School Board of Trustees established a Diversity, Equity and Inclusion (DEI ) Committee in 2020–2021 to further the school’s commitment to building a more inclusive community.

I

n the 2019–2020 academic year, LJCDS underwent a yearlong formal review and audit of its climate and culture. Faculty, staff, students, parents and alumni participated in the National Association of Independent Schools (NAIS) Assessment of Inclusivity and Multiculturalism (AIM) as well as listening sessions with consultant Jarik Conrad, Ed.D., P ’29 ’32, senior director of human insights and HCM evangelism at Ultimate Kronos Group. The reports from both initiatives allow the school to establish the next steps and strategic goals for DEI, including developing a board-level DEI committee.

As a strategic guide for the school, the board is committed to ensuring that diversity, equity and inclusion are

18 | 1926

woven into board-level conversations and decisions as core values. “We are in a unique position to partner with the administration and hold those leaders accountable for taking steps to improve our school climate,” says Board of Trustees President Lucy Smith Conroy ’90 P ’24 ’25 ’35.

“The board must evaluate the ways our current decisions, financial allocations and strategic initiatives may or may not create a more equitable institution for our families; no decision has a neutral outcome. In addition to looking for ways to make our school more equitable and inclusive, we have also been working to build a board and a set of committees that are more representative of our school community.”

Q& A W I T H COMM I T T E E C HA I R Y U R I KO A N TO N What is the board’s role in supporting DEI and creating a diverse, equitable and inclusive community?

Our faculty have been engaged and passionate for years in this area, with many initiatives in place. As a board committee, our role is to be strategic and long-term as we think on a DEI strategy. We aim to support the head of school, leadership team and faculty to promote (and improve) inclusivity, multiculturalism and diversity. Our committee’s role is to view our school from a big-picture standpoint. We will observe each component of the school’s diversity work and ensure we allocate resources and time to these efforts.

Why is it important to establish a standing committee?

Establishing a new committee at the trustee level demonstrates a stronger commitment of our school to dedicate even more energy to this work at a leadership level.

Why is this work important to you?

Diversity, equity and inclusion have always been deeply important to me. Being biracial and bicultural, I have always wrestled with my own identity and my need to feel included, valued and heard.

Born and raised in Japan until age 7, and being mixed race, I didn’t always feel like I belonged.

This work is so important to me not only because I have experienced challenges based on some of my own identities but because I truly care for our students and their well-being and sense of worth. I want them to feel included, heard and valued, no matter their background or perspective. I want them to feel like they belong at LJCDS.

What is your hope for this committee?

My hope is for all of our constituents—faculty, staff and families— to feel valued. Living this work is constant, and it is essential to embed it into every aspect of our school. I hope that our committee will help effect positive change with regards to multiculturalism and inclusivity at LJCDS. Tell us more about equity and inclusion.

As we grow our diversity in our community, we need to ensure that this diverse environment functions well so that we all thrive. That is the equitable and inclusive part of this work. We must create an environment where everyone feels welcome, safe and heard, and feels like they belong. This requires action, change in policy and change in behaviors.

What do you foresee as a challenge?

There will be moments of stumbling, and it will be uncomfortable.

This is the discomfort that comes with challenging conversations, but that is where the magic of growth can happen. And when growth happens, we can shift our culture in a positive direction.

What is the makeup of the committee members?

Our diverse inaugural committee consists of seven trustees, including the board president (a non-voting member) and four non-trustees, which include parents, a non-parent, businesspeople and business owners, authors, leaders in academia, people of color, experts in marketing, DEI consultants/facilitators, Ph.D.s, immigrants, attorneys, a human rights advocate, a theater director and producer, and a trailblazing museum director, to name a few of the identities we have on board. —TIFFANY TRUONG

C OM M I T T E E ST R AT E G I C D U T I E S : 1. Advise the head of school and the leadership team to promote an inclusive and diverse community as mandated by our DEI committee mission statement.

2. Recommend policies and structures that promote empathy, dignity and trust in the community among all constituents, including students, families, faculty, staff and alumni.

3. Articulate strategic goals and objectives at the beginning of each academic year and regularly evaluate progress throughout the year.

4. Assist school leadership in surveying and managing accreditation goals related to DEI.

8. Support admission, where necessary, in the strategic recruitment of a diverse student body.

5. Recruit a diverse group of individuals (trustees and non-trustees) to serve on the committee.

9. Develop and implement an ongoing trustee training program to promote fluency in diversity, equity and inclusivity.

6. Establish dialogue among all board committees to coordinate overlapping efforts and incorporate the DEI perspective into all work of the board.

7. Ensure that resources are allocated toward DEI initiatives in collaboration with the Finance Committee.

10. Ensure that strategic planning (short-, medium- and long-term) for the school always incorporates and reflects an advancement of diversity, equity and inclusion efforts.

Winter 2021 | 19

… and Beyond ENTREPRENEURSHIP

Creating Opportunities ADA M SAVE N ’0 8

Access to an alumni network is one of the advantages of belonging to a college or university community. In today’s complex and interconnected world, leveraging connections and mentorship is important for career success. ADAM SAVEN ’08 co-founded PeopleGrove, a technology platform, to help strengthen the connections and communities in colleges and universities.

“… it is crucial that first-generation students have immediate access to resources to help them catch up to the level of their peers.”

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ounded in 2015, PeopleGrove helps institutions connect students and alumni with mentorship-focused opportunities, including personalized career connections, internship/job listings and career readiness resources. Stanford University, Wellesley College and Johns Hopkins University are among more than 350 institutions worldwide that utilize PeopleGrove.

In 2020, PeopleGrove earned two prestigious accolades. Saven and co-founder Reilly Davis were celebrated as top entrepreneurs on the Forbes 30 under 30 list. Later in the year, the company earned the No. 112 spot on the 2020 Inc. Magazine’s 5000 list, recognizing the fastest-growing private companies in America.

“Most often, our university partners rely on their alumni community to be the resources that students and fellow alumni can connect with to improve their likelihood of getting a good job or making a career change,” says Saven. “Since the majority of jobs are never publicly posted, these networks are crucial for job seekers to discover and access opportunities. The lack of this social capital has been referred to as the ‘outsider problem’—something that we’ve worked to address with our 350-plus higher-ed partners.”

Higher-education institutions face increasing pressure to demonstrate their value proposition and ROI for their students. “That return is primarily defined as a good job,” shares Saven. “Higher ed has to visibly demonstrate its value and must do so by ensuring that students are confident in their employability and have a good job waiting for them at graduation.”

Saven is passionate about leveling the playing field for first-generation students and graduates who may not have an inherited network from parents or guardians. “Given how important social capital is to a student’s path of study and eventual career, it is crucial that first-generation students have immediate access to resources to help them catch up to the level of their peers,” says Saven.

Amid the pandemic, PeopleGrove launched a new, free software called Bridges in direct response

“I personally feel very fortunate in the investments my parents made in my education at LJCDS and beyond. From these investments, I was fortunate to be exposed to career paths and possibilities that I would not have had access to otherwise.”

to the employment challenges caused by COVID-19.

Bridges is a marketplace for alumni to offer students opportunities to fulfill short-term projects, in turn allowing students to gain work experience.

“Students and recent graduates were faced with postponed or canceled internships and even rescinded full-time employment offers,” Saven shares. “For students, this meant that many lost the opportunity to gain crucial, real-world experience that proves to be the cornerstone of their résumés as they graduate.

For recent graduates, it meant the loss of income and the delayed start of careers.”

At the core of what it does, PeopleGrove is investing in students—the future of the nation’s success.

“I personally feel very fortunate in the investments my parents made in my education at LJCDS and beyond,” says Saven. “From these investments, I was fortunate to be exposed to career paths and possibilities that I would not have had access to otherwise.

I wanted to pay it forward and ensure all students and young people regardless of their background— who your parents are or where you’re born—have access to the mentors and social capital needed to unlock opportunity. This remains our mission today.”

—TIFFANY TRUONG

Adam Saven ’08 is the co-founder and CEO of PeopleGrove, a technology platform that offers college and university students and alumni access to virtual mentorship and career opportunities. Founded in 2015, the company was included on the 2020 Inc. 5000 list of fastest-growing companies.

PEOPLEGROVE.COM

Winter 2021 | 21

… and Beyond

1 IN 7 YOUNG ADULTS NEEDS TREATMENT FOR ADDICTION. 22 | 1926

“Addiction isn’t just for one type of person.

It affects everybody, and I’ve seen how it changes lives. It destroys families, and it destroys their own lives.”

DOCUMENTARY

16 and Recovering BR ANDON BURG ’ 1 7

One in seven young adults needs treatment for addiction. Northshore Recovery High School, in Beverly, Massachusetts, specializes in supporting teens who are struggling to recover from drug and alcohol addiction while earning a high school diploma. For nearly four years, BRANDON BURG ’17 has been documenting the journey of the faculty and nine students at the school. That story, 16 and Recovering, premiered as a four-part documentary series on MTV in September 2020. nontraditional alternative school, Northshore Recovery High offers hope and a comprehensive program to meet the academic, recovery and mental health needs of students with substance use disorder. In 2017, Burg began filming the story alongside documentary filmmaker and director Steve Liss and a small team before it was pitched to MTV and other networks.

Burg witnessed the triumphs, heartbreaks and firsthand challenges that came with recovery. “These kids come from all different backgrounds,” says Burg. “Some are really poor and living alone, and others come from very wealthy families. Addiction isn’t just for one type of person. It affects everybody, and I’ve seen how it changes lives. It destroys families, and it destroys their own lives. It’s very important that they’re getting the help they need.”

Northshore Recovery High provides a safe space for rehabilitation with a relapse policy, restorative practices, drug testing, group and individual counseling, and small class sizes. “These kids would go to school on their worst days because they know that’s where they are safe,” shares Burg. “They know it’s the place that they will get the help they need.”

While MTV is known for its reality shows, it was critical for the creative team to protect the integrity of the story and the dignity of its constituents. Burg and the team maintained creative control to ensure that the documentary didn’t sensationalize and dramatize the real-life challenges of substance abuse.

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“You will not see them doing drugs in the documentary,” shares Burg. “We chose to keep that out because that’s not what we wanted to show. It’s about the recovery process and the effects of drugs. We wanted to show that if you’re struggling, get help. You’re not in this alone. Even though it might suck at this point, once you get the help, it’s possible to turn your life around.”

As the cinematographer and production assistant, Burg spent several years dedicated to this passion project while a student at Endicott College. “This was our life for the past four years,” says Burg. “Even when we weren’t working, it was always on our minds.”

Now Burg has his sights set on graduating in 2021 with a bachelor’s in photography. He hopes to continue pursuing both filmmaking and photography. —TIFFANY TRUONG

Brandon Burg ’17 is a photographer and filmmaker. His recent MTV documentary series raises awareness about the triumphs and challenges of students recovering from substance abuse.

BRANDONBURGMEDIA.COM

Winter 2021 | 23

… and Beyond ART

Meeting a Need MIL E S SAGE R ’1 3

MILES SAGER ’13 has always believed in the power of art to engage, inform and, potentially, transform. Art, particularly art that conveys a personal experience with current events, provides a window into the creator’s life and soul. This belief led Sager to co-found Friends in Need, a zine by and for millennials that uses artwork to highlight the issues confronting their generation—and the world.

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“

think the news is easy to tune out or turn away from; it can be background noise,” says Sager.

“Art can effect change on people because they see work created by someone who has been impacted by past experiences or recent events.

With artwork, you do not just hear the facts; you witness what the artist is thinking and feeling. People connect with that on a deeper level, and it might even change their opinion on an issue or lead them to action.”

A documentary film producer by trade, Sager co-founded his zine (a self-published, non-commercial printwork that is typically produced in small batches) in early 2020 with his partner, Olivia, when they were both between jobs. The initial intent was not only to find an outlet for their creative energy but also to provide their fellow artist friends with a platform for their work. “For most artists, it is very difficult to get their work seen,” explains Sager. “Someone else has to decide to give you a job or a place to showcase your work. With Friends in Need, our mission is to empower other artists, to find an audience for their work, as well as to speak on the issues they are facing. It’s been great validation for our artists to see

24 | 1926

their work published.”

Each edition of the zine starts with an open prompt about a theme, such as individuality or romance; Sager’s artist friends provide paintings, photos, writings, etc., representing their thoughts on that theme. As editor-inchief, Sager curates the submissions and also contributes work of his own.

A particularly personal theme for Sager resulted in a special issue of the zine entitled “Black,” which began as a reflection on Sager’s thoughts and experiences as a multiracial (Jewish and Creole) man in America. In addition to powerful visual artwork, the Black issue contains a reflection from Sager on a video he saw that spoke volumes to him about the systemic trauma of racism. In the video, a young boy of about 7 years old is innocently shooting baskets by himself until he sees a police car coming down the road, whereupon he runs and hides.

“That video really touched home for me because the little boy playing basketball in his driveway is exactly what I would be doing at that age,” says Sager. “That child should have nothing to worry about in that situation; he’s just being himself. But we’ve seen so many cases in the national news where people just being themselves

are still being targeted. And this is not just a 2020 issue; it’s been going on for hundreds of years and has become so deeply rooted in the psyche of Black America that a young child is automatically afraid of a police car.”

Friends in Need may be a small platform, but for Sager, his partner and their fellow contributors, it provides a big return. “This is our truth. Putting art out there is as real and raw as you can be. We just want our work to be seen and our voices to be heard.” says Sager. “I think that art and all creative endeavors at this time are really important, especially with social distancing and quarantine. Any medium that allows you to reach out and connect to people in a meaningful way is very gratifying.”

—MICHELLE CHOATE

Miles Sager ’13 is the cocreator of Friends in Need, a collection of poems, stories, articles and art created by artists born between 1981 and 1996.

He is also an artist and documentary filmmaker and the creative director of TSG Films of The Sager Group.

FRIENDSINNEEDZINE.COM/BLACK

“This is our truth. Putting art out there is as real and raw as you can be. We just want our work to be seen and our voices to be heard.”

Artwork credits: top left, @meghancullen; top right, @myman_miles; bottom right, @oliviasimonton; bottom left, @myownsundays

Winter 2021 | 25

… and Beyond “My goal is for listeners to think about how their home or home life has set them up for success. Has it held them back? Does your home support you and your career, and if so, in what ways? How can it be better?”

PODCAST

Power Houses LAURE N GU T T M A N R AV I T Z ’ 96

L

auren Guttman Ravitz ’96 is the host of Go Big AND Go Home, a podcast that showcases how women have achieved career success and how their home contributes to whom and where they are now. As a residential real estate agent, Ravitz recognizes that home means different things to different people.

“My goal is for listeners to think about how their home or home life has set them up for success,” Ravitz shares. “Has it held them back? Does your home support you and your career, and if so, in what ways?

How can it be better? When I started this podcast, COVID-19 was never something on the horizon, and now that we’ve been hunkered down at home for so long, the narrative of the workplace has forever changed for some.”

Launched in April 2020, Go Big AND Go Home has interviewed inspiring women such as the managing director 26 | 1926

of global media and entertainment for Twitter, an Emmy award-winning investigative reporter, a celebrity florist and numerous entrepreneurs. One business owner Ravitz interviewed was LJCDS alumna Felicia Stanger Alexander ’93, co-founder of BoxUnion, a brand offering in-studio and online group boxing classes.

Another fellow Torrey, Jennifer McCann Morris ’96, co-founder of Podcast Duo Media, is the podcast producer.

Ravitz is a real estate agent for Berkshire Hathaway HomeServices

California Properties. Ranking at no. 2 of all agents in the Brentwood office and the top half of the 1 percent of all agents nationwide at Berkshire Hathaway HomeServices, Ravitz is a Chairman’s Circle Platinum Award recipient. She belongs to both the National Association of Realtors and the Beverly Hills/Greater L.A. Association of Realtors.

—TIFFANY TRUONG

Lauren Guttman Ravitz ’96 is a luxury real estate agent at Berkshire Hathaway HomeServices. She is ranked no. 2 of all agents in the Brentwood office and the top half of the 1 percent of all agents nationwide at Berkshire Hathaway HomeServices.

LAURENRAVITZ.COM

2020–2021 ALUMNI COUNCIL

Nikki McIntyre Blackman ’97

Noah Blake ’89

Karen Brecka Borowick ’78

VOLUNTEER

Reinstituting the Alumni Council

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Sally Peters Davidson ’68

Bruce Fayman ’77 P’15 ’17 ’19

Dan Greene ’94

John Hansbrough ’08

Maya Hood ’12

Ethan Krant ’14

Lindsey Thompson McGrath ’96

John Meanley ’67

Chase Mertz ’11

s ljcds looks toward its centennial in 2026 and a bright future, alumni play a vital role in supporting the Torrey community and the school’s mission to prepare individuals for a lifetime of intellectual exploration, personal growth and social responsibility. The newly reestablished LJCDS Alumni Council acts as a two-way advocate—for our alumni community and for the school’s mission, programs and initiatives. The group serves as a liaison between the school and the alumni body, with the core mission to enhance and advance alumni programming, engagement and philanthropy initiatives.

LJCDS is proud to introduce 15 alumni volunteers who span all decades and perspectives to represent the alumni community and serve their alma mater. We extend our deepest gratitude to these remarkable alumni for their dedication to and support of LJCDS. —KATIE SIGETI ’06

“If you want to learn something new, take on a challenge or find ways to help others, LJCDS will empower you to do so. I give back because I want to make sure the next generation of Torreys has the same opportunities that I was lucky enough to have thanks to the generosity of alumni before me.”

Brandon Wachs ’14

Jodi Morris ’10

John Tessmer ’85

Brandon Wachs ’14

Learn more about becoming involved in the Alumni Council, or nominate alumni for consideration, by emailing Katie Sigeti ’06, philanthropy manager of alumni programs, at ksigeti@ljcds.org.

Winter 2021 | 27

“Overheard ” It will take innovative thinking from dedicated and empathetic minds like yours to make sure the future is better than the past, to make sure people aren’t left behind in this massive disruption.

Corbin Prychun, Upper School social science and English educator, commencement 2020 speech

I can say with confidence that our educators will exceed your expectations. It is almost impossible to fall short when you love your students and their families, and deeply value the art and science of teaching and learning.

Country Day has helped me become better at expressing who I am, and has helped me develop my thoughts and my feelings more deeply, and has really helped guide me to become the woman that I am today.

Juliet Welk ’20, video reflection

Gary Krahn, Ph.D., head of school, email to the community

There are six very important things that we want you to know before we start this exciting school year: We believe in you. We trust in you. You are listened to.

You are cared for. You are important. You will succeed.

Kristy Johnson, head of Middle School, email to Middle School

Especially in times of uncertainty, it is crucial to nurture the joy of living. To model living with an open, joyful heart and a positive outlook in life serves the social-emotional development of students.

Marisol Aguirre, Middle School Spanish educator, new faculty/staff bio

We will disagree from time to time, and we need to learn to do so respectfully. And because that seems more difficult in this country, now more than ever, there is no time more important to have the space to disagree and to lean into the discomfort.

Geordie Mitchell, assistant head of school for enrollment management and outreach, Country Day Connection newsletter

We are bolder, braver and stronger together!

Payton Hobbs, head of Lower School, email to Lower School

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The circumstances have forced us to adapt

Country Day has really taught me a lot of helpful lessons in regards to changing the world one step at a time.

quickly and motivated us to look creatively

Nikita Nair ’20, video reflection

secondary education.

to the future. It has become abundantly evident that our community is capable of overcoming any challenge and that we are eager to explore what positive impacts the current circumstances will have on Tom Trocano, head of Upper School, email to Upper School

This is hard, and it is filled with joy and light because of the greatness that exists in all of us. I know we will continue to rise during these uncertain times and shine bright as a community.

Payton Hobbs, head of Lower School, email to Lower School

[E-learning has] definitely made me more aware of how to use time more wisely. I’m thinking about how I facilitate their growth while being flexible and adaptable to make sure that I’m not giving myself any barriers to doing the best that I can.

Let’s remind each other that this difficult time also offers greater opportunities for learning, kindness, compassion, generosity and new trails to forge to make our world a better place.

Gary Krahn, Ph.D., head of school, email to the community

Andy D’Avanzo, Middle School math educator, news article

Winter 2021 | 29

Combating Coronavirus

By Michelle Choate and Katie Sigeti ’06

Our current world is facing an uncertain future dominated by the COVID-19 pandemic, but no less critical are issues of politics, social injustice, the economy and education.

Essentially, it seems there are no areas of our lives untouched by the tumult of 2020 and the problems affecting all of humanity that have been simmering for decades.

At times like these, the greatest glimmers of hope are principled, talented and committed people who step up for the greater good—for their local communities and for the wider world. La Jolla Country Day School alumni continue to live the school’s promise of inspiring greatness for a better world every day. During the pandemic, Torreys responded to a calling and followed the path to combat COVID-19, to serve their fellow human beings during one of the greatest public health crises ever. In this, they are practicing the mission of their LJCDS education, to live a lifetime of intellectual exploration, personal growth and social responsibility.

“We saw an urgent need and were able to use Hologic’s existing knowledge and equipment and pivot quickly in the direction of developing tests for COVID-19.”

Supplying Tests When COVID -19 first hit the United States in early 2020, everything required to identify and treat the disease was in short supply.

Most critical for identifying virus cases and the prevention of its spread was reliable testing, and the race to create those tests began in earnest within the country’s medical technology companies. One of those companies, Hologic, Inc., created two of the first SARS-CoV-2 (the virus that causes COVID-19) tests to receive FDA authorization.

In short order, Hologic, widely known as a leader in diagnostic tests in the women’s health arena, was producing one million tests per week across all 50 states.

“We saw an urgent need and were able to use Hologic’s existing knowledge and equipment and pivot quickly in the direction of developing tests for COVID-19,” says Chase Mertz ’11. As of late summer 2020, the company had increased its weekly distribution of tests to two million.

For Mertz, who works in marketing for the diagnostics division of Hologic, the ability to play a role in fighting the biggest public health crisis of our time has provided additional meaning and urgency to a job that was already playing a critical role in preventive medicine. “I’m proud to say that we are greatly contributing to fighting this pandemic. Early on, when testing was such a dire need, we raced to develop a test and were able to then scale up our

CHASE MERTZ ’11 Product Manager, Hologic

production and provide what the country and the world needed,” he explains. “The fact that Hologic’s tests have a very high level of accuracy is extremely gratifying.”

Mertz joined Hologic after graduating from Dartmouth in 2015, where he studied biology and economics. The job was an ideal fit. “Marketing products like this, you have to have knowledge of the science and speak the language of the industry,” Mertz says. “It’s a huge advantage when you have a good understanding of the essence of your company’s products.”

A lifer who joined LJCDS in kindergarten, Mertz was encouraged in many science classes, especially AP Biology. His teacher, Susan Domanico, Ph.D., set him up with a summer internship in a lab at Scripps Research, which helped to solidify his commitment to pursuing a career in the biology sphere.

“Country Day is very good at connecting students with industry, where they can put their knowledge into practice. They are great at making sure that students are truly aware of the world around them and what’s going on in it,” says Mertz. “Having that kind of awareness, and the encouragement to go out and do what you want to do to impact your world for the better, has never been more important.”

Winter 2021 | 31

Supporting the Surge

SARAH KASLOW ’05 General Surgery Resident, New York University

The COVID-19 pandemic has posed one of the toughest challenges in human history for doctors in critical care units. The challenges of caring for patients who are in dire straits, suffering from a virus that continues to confound medical experts, can be demoralizing and overwhelming. But, ever true to their Hippocratic Oath, doctors all over the world ran toward the problem to provide the best standard of care to their patients.

As a surgical resident at New York University, Sarah Kaslow ’05 initially found herself far away from the maddening fray when the surge first hit New York City. With most surgeries canceled, she and her colleagues had clear schedules while doctors on the medical side were being overrun. But that inequity did not last long. Within three weeks, the entire hospital had been physically and operationally restructured to accommodate the influx of COVID-19

“COVID has brought so much human suffering in its wake. It has humbled the most experienced of physicians and puzzled even the most astute clinicians. To feel such impotence in the face of human suffering challenges all of us in medicine.”

32 | 1926

patients. “I went from assisting with operations and caring for postoperative patients to treating COVID patients and placing arterial lines or central lines for dialysis in the intensive care units,” says Kaslow.

During the busiest of times, Kaslow took care of patients with COVID-19 with the Surgical COVID Service, which was staffed entirely by the Department of Surgery. “COVID has brought so much human suffering in its wake,” she says. “It has humbled the most experienced of physicians and puzzled even the most astute clinicians. To feel such impotence in the face of human suffering challenges all of us in medicine. Every day I spoke to family members who were confused, scared and worried about their loved ones who were struggling without them. Often the only reassurance I could provide them was that we were working our hardest.”

Kaslow admits this is the hardest she has ever worked in her life. However, it is work that has been empowering and which reinforced her decision to become a doctor.

She credits her experience at LJCDS with helping guide her during this particularly demanding time. “The school cultivated a sense of service and a desire to make the world we live in a little better,” she explains. “Part of the reason I’m here and keep pushing is because of that ethos of service that was passed on to me.”

Post-surge, Kaslow has taken a commission in surgical research at Columbia University, a critical step in her ultimate goal of becoming an oncology surgeon. No matter how extensive her training is, how impressive her future career, it is her experience treating COVID-19 patients that she will carry with her for the rest of her life.

“It will end up being one of the most valuable training experiences for me because I learned how to adapt and be a doctor and care for patients,” shares Kaslow. “My patients and their families have expressed so much gratitude for the work that everyone in the healthcare community is doing.

As one of my patients was being discharged home after over a week in the hospital on supplemental oxygen, she told the transporter, ‘That’s my doctor’ and pointed to me at the nurses’ station. The pride and gratitude in her voice was the biggest reward I could have asked for.”

“Because we had already done so much work with predictive forecasting and epidemiology, we were asked by the University of Washington hospital system to provide a forecasting model…”

DAVID SHAW ’14 Research Engineer, Data Science and Engineering, the Institute for Health Metrics and Evaluation

Data Tracking

At the onset of the COVID-19 pandemic, anxieties surrounding the novel coronavirus and what the future had in store ran sky-high. As people worldwide began to grapple with the disease’s impact, a thirst for knowledge about the virus and its potential trajectory grew. At the same time, data and forecasting models began to emerge. The Institute for Health Metrics and Evaluation (IHME), an independent health research center at UW Medicine at the University of Washington, became a leader of COVID-19 data tracking.

David Shaw ’14 is a research engineer for IHME, whose mission is to track the global burden of disease. The organization annually produces the Global Burden of Disease report, summarizing the major health crises faced in each country in a given year and over time. They create various metrics that illustrate and quantify the burden of disease. As the pandemic grew in the United States, Shaw and his teammates focused on rapidly building COVID-19 forecasting models.

“When COVID-19 started, our focus shifted a lot,” he shares. “Because we had already done so much work with predictive forecasting and epidemiology, we were asked initially by the University of Washington hospital system to provide a forecasting model so that they could estimate how many hospital beds they were going to need. What they were curious about is how many people in Seattle are going to need a hospital bed and whether they could support that kind of capacity and the surge in hospital resources,” explains Shaw.

The project garnered national attention. As a result, IHME started forecasting models for Washington State as well as other states in the U.S. They have collaborated with the White House and Dr. Anthony Fauci, as well as with Google.

Shaw began working at IHME two years ago as a data analyst on the Global Burden of Disease project after graduating from Washington University in St. Louis. He now works in scientific computing, and with the onset of the pandemic, he assists with IHME’s COVID-19 project. When talking about how this project has evolved, he points to their success at getting the data-processing time down from 11 hours to 40 minutes. “We work with large volumes of data, so the amount of time our computers take to calculate our final numbers is non-trivial,” Shaw states. “That was a huge win.”

While the project has faced challenges and limitations (e.g., certain countries’ governments are unwilling to share data), one of the most exciting aspects has been creating a brand-new project from the ground up. “COVID’s a very unique sandbox because it’s one of the few times we’ve gotten to build a system from scratch,” says Shaw. “It’s one of the very few times we’ve managed to have engineers looped in on the project from start to finish.”

Over the past several months, they have also seen many innovations in methodologies, now setting forecasts based on what kinds of mandates are in place, how many people are wearing masks and what level of mobility there is.

Shaw credits the enthusiasm of his teachers at LJCDS for shaping his career path, particularly regarding his journey in math. “I didn’t go into college expecting to major in something quantitative, but I remembered I loved math classes in high school because it was more about learning all the different concepts, and they taught it almost more like a language,” he says. “I had such energetic teachers.

I had Mr. [Dave] Schall for calculus during senior year, and he was so excited every single day to teach. It made a huge difference.”

Winter 2021 | 33

Fighting Inequity COVID-19 poses a higher risk for the Hispanic population because of the higher prevalence of comorbidities, linguistic barriers and essential jobs that require working in person.

The effects of the COVID-19 pandemic will likely be studied for years to come. The virus has not only touched the lives of countless people globally; it has also shined a light on inequities faced by people of color. The disease has disproportionately impacted Black and Latinx populations, highlighting the socioeconomic disadvantages and challenges of healthcare access.

Jordan Juarez ’13 serves on the frontlines of those working to mitigate this societal ill, specifically for the Latinx community. As a second-year medical student at the Lewis Katz School of Medicine at Temple University in Philadelphia, he serves on the Latino Medical Student Association (LMSA) as co-president of his local chapter and as fundraising chair for LMSA-Northeast.

LMSA, a national nonprofit organization with chapters at medical schools across the United States, supports Latinx medical students. The mission of Juarez’s local chapter at Temple University consists of three pillars: increase the number of Latinx medical students, improve the student experience for Latinx students at Temple, and serve the greater community.

During the pandemic, the community service element of their mission rose to meet the Hispanic community’s needs in Philadelphia. covid-19 poses a higher risk for the Hispanic population because of the higher prevalence of comorbidities, linguistic barriers and essential jobs that require working in person. Juarez and his chapter launched a YouTube educational series in Spanish shared with local community health centers and clinics to educate the community. The short videos included resources about what to do when an individual or family member contracts COVID -19, protocols for physical distancing and hygiene recommendations.

“Traditionally, Hispanic families live in multigenerational homes,” he shares. “It’s important to educate how they can appropriately social distance, especially when a member of the household falls under the high-risk category or becomes infected. Because Hispanics were disproportionately impacted by the pandemic in the city of Philadelphia, we felt obligated to assist our community.”

COVID Risk Rate Ratios by Ethnicity Compared to White, Non-Hispanic Persons American Indian or Alaska Native, Non-Hispanic persons

Asian, Non-Hispanic persons

Black or African American, Non-Hispanic persons

Hispanic or Latino persons

Cases

2.8× higher

1.1× higher

2.6× higher

2.8× higher

Hospitalization

5.3× higher

1.3× higher

4.7× higher

4.6× higher

Death

1.4× higher

No increase

2.1× higher

1.1× higher

CDC (Centers for Disease Control and Prevention) on Aug. 18, 2020: CDC.gov/coronavirus/2019-ncov/covid-data/investigations-discovery/hospitalization-death-by-race-ethnicity.html

34 | 1926

Juarez also served at Puentes de Salud, a healthcare clinic composed of medical student and doctor volunteers that predominantly serves the Hispanic community in Philadelphia. The majority of their patients are immigrants, many undocumented, who fear repercussions for visiting a health clinic or hospital. “I go several times a month, and it is the highlight of my week,” says Juarez. “Because when you’re in the library or you’re in your apartment studying, you sometimes forget why you’re in medical school. When you go to the clinic and you’re interacting with patients who come from similar backgrounds, who speak the same language, who face many barriers and are so appreciative to have not only a Spanish speaker but someone who can culturally relate as well, it’s uplifting. And it’s really encouraging,” explains Juarez.

According to statistics from the Association of American Medical Colleges, Black and Latinx communities are underrepresented in medicine.

Latinxs make up 18.5 percent of the U.S. population but only 5 to 6 percent of U.S. medical school graduates. Through his involvement in LMSA, Juarez is working to change that because he believes representation matters. “There is significant research demonstrating that racial and ethnic concordance (or the idea of Hispanic patients being seen by Hispanic physicians) in medical care leads to improved outcomes such as increased trust and decreased confusion,” he shares. “[These are] two benefits that can help address both the cultural and language barriers prevalent in our community.”

Juarez, who is also pursuing an MBA at Temple, conducted a research project in summer 2020 on the social determinants of health—how the conditions in which one lives and works, access to resources, along with other social and environmental factors, impact health outcomes. He plans to specialize in cardiology and go into academic medicine.

“Country Day gave me the confidence to pursue medicine,” he shares. “Through taking courses such as Honors Neuroscience to engaging with the City of San Diego through our Community Service Board, I was able to develop my passion for both science and service to others. These are critical pillars that ground the art of medicine, and I credit my Country Day education, from the enthusiastic faculty to the caring staff, for supporting me to chase my lifelong dream of becoming a physician.”

“There is significant research demonstrating that racial and ethnic concordance (or the idea of Hispanic patients being seen

by Hispanic physicians) in medical care leads to improved outcomes such as increased trust and decreased confusion.

[These are] two benefits that can help address both the cultural and language barriers prevalent in our community.”

JORDAN JUAREZ ’13 Medical Student, Lewis Katz School of Medicine at Temple University; Co-President, Lewis Katz School of Medicine’s Latino Medical Student Association

Winter 2021 | 35

“My desire to be supportive of my community and my philanthropic nature … developed from my participation with community service.”

MEREDITH NEVIN ’00 Registered Nurse, Sharp Memorial Hospital

Caring for Patients

COVID -19 has fundamentally upended and altered the healthcare field in a number of ways, especially in the nursing profession. Since the onset of the pandemic, nurses have rushed to treat patients suffering from this new disease while simultaneously facing ever-evolving protocols and procedures for how care is delivered.

Meredith Nevin ’00, a registered nurse at Sharp Memorial Hospital in San Diego, has played a pivotal role in the hospital’s response to the pandemic.

A 10-year veteran of an orthopedic floor, Nevin shifted gears at the onset of the pandemic, helping to establish the acutecare COVID-19 unit, where she provided direct care to COVID-19 patients as a nurse, while also serving as charge nurse of the unit.

Nevin organized staff assignments and resources throughout the hospital while keeping a pulse on the constant change in COVID-19 procedures and policies.

Approximately every six hours, she huddled with her staff to discuss the latest update that would necessitate a change to their procedures, the equipment used and more.

In addition, Nevin also provided her staff with emotional support and a sense of security in a rapidly changing situation.

As the pandemic unfolded, Sharp implemented new protocols for patient care, which included fewer in-room patient visits. “We were told to try to limit the amount of time that you are in there, especially because we were not sure how

36 | 1926

limited we were going to be with protective equipment,” Nevin explains. “We had cross monitors who would walk up and down the hall to check in before you went into a room to make sure that you have your gown and you are putting your gloves on correctly and your goggles and mask.”

Honoring the strict procedures, adapting to constant changes, and learning about a new disease proved challenging.

“It was tricky in the beginning because we just weren’t really sure what we were looking for as far as signs and symptoms,” says Nevin. “What we learned pretty quickly was that some of these patients would downward spiral super quickly.”

During COVID-19, with many hospitals restricting visitors, nurses stepped in as family. “People don’t want to be in the hospital when they are all by themselves,” she explains. “It’s hard for our patients, and it’s hard for the staff too because you are playing a double role there.”

COVID-19 facilitated an uptick in gratitude for frontline healthcare workers and their sacrifices. “It was very uplifting how much support we got from the community,” Nevin shares. “All of the different restaurants that would donate food to the hospital workers, that was the coolest thing. We were getting free meals three times a day. People were donating all sorts of things like water bottles, scrubs, coffee. … That really helped uplift the staff quite a bit, feeling that appreciation.”

After three months of working on the COVID-19 floor, the permanent staff

took over and Nevin repositioned to the Command Center, where she undertook a behind-the-scenes role in lieu of direct patient care. Nevin took part in conference calls with the CDC, the state and the CEOs of all Sharp hospitals to gain a broad understanding of the situation in the community, subsequently disseminating the information to the hospital, assessing if any changes needed to be made to policies in place, and tracking all patients admitted. The Command Center served as a resource for the entire hospital and a source of answers as the ever-changing nature of the pandemic progressed.

For Nevin, service-oriented work has always been in her blood. At LJCDS, Nevin served on the Community Service Board and TRACE (Teens Respond to AIDS with Care and Education).

“My desire to be supportive of my community and my philanthropic nature to help others and do unto others as I would want done unto myself, a lot of that developed from my participation with community service,” she explains.

“I really developed a passion for all of that through La Jolla Country Day School. That absolutely was part of what shaped me wanting to become a nurse. I think that those values definitely were shaped by La Jolla Country Day because we were raised with the notion that we were so fortunate that we were able to go to a great school and came from loving homes, and how could we help those in our community who needed more help.”

Managing Mental Health A positive aspect of overcoming the challenges of 2020 is the prioritization of mental health and self-care. In the pre-COVID-19 world, there was still an element of shame and judgment that those experiencing mental health issues faced. During the heightened pandemic, it seems there are very few people who are not facing at least mild forms of depression and anxiety, and more people than ever are seeking out formal therapeutic solutions.

Brook Mehregany Choulet ’11 was one of the many mental health professionals called upon to treat an increasing number of patients—particularly children—who were experiencing mental health issues due to the COVID-19 crisis. Choulet, who specializes in child psychiatry, was responsible for admitting acute cases to multiple psychiatric hospitals in the Phoenix area and getting those patients stabilized, through medication management, individual therapy and family therapy sessions. The good news, according to Choulet, is that people generally responded well to therapy, “especially when we get them in the hospital, and they are removed from the acute stressors that brought them in,” she shares.

After returning to their current environments, however, patients may still face challenges. “In many cases, especially with children, patients are going back to a home environment that isn’t conducive to healing or calm,” explains Choulet. “There might be a house filled with people who are trapped together and not getting along, or the children might have working parents who have to leave them alone.

There are also children who are struggling with the ‘new normal.’”

For Choulet, the pandemic didn’t change what she was already doing in her practice. But the work has grown and heightened, including the added challenges of treating patients who are alone and restricted from having visitors. Family and outpatient meetings are done over the phone. The inability to have in-person follow-up lessens the guarantee that

fig. i

recovery will be long-term, but, as with many other jobs, connecting virtually is the safest option.

The trials of this unprecedented time have only increased Choulet’s steadfast commitment to child psychiatry. “Seeing the state of children when they arrive at the hospital and the progress they make by the time of discharge is really rewarding,” she says. fig. ii “Children who are manic or psychotic on admission often show significant improvement after medication initiation. We’ve noticed a decrease in symptoms in teens who came to us depressed and anxious, as well as resolution of suicidal thoughts. It’s nice to see that in a time of turmoil, we can still provide the kind of care we were providing before and help people get through these tough times.”

Choulet learned much about her vocation from fig. iii her mother, Donna Kashani, M.D., who is a child psychiatrist. After her own time at LJCDS, Choulet went on to an accelerated six-year program where she earned both her bachelor’s and medical degrees in six years. After her residency at Banner was completed in summer 2020, she started her Child and Adolescent Psychiatry Fellowship through Creighton University School of Medicine in Phoenix. There, Choulet works with teens who are psychiatrically hospitalized as well as school-age children and teens on an outpatient basis.

After she completes her training, she intends to establish a private practice dedicated to working with children and their parents. And she has no doubt that, down the road, she will follow in her mother’s footsteps and return to San Diego to serve the local community. “The sense of community there [at LJCDS] fosters a good, cohesive unit that makes you feel supported through tough times,” explains Choulet.

“I believe that’s what all people should strive to maintain in their own futures. And I want BROOK MEHREGANY CHOULET ’11 to be part of that.” i Psychiatrist and Founder, Choulet Wellness Winter 2021 | 37

*

Milestones

ENGAGE M E N TS, M A R R I AG E S & BI RT H S

1

3

2

1

Samantha Schlossberg Campbell ’08 and Zachary Campbell ’08 welcomed son Aaron James Campbell on March 8, 2020.

2

Jihoon Yoon ’09 is engaged to Lauren Gelgur. They plan for a 2021 wedding.

38 | 1926

5

4

3

Miles Himmel ’10 and Kristin Hill ’13 got married on August 15, 2020.

4

Jennifer Campbell-Brooks ’04 and husband Levi Brooks welcomed son Munro Martin Brooks on August 5, 2020.

5

Kirsten Dorr Hurst ’06 and husband Jeffrey Hurst welcomed son James Dorr Hurst on May 23, 2020.

STAY C O N N ECTE D We want to hear from alumni! Are you celebrating a life event?

Have news to share?

Send us a class note.

All class notes will be published online.

LJCDS.ORG/ALUMNI

6

7

9

8

6

Montell Allen ’10 and wife Kelsi Allen welcomed son Montell Andre Allen III on July 22, 2020.

10

7

Jaclyn Taylor ’07 and husband Conor Berry welcomed daughter Colette Shauna Berry on May 23, 2020.

8

Michael Hirshman ’04 married Denise Ajiri on December 8, 2019.

9

Sam Morris ’06 is engaged to Kaitlyn May. They plan for a June 2021 wedding.

10

Nicole Fenton Wilson ’05 and Evan Wilson ’05 welcomed son Noah Gordon Wilson on July 9, 2020.

Winter 2021 | 39

1926

T H E

B A L M E R AWA R D «««««

The Balmer School, as LJCDS was once known, was founded in a oneroom cottage in La Jolla by Louise Balmer in 1926. What started with only four students and three faculty members quickly grew and outgrew its various residences throughout town. When the school’s demand increased, Balmer and several parents partnered to lay the groundwork for what would be rechartered as La Jolla Country Day School. In 1961, the campus where LJCDS currently resides opened for the academic year.

After Balmer retired in 1958, her successor and the first headmaster of LJCDS, Don Leavenworth, created the Balmer Award for Citizenship to recognize a student each year for outstanding citizenship. Today, this award is given to one Middle School and one Upper School student who has contributed most to the improvement of the school community throughout the year. Balmer dedicated her career to education and encouraged students to be the best versions of themselves. The award is given to the student who best embodies her spirit and dedication to community improvement.

The award exemplifies the connection between the original Balmer School and LJCDS as we know it today. The Balmer School stood for community, individuality and preparation for life, and its students

40 | 1926

exemplified these values every day. LJCDS absorbed the original school’s ideals, and the recognition of these ideals has allowed for LJCDS’s future success.

“Correct thinking externalizes itself in worthwhile citizenship. Our school tries to gear its students’ experiences so that self-control, steady and continuous discrimination, and a satisfaction for overcoming obstacles may be a part of their equipment for life,” shared Helen Lewis, LJCDS educator and administrator, while presenting the Balmer Award for Citizenship in 1963. “My long association with the parent school and with La Jolla Country Day School makes me sure that the kind of education and guidance…has brought out, in actual living, the qualities of good citizenship.”

—HANNAH JACOBS

B A L M E R AWA R D R E C I P I E N T S FOR THE LAST 15 YEARS MID D LE SC H O O L 2006 « Olivia Hipkins 2007 « Rohaum Hamidi 2008 « Kaitlin Woods and Megan Woods

2009 « Hannah Fogg

2010 « John Aguilar

2011 « Hannah Shaich 2012 « Emily Gudmundson 2013 « Jacob Church 2014 « Sydney Schlafman 2015 « Sydney Gray 2016 « Juliet Welk 2017 « Lauren Miller 2018 « Daniela Castro-Martinez 2019 « Jordan Polarek 2020 « Maya Krishnan UPPER SC H O O L 2006 « Valerie Christy 2007 « Michelle Wolfe 2008 « Anthony Markett 2009 « Samir Junnarkar 2010 « Trent Buckner and Ryan French 2011 « Chase Mertz 2012 « Adrienne Krichman 2013 « Alexander Garcia 2014 « Brandon Wachs and Emily Springfield 2015 « Naia Mitchell 2016 « Clara Valenzuela 2017 « Giana Mitchell 2018 « Kelsey Maloney 2019 « Sincere’ Blackmon 2020 « Gabriella Grasso

Winter 2021 | 41

My Inspiration !

Travel inspires me because it allows me to get a glimpse of other cultures both within my own country and around the world. Not only does travel teach me about history, geography, culture and current events, but it forces me to reflect on where I fit in and where I want to be. When exploring the world, I challenge myself to be immersed in new experiences and cultures, which enrich my life. Travel allows us to identify with foreign lands and customs, and learn to appreciate both the similarities and differences that we would never have known had we not had the opportunity to experience them. Immersing myself in a foreign society allows me to rethink how daily life and its challenges will impact me.

Being inspired by traveling and exploration drives my curiosity.

Justin Jacobs ’26

42 | 1926

Report on Giving L A J O L L A C O U N T RY DAY S C H O O L

2019–2020

Winter 2021 | 43

15 1,128

TOTAL STUDENT BODY

OUR MISSION

La Jolla Country Day School prepares individuals for a lifetime of intellectual exploration, personal growth and social responsibility.

AV E R AG E CLASS SIZE

19%

FINANCIAL A S S I S TA N C E AWA R D E D

OF STUDENTS RECEIVE FINANCIAL A S S I S TA N C E

$5.1 M

PROMISE

Inspiring greatness for a better world.

EDUCATORS OF EXCELLENCE

165

66

WITH ADVANCED GRADUATE DEGREES

ljcds Philanthropy, whether for greatest needs or programmatic support, funds every area of campus. Because of that, it touches all students, age 3 through Grade 12. At the same time, our Torreys learn about the practice and importance of giving back and the impact it has on their campus, as well as locally, nationally and globally. ljcds is well known for graduating scholars, but it also launches young people into the world ready to make it better. Whether big or small, their efforts matter and model compassion and altruism.

Philanthropy makes so much possible. On behalf of every student, faculty and staff member, thank you!

74%

CLASS OF 2020 MATRICULATED TO

71

UNIQUE COLLEGES IN 22 STATES AND 3 INTERNATIONAL LOCATIONS

50+ 19

AC C E P T E D I N TO AT L E A ST O N E O F FOUR TOP CHOICE COLLEGES

INTERNATIONAL STUDENTS FROM 4 COUNTRIES

96%

17

ARTS PERFORMANCES AND EXHIBITIONS PER YEAR

98%

ACCEPTED INTO AT LEAST ONE OF TWO TOP CHOICE COLLEGES

OF UPPER SCHOOL STUDENTS PLAY ON ONE OR MORE OF 57 ATHLETIC TEAMS

44 | 2019–2020 R E P O R T O N G I V I N G

10

UPPER SCHOOL INTRODUCTORY COURSES IN THE ARTS

LJCDS IS ACCREDITED BY

NAIS

OF MIDDLE SCHOOL STUDENTS PLAY ON ONE OR MORE OF 33 ATHLETIC TEAMS

NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS

80%

ARTIST-IN-RESIDENCE DAY OR YEARLONG IMMERSIVE EXPERIENCES

CORE VALUE

We are committed to fostering a culture of dignity­­— believing that all human beings have value and are vulnerable.

Letter

FROM THE HEAD OF SCHOOL

BOAR D OF TR U ST EES 2019–2020

Dear Philanthropist,

OFFICERS

A S A M E M B E R O F L A J O L L A C O U N T R Y DAY S C H O O L’ S P H I L A N T H R O P I C C O M M U N I T Y,

Lucy Smith Conroy ’90 Chair

you model a powerful predictor of success—giving. Generosity of time, treasure and talent is a core Torrey trait, one that is correlated with higher productivity and efficiency.

Studies also show that giving promotes well-being, meaning and purpose, all of which are necessary for happiness and achievement.

Another powerful predictor of success is resiliency, and I believe our school community has exemplified it in recent months. While 2020 has challenged—and changed—us, along with the rest of the world, it has also offered important silver linings. Chief among them has been the opportunity to learn how to adapt. Like anything worthwhile, to do it well requires positivity and practice, and we are making both top priorities.

Now in my sixth year as head of school, I truly understand why the Torrey pine tree is our mascot. Because of its dynamic root system, it has an exceptionally strong foundation, allowing it to adjust—and thrive—in harsh weather. Our ability to offer educational opportunities that create the same resiliency in students is only possible with philanthropy.

Tuition revenue is not enough, and it never has been.

I would like to thank you for what you have done, are doing and will do for our students and alumni. Your gifts make lasting and far-reaching differences.

This year’s Report on Giving represents our multi-faceted, dynamic, nimble and ambitious community and showcases just some of the programs and people of excellence— limiting content is no small feat! While there are many reasons our school is exceptional, our faculty is the greatest among them.

Our school has a long tradition of valuing and teaching to the whole student. Because of this, LJCDS is a lightning rod for educators, who—like our founder, Louise Balmer— expertly leverage and blend traditional and progressive curriculum and instruction. As practitioners, they ask what if? and why not? and invite our students to do the same. This unlocks each student’s potential and unique excellence.

I am grateful to you for making LJCDS a philanthropic priority during the 2019–2020 academic year. Together, we can continue to co-create an environment that is preparing our students to handle life with goodness, flexibility and determination. With the tumult we continue to experience, they will need all three qualities to navigate and shape a world we can only begin to imagine.

In gratitude and partnership,

Lisa Bicker Vice Chair Hal Dunning Treasurer Karen Deschaine Secretary Chris Richey Immediate past chair Yuriko Anton Jack Chitayat Rebecca Gaffney Angela Glynn Russell Holmes Samantha Jones Bob Kain James Kelly Jim Kelly Faisel Khan Dana Meiselman Amy Glass Mischler ’91 Jennifer O’Brien Jeff O’Neill Tony Toranto Susan Tousi Kevin Wechter Jing Zeng E X- O F F I C I O M E M B E R

Gary Krahn, Ph.D. Head of School Gary Krahn, Ph.D. Head of School

Office of Philanthropy | 45

Philanthropy A H ISTORY OF GIV I N G AT L J C DS

A HISTORY OF GIVING AT LJCDS

1961 NEW CAMP US LOCATION

1942

1955–1960

W ISTE RIA C OTTAG E

R ECHARTER ED AND R ENA MED TO LA JOLLA COU NTRY DAY SC H OOL

Balmer School moves to Wisteria Cottage in downtown La Jolla loaned by Ellen and Roger Revelle, marking the first documented instance of parent philanthropy.

1926 BA LM E R S C HO O L F O UN D E D

Almost 100 years ago, Louise Balmer opens her school, with just four students and three teachers.

46 | 2019–2020 R E P O R T O N G I V I N G

• New headmaster Don Leavenworth joins LJCDS and begins new traditions like establishing the school’s colors (inspired by his alma mater, Yale), adding a French program and starting school spirit days.

• Enrollment grows by more than 100 students.

• A successful capital campaign raises more than $450,000 ($4,000,000 in today’s dollars) to build its new campus on Genesee Avenue.

1970

Designed by architect and parent, Frederick Liebhardt, the newly renamed La Jolla Country Day School moves to its current location on Genesee Avenue.

1960

1950

1940

1930

1920

Since its founding in 1926, La Jolla Country Day School has relied on private donations from parents, grandparents, alumni, faculty, staff and friends. In fact, an ljcds education is funded by both tuition and philanthropy. Together, these revenue streams fund a blend of traditional and progressive curriculum and instruction that prepares students for a lifetime of intellectual exploration, personal growth and social responsibility.

1994– 2020

MODERN DAY PHILANTHROPY

2015 GARY KR AHN, Ph. D. , JOINS LJCDS AS HEAD OF SCHOOL.

2030

2020

2010

2000

1990

1980

We are grateful to forwardthinking donors who have made transformational gifts to the school, providing necessary resources to prepare students for a lifetime of learning and exploration.

Those gifts include but are not limited to The Jacobs Family Library, The Four Flowers Theater and Ings Family Field.

2026

LA JOLLA COUN T RY DAY SCHOOL CELEB R AT ES ITS CENTEN N I A L!

2019–2020 GR EATEST NEED CONTR IBU TIONS (CDF) R EACHES $1. 5 MILLION— A R ECOR D-BR EAKING YEAR !

La Jolla Country Day School will be neither a servant of tradition or a slave to an unproven theory but will use both the old and the new if they help educate the child.

Louise Balmer

Office of Philanthropy | 47

Financial Highlights

Income*

20 1 9– 2 0 2 0

Expenses*

$43,010,433

$42,848,980

TOTAL O PE RATING INCO ME

TOTAL OPER ATING EXPENSES

$38,860,095

$24,291,569

$2,981,029

T UIT IO N A N D FE E S

SALAR IES & BENEFITS

DEBT SERVICES

$2,436,901

$5,085,813

$1,738,067

P HIL A N T H RO PY

FINANCIAL ASSISTANCE

ADMINISTR ATIVE

$1,713,437

$4,241,762

$400,000

IN V E ST M E N T AND OTH E R INC O ME

INSTRUCTION

R ESERVES

$4,110,740

* BASED ON AUDITED GAAP FINANCIAL STATEMENTS AS OF 8/20/20, EXCLUDING GAINS/LOSSES AND INCLUDING PRINCIPAL PAYMENTS ON DEBT.

FACILITIES & OPERATIONS

ljcds is a school worthy of our continued support.

When I think of how ljcds impacted me as a student, I know that my philanthropic dollars will go to helping our next generation, because they are our nation’s future.

John Meanley ’67

48 | 2019–2020 R E P O R T O N G I V I N G

Philanthropy UP WARD MOME N T U M

Year-by-Year Total Giving $2.5M $2.0M $1.5M

$2,094,858

$2,105,090

$2,167,280

2016–2017

2017–2018

2018–2019

$2,383,073

$1.0M $0.5M $0

Average Gift by Constituency

PA RE N TS OF A LUM NI

$3,027 / $1,692

PA RE N TS / G UA RD IA NS

$2,833 / $2,061

100%

$1,503 / $1,394

G R A N D PA RE N TS

50%

$964 / $866

A LUM N I

$252 / $212

’20

’21

’23

’22

’24

’25

’26

’27

’28

’29

’31

’30

’33

0% ’32

* PER NATIONAL ASSOCIATION OF INDEPENDENT SCHOOL (NAIS) BENCHMARKING OF “ALL MEMBER SCHOOLS.”

’34

FAC ULT Y & STA F F

Total Parent Giving

by Class Year

$22,647 / $10,714

T R U ST E E S

2019–2020

CLASS OF

Faculty/Staff Participation 100%

NAIS BENCHMARK 93.7%

75% 50% 2016–2017

87%

2017–2018

93%

2018–2019

96%

2019–2020

98%

Office of Philanthropy | 49

Impact 20 1 9– 20 20

GREATEST NEED

Country Day Fund (cdf)

Philanthropy is critical to advancing the mission and promise of La Jolla Country Day School. LJCDS relies on philanthropy from every member of our school community, including parents and grandparents of current and graduated Torreys, alumni, students, faculty/staff, corporations and friends. Why? Tuition is not and has never been enough to fund a school that is academically, artistically and athletically the caliber of ljcds. cdf dollars, like tuition revenue, flow into the school’s budgeting process to ensure every age 3 through Grade 12 student will benefit from them. By design, they are flexible and have a reach that is both far and wide. Because of this, CDF gifts make a great deal possible and are the school’s number one philanthropic priority year after year.

Donors to LJCDS’s greatest need are noted by [•] in the column titled “CDF” on the 2019–2020 list of donors located on pages 58–69.

Education is highly valued in our family, and we know our grandkids are getting an exceptional education at ljcds.

We believe that all children deserve a great education.

Gaby and Richard Sulpizio, Grandparents of Ethan ’21, Gavin ’21, Evan ’23, Garrett ’23, Jaxon ’23, Atlanta ’26, Tyler ’26, Andrew ’28 and Maddux ’29

50 | 2019–2020 R E P O R T O N G I V I N G

Year-by-Year cdf Giving $1.5m

$1.0m

$1,055,825

$1,229,916

$1,400,976

$1,500,180*

$1,500,180

TOTAL RAISED FOR GREATEST NEED IN 2019–2020. ANOTHER RECORD-BREAKING YEAR!

*Includes CDF restricted giving.

$0.5m

974

$0 2016–2017

2017–2018

2018–2019

2019–2020

Parent Participation to ljcds’s Greatest Need—Country Day Fund

CDF DONORS IN 2019–2020

COU NTRY DAY FU ND

CO-CHAIRS

100% 75% NAIS BENCHMARK 65.9%

50% 2016–2017

52%

2017–2018

51%

2018–2019

2019–2020

64% 68%

Christina Boynton Marina Marrelli The full list of CDF Ambassadors is located on page 70.

Office of Philanthropy | 51

Impact 20 1 9– 20 20

BLUE BASH

Goes Virtual

Once a year, ljcds’s community joins together to celebrate our school and raise money to support areas critical to our campus’s success. With gourmet food, libations and dancing, Blue Bash is a time-honored tradition that raises money to further fund ljcds’s many needs. Ticket sales, sponsorships, silent and live auctions and fund-a-need paddle raises contribute to tuition assistance, faculty/staff professional growth, Parents Association activities and the school’s endowment. In recent years, event proceeds have surpassed $500,000. The 2019–2020 gala was no exception, despite having to go virtual because of covid-19.

In a matter of days, Blue Bash became Blue Bash Goes Virtual, thanks to its planning committee’s ability to reimagine and retool the historically in-person gala—and it was remarkable!

Donors to Blue Bash Goes Virtual are noted by [•] in the column titled “BB” on the 2019–2020 list of donors located on pages 58–69.

We are so proud to be part of a community that can pull together in such a challenging time. We feel the connection, despite the distance. It is the result of collective strength and kindness made up of individual strength and kindness.

Julie and Adrian Borsa ’84, Parents of Karch ’24

52 | 2019–2020 R E P O R T O N G I V I N G

FU N DS RAI SE D BE N E FI T E D :

Tuition Assistance: At LJCDS, a diverse community representing a variety of cultural, ethnic and socioeconomic backgrounds is achieved through tuition assistance.

Diversity, Equity and Inclusion: The Parents Association directed a portion of proceeds from Blue Bash to fund LJCDS’s efforts around diversity, equity and inclusion.

Faculty/Staff Professional Growth: To remain on the leading-edge of pedagogy, faculty and staff must continually ensure their craft is second to none. From conferences to global excursions, new learning experiences keep them current, equipping our educators with ways to innovate in their LJCDS classroom. All of this is to benefit our students.

Endowment: A strong endowment provides LJCDS with a steady source of revenue and is essential to the long-term stability of a first-class educational institution.

Blue Bash Giving

TICKETS)

1,400 289 200+

$39,310

BLU E BASH C O - C H A I R S

$220,950 TU ITION ASSISTANCE

$162,611 AU CTION R EVENU E

$535,721

$112,850

TOTAL RAIS E D

(DONATIONS,

EVENT REVENUE SPONSORSHIPS,

I N D I V I D UA L BIDS

BIDDERS OV E R 1 2 DAY S

SILENT AND L I V E AU C T I O N PAC K AG E S

PROFESSIONAL GROWTH

Lindsay Van Winkle Event Chair Jenna Stein Auction Chair The full list of Blue Bash committee members is located on page 70.

Office of Philanthropy | 53

Impact 20 1 9– 20 20

WELLNESS PROGRAM In partnership with Rady Children’s Hospital, the LJCDS Wellness Program is the first of its kind.

With mental illness on the rise and occurring at younger ages, Rady Children’s and LJCDS experts are designing a model that can be easily adopted and scaled for other schools across the country. With philanthropic support from members of our school community, much has already been accomplished.

Phase I of the wellness framework and pilot program from age 3 through Grade 12 has been deployed; teachers and parents/guardians have been surveyed to assess campus culture, climate and co-vitality, resulting in the identification of opportunities to

leverage and barriers to overcome; real-time input has been gathered from the student body and school staff to inform outreach and prevention, including multiple parent and faculty workshops; one-onone and small group wellness sessions have been facilitated; an empowerment/leadership cohort, Youth Advisory Group, for Grades 7 through 12 has been created; and professional development and classroom integration across pre-K through Grade 12 has been provided. Much more is taking place or being planned. None of it would have been possible without the shared vision and philanthropy of generous members of the LJCDS community.

Donors to the Wellness Program are noted by [•] in the column titled “WP” on the 2019–2020 list of donors located on pages 58–69.

The health and well-being of our children is paramount.

We are honored to partner with ljcds and help fund this innovative wellness program. The program is one of a kind and is making a real difference for our community and beyond. I applaud Dr. Krahn and the entire wellness team for bringing this program to life and for serving as a model for other schools.

Lisa Bicker Martin, Parent of Roman ’15 and Jane ’25

54 | 2019–2020 R E P O R T O N G I V I N G

COMMUNITY SUPPORT FUND COVID-19 created havoc that was unimaginable in 2020. In response, important and timely decisions were made to keep the LJCDS community safe and whole. Among them was the establishment of the Community Support Fund to mitigate financial hardships experienced by many families. Specifically, some students needed new or increased tuition assistance in order to remain enrolled. Because of the extraordinary show of goodwill and generosity

by the LJCDS community, those families returned for the 2020–2021 academic year. In fact, enrollment grew. Increased funds for tuition, along with a campus recognized for its superb distance learning curriculum and safety protocols, have drawn new families to LJCDS. Work in this area remains paramount, and LJCDS is steadfast and committed to making an LJCDS education affordable for those whose livelihoods have been altered.

Donors to the Community Support Fund are noted by [•] in the column titled “CSF” on the 2019–2020 list of donors located on pages 58–69.

$69,556 127 $94,682 21

TOTA L GIVING

TOTA L NUMBER OF DONORS

E M E R G E N CY FINANCIAL A S S I S TA N C E PROVIDED

When we learned about the Community Support Fund, we felt that it was our responsibility as Torrey parents to contribute. We had the means, and we wanted to do our part to ensure every student could return for the 2020–2021 academic year.

NUMBER OF STUDENTS SUPPORTED Lisa and Ben Arnold, Parents of Aaron ’24

Office of Philanthropy | 55

Impact 20 1 9– 20 20

ALUMNI GIVING Alumni are the greatest testament to the power of a Torrey education. Throughout their time at LJCDS, students prepare for a lifetime of intellectual exploration, personal growth and social responsibility. After their time on Genesee Avenue, our alumni go on to make significant contributions here at home, across the country and around the world. Torreys of all ages continue to uphold the pillar of social responsibility, and return to their alma mater to give back in a myriad of ways. No matter where their paths lead them, they always know they have a forever home at LJCDS. We say “once a Torrey, always a Torrey.” Long after their years as LJCDS students, alumni continue to play an integral role in the school community, sharing time, expertise and resources for the betterment of the school. During the 2019–2020 school year, 46 alumni volunteered as reunion planners, Collegiate Alumni panelists, Virtual Career Day speakers, admission and phonathon callers.

The 145 alumni who gave back philanthropically donated $341,759 to help support the school’s greatest need, tuition assistance, faculty/staff professional development and our Community Support Fund.

Country Day was a place where I was given space to be my own person, and a place to gain a better understanding of myself and the world around me.

Pierre Cozic ’20

Alumni enhance LJCDS and enrich the experience of current Torreys following in their footsteps. As active members of the alumni community, graduates maintain lifelong bonds with their LJCDS teachers, coaches and mentors, learn from their peers, and form lasting relationships with fellow Torreys.

We are proud of our alumni and grateful for their commitment to their alma mater.

Alumni donors are noted by their graduating class year on the 2019–2020 list of donors located on pages 58–69.

56 | 2019–2020 R E P O R T O N G I V I N G

PROGRAMMATIC GIVING Gifts that support a specific program help LJCDS enhance its offerings for years to come. The impacts of these philanthropic donations include but are not limited to: TUI T I ON ASSI STA N C E

Donors who support tuition assistance are committed to LJCDS’s mission of enrolling the most talented students regardless of their financial background, and ensuring a balanced and diverse student population.

In 2019–2020, two-in-ten students received tuition assistance, for a total of $5.1 million.

PH I LAN T H ROPY E D U CAT I O N

LJCDS, programs such as Philanthropy Partners prepare students for a lifetime of social responsibility, service and giving.

ACAD EM IC PR O GR AM S

With access to resources and mentors, students achieve extraordinary results in pursuing a meaningful life that inspires greatness beyond their time on campus. An LJCDS education includes a rigorous academic schedule, as well as opportunities in the arts and athletics, experiential learning immersions and deeper connections with faculty, staff, peers and their larger community.

Gifts to this area support students’ education on the impact and importance of philanthropy within the larger local and global communities. Unique to

Donors to all programmatic areas are noted by [•] in the column titled “PRG” on the 2019–2020 list of donors located on pages 58–69.

Prejudice and lack of opportunity can be partly addressed by offering our own treasure along with our hearts and minds.

Diane and John Berol, Parents of David ’91 and Leah ’24

Office of Philanthropy | 57

Support 20 1 9– 20 20

OUR DONORS

1,050

We are grateful for our generous 2019–2020 donors.

Gifts are listed by total giving to one or more of ljcds’s funding priorities.

DONORS FOR 2019–2020

We couldn’t help but give, after all, it is for our community.

Yuriko and Philip Anton, Board of Trustees, Parents of Wyatt ’21 and Miles ’28

A F F I L IAT ION A N N OTATIO NS ’XX Students/Alumni

P Parents/Guardians Po Parents of Alumni G Grandparents and Grandparents of Alumni

FU ND ANNOTATIONS

58 | 2019–2020 R E P O R T O N G I V I N G

F Faculty and Staff Fr Friends of

LJCDS M In memoriam 5 5 years of consecutive giving 1� 10 years of consecutive giving

CDF Country Day Fund

BB Blue Bash

WP Wellness Program CSF Community Support Fund PRG Programmatic Giving

$100,000+

CDF BB WP CSF PRG

Anonymous (4)

$50,000–$99,999

CDF BB WP CSF PRG

As a lifer, ljcds will always be my second family.

Anonymous

• •

•

Yuriko and Philip Anton P

• •

•

Diane and John Berol P, Po

• •

Lucy Smith Conroy ’90 and Ambrose Conroy P

• •

Anonymous (3)

Lorri Sulpizio P

$25,000–$49,999

• •

Lisa and Ben Arnold P

• •

Jing Zhang and Qing Tang Fr

•

Anonymous

Lara Saft and Marty Beard P 5

•

Karin and Anthony Toranto P 5

• •

Lisa Kanetake and Charles Bergan P 5

• •

Jamie Resnik Wechter and Kevin Wechter P 5

• •

• •

Ariel Lang and Thomas Welk P

•

• •

Carolyn and Malcolm Wiener Po

•

Jing Zeng P

• •

•

Neosho Capital Fr

• •

Sara Browne and Chris Richey Po 5

• •

•

Laura and George Bilicic P

• •

Rebecca and James Brewer

P 5

•

• • •

Sandra and Frank Coufal P

Christina and Richard Boynton P 5

• •

Ron Coughlin P

Nikoochehr and Jack Chitayat P

•

Tricia and Rogelio Estrada P 5

• •

Farfy Foundation Fr

• •

•

Teri Sulpizio and Norm Hamson P

•

Xiaomei Zhang and Yongquan He P 5

• •

Jeffrey Hogue

Lesley and David Cohn G

P

•

•

•

Alexandra Davis ’03

•

James Davis ’06

•

Una Keyes Davis Po

•

Hilary and Warren Dunning

P 5

Jessica and Michael Feinman

• •

•

P 5

• • •

Jake Kagnoff ’20

•

$5,000–$9,999 Christine Cernosia and David Alberga P 5

• •

Anonymous (3) 1� 5

• • •

• •

•

Muniba and Faisel Khan P

Jill Robinson Forsey and Alan Forsey P

• •

Lisa Bicker Martin and Jeffrey Martin P 5

Paula and John Gambs

•

Suzanne Bevash

• • • •

Therese Collins and Byron Georgiou P

• • •

Rochelle and William Bold P

• •

Emmie and Timothy Haught P

Alan Braynin P

•

• •

Liz and Steve Holliday P 5

Corinna and Patrick Casey P

• •

•

• •

Ranelle and Robert Kain P 5

Jaime and Michael Choi

•

•

• •

Jennifer and Jim Kelly P, Po 1�

• •

Nicole and Michael Kelly P 5

• •

Inna and James Kelly P

Allison and Robert Price

G

Quadrant International Inc

• Fr

•

Harriett Robinson G 5 Candice and Joshua Schimmer

P

Sempra Energy

Fr

Gaby and Richard Sulpizio

• G

•

•

G 5

Beacon Pointe Advisors Fr

•

•

Feng Zhou and Hang Sun P

Linda and Robert Luddy P

•

•

• •

Rosee and Christian Voigtlander P

Dana and Carter Meiselman P 5

•

• •

Marina and Mark Minasian P

• •

•

Amy Glass Mischler ’91 and Robert Mischler P 5

• •

Xueqi Li and Yongjian Xiao

P

CDF BB WP CSF PRG

Ekaterina Guliaeva and Christopher Noble P

• •

Ciara and Dermot O’Shea P

• •

Elizabeth and David Sigal F 5

• •

Jennifer O’Brien and David Stickney P 5 •

•

• •

•

• •

• •

CDF BB WP CSF PRG

$10,000–$24,999 continued

•

•

P 5

•

P

•

Rosanna and Doug Forsyth P

•

Angela Hansen Fukumura and Koji Fukumura P, Po 1�

• •

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Kimberly and Jeffrey Goldman P 1�

• •

•

Elena Goutnova and Rouslan Goutnov P, Po 5

•

Rachel Grassi and Shaun Greager P

•

Elizabeth and Frank Grasso

•

G, Po 5

Victor Hanna P

•

Angela and Guy Hart P

• •

Karina Icinkoff P

•

Karol Shekhter Jacobs ’98 and Eric Jacobs P 5

•

•

•

CDF BB WP CSF PRG

CDF BB WP CSF PRG

Office of Philanthropy | 59

Support 20 1 9– 20 20 $5,000–$9,999 continued Samantha and Devetus Jones P

CDF BB WP CSF PRG

$2,500–$4,999

CDF BB WP CSF PRG

$2,500–$4,999 continued

CDF BB WP CSF PRG

• •

Laura Crotty Alexander and Tom Alexander P

• •

Regina and Anil Hiremath P

•

Anonymous (2)

Dawn and Peter Holman P

•

• •

• •

Vida and Behnam Badiee P 1�

Tatiana and Hugh Hotson P

•

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Linda McGuire and Andris Baltins G

Christine and Louis Hughes

•

Belinda and Dylan Bates P

• •

Amy and William Koman P, Po 1�

•

Paula and Gary Krahn G, F 5

• •

Tammie and Daniel Kramer

P 5

•

• •

•

Janna Smith Lang and Kurt Lang G 1� • The Levine-Gaffney Family P 5

• •

Louise and Christopher Lischewski P 5

• •

Michelle Lord P

• •

Lailani and Aram Mirkazemi P 5

• •

Tiffany and Richard Norwood P, F

Deborah Borza Po

Pamela and Gilbert Boswell P

•

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Intuit Fr

• •

Colleen O’Boyle and Isaac Jones P, F 5 •

•

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Cecilia and Hanno Kaiser P

•

Fiona Kaper and Reza Kasnavi P

•

Ning Wu and Jay Leng P

• •

Jolie and Glenn Buberl P 5

•

• • •

• •

• •

Natalia and Mark Burgett P

Jingjing Wu and Guanglong Li P

Vanessa and Robert Calderon P, F 5

Guzainuer Shate and Ming Li P 5

•

•

•

• •

•

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Kristine and Jeremy Caldwell P

Weijian Qian and Ningning Li P

•

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Susan Tousi and Randall Camp P, Po 5 •

Paulina and Jeffrey Lin P, Po Ann and Tim Lindlan P 1�

• •

Sandra Pritzker Po 5 Qualcomm Incorporated Fr

•

Tammy and C. Cameron Rooke Po 1�

•

Janice and John Rooney P, Po 1�

• •

Stephanie and Charalambos Charalambous P

•

Qi Li and Lixin Cheng

• • • •

Janet McVeigh and Philip Trubey P

•

Rebecca and Chris Twomey P, Po 5

•

Jean and John Vukotich G 1�

•

• •

P

Sarah and Po-Jen Cheng Jennifer and Mike Cotton

P

• •

Dempsey Construction Inc. Karen Deschaine

•

• •

Fr 5

P, Po 5

• • •

Eastham Family G

•

Tera and Afshin Eftekhari

Rachel Hamlin and Gabriel Wallach P •

P

P

Mingqing Yang and Qichang Feng P 5

• •

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Haibo Yu and Haibo Xie P

• •

Cambra and Phillip Finch P 5

•

Judith and Howard Ziment P, Po 1�

• •

Amy and David French P 1�

• •

Elizabeth and Michael Fried P Zoraya and Richard Griffin Lisa and Scott Hackman

AFFILIATION ANNOTATIONS

P

P 1�

• •

Faculty and Staff Friends of LJCDS In memoriam 5 years of consecutive giving 10 years of consecutive giving

60 | 2019–2020 R E P O R T O N G I V I N G

•

Patricia and Michael Mogul P 5

• •

•

Lisa and Mark Needle P, F 1�

• •

•

• •

•

F 1�

Amy Wax and Sean Oversmith P

• •

Angela and Christopher Peto P

• •

Dominique Richter Plewes ’98 P

• •

Lucy and Charlie Postins

• •

P

Margie and Mark Potter P

•

Amy Smith Ragen ’94 and Francis Ragen P

• •

•

Marcie Sinclair and Andrew Ratner P • Chantal and Michael Reed P 5

• •

Tiffany and Raymond Rosik

•

P

•

•

• •

CDF BB WP CSF PRG

Christine and Roland Schwillinski P

•

Veena and Naveen Singh P 5

• •

Lucy and Sidney Smith

• •

Country Day Fund BB Blue Bash WP Wellness Program CSF Community Support Fund PRG Programmatic Giving

CDF

•

Jacqueline Chang and Ross Schwartzberg P

•

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Ann and Timothy McCormick P

Natacha and Nicolas Schrantz P

FUND ANNOTATIONS

F Fr M 5 1�

•

•

Joanne Warren G

CDF BB WP CSF PRG

F, Po 5

Susan and Dutch Nordenger

•

Marjan and Sean Daneshmand

•

Barbara and Ken Magid

• P, Po 5

Becca and Jason Craig P

•

Chrysa Mineo and Mark Stephenson P •

Students/Alumni P Parents/Guardians Po Parents of Alumni G Grandparents and Grandparents of Alumni

• •

Yim and Ken Lew P

Christopher Petschek P

’XX

Alejandra Serrano and Andres Icaza P 5

•

Charles Patton P

Tracy Warren St Amour ’88 and Stephan St Amour P, Po 5

• •

• •

•

Mary and Charles Brunson P

• •

Heather Muns-Socol and Randy Socol P 5

George Gomez and Frederic Bossu P

Sandra Hedrick and Gregory Bruell P

• •

Kathryn McCoy-O’Neill and Jeffrey O’Neill P 5

Marilyn and Michael Rosen P G, Po 1�

•

• P

G, Po

Jenna and Frederick Stein P

• •

Shelly and Jason Stewart P

•

•

CDF BB WP CSF PRG

$2,500–$4,999 continued William Stickney P

CDF BB WP CSF PRG

$1,000–$2,499 continued

•

Merritt Rosen Brizolis ’05 and Alexander Brizolis ’01 P

•

Kathleen and Edward Brown P 5

Alexandra and Paul Taccone P

• •

Tao Yu and Dawei Tao P

•

Bussaraporn and Robert Taylor

P 5

Yuan Wang and Jie Tian P

• •

Rong Huang and Chunsheng Wang P Fei Wang

• • • •

CDF BB WP CSF PRG

CDF BB WP CSF PRG Claudia and Robert Grasso P, F 1�

• •

Laurie and John Greenip P

•

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Susan and Robert Brownhill P

Muriel and Andrie Grimaud P

•

• •

Kathalynn and Douglas Bryant P 5

Paul Guckian

•

• •

Cali Resources Inc Fr

•

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Silvia Skvirsky Gupta and Ajay Gupta P

•

Eunha Lee and Suwook Ham P

• •

Mary and Matthew Cantonis P

•

P

•

Sharon and Joseph Carney

•

Akemi and Ed Harbach P 5

Emma Du and Shui Long Wang P

• •

Caterpillar Fr

•

Ingrid and Alfred Harrison G 5

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Carlie and William Ward

•

Lillian Esponda and Ricardo Cervera P

• •

Charlotte Loomis and James Heaton P 5

•

Seetha Gangadharan and Pratap Chandran P

•

Jessica Heldman and Noah Heldman ’90 P 5

•

Heather Raymon and Mark Chapman P

•

Qi and Jeffrey Hinrichs P

•

Li Yu and Jingrong Chen P

Barbara and H. Paul Hirshman Po 1�

•

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Cheryl Kung and Roawen Chen P

Brian Hirshman ’02

•

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Gregory Hirshman ’07

•

Denise Ajiri and Michael Hirshman ’04

•

Nellee and Lawrence Holmes Fr

•

Bokyung Lim and Won Hong P

•

Christina and Curtis Horton P 5

•

Sherry Bahrambeygui-Hosey ’82 and Patrick Hosey Po 1�

•

Fr

P

Janette and Ilan Wornovitzky P 5

• •

Sue Zhong and Hai Wu P

•

Ying Song and Xingguo Wu P Xingsheng International, USA, Inc.

• Fr

•

P

Han Zheng and Changqing Ye P

•

Emily Zhong and Dong Yuan P

•

Yuan Li and Chao Zhan P

•

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Qiang Ni and Jin Zhang P

Arathi Hattiangadi and Ramakrishna Chunduru P, Po

• •

YueLian Zhu and Yi Zhao P

Maisha Cobb

•

• •

Suzanne Cohen P

•

Laurie and Matthew Coleman P, Po 1� •

Jiming Li and Hong Zhou

P

Xiaoqing Guo and Lin Zhou

P

•

P

• •

Julie and Michael Connolly P

Farzana and Amin Adatiya P

• •

Gulshara Akhmejanova and Meiram Akhmejanov G

•

Anonymous (5) 5

• •

Arthur B. McBride, Sr. Family Foundation Fr 5

• •

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Dawn and David Inglish P

•

Meredith Wyman Davis ’01 and Jason Davis ’02 P

• •

Marina Ivanova and Igor Ivanov P 5

•

Andrea and Rolando De Gracia P

• • •

Fiona Mackin-Jha and Sanjay Jha P, Po 1�

•

Elif and Turgut Derman P Ruth Desantis P

• •

Sarah and Craig Johnson P

•

Michelle and George Ding P

• •

Ammy and Brian Jorgenson P

• •

Maria and Eric Eastham P

• •

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Terri and Ed Bacani P G

Alexia Brown and Michael Finch P

•

Diane and Roy Bell P

Lena Evans and Daniel Floit P

• •

Christina and Matthew Bernstein P 1�

Judy Fuller and Mark Fuller ’80 P

• •

Xu Yang and Feng Gao

Cristin and Thomas Bleakley P, Po 1�

•

Maria Hurd Bogart and Barry Bogart P

• •

Laura Mabee Boswell ’94 and Michael Boswell P

• • CDF BB WP CSF PRG

•

Courtesy Mortgage Company Fr

Elena Atchikova P 1�

Gay and William Borsari G

•

• •

Karen Bergan and Peter Corrigan P •

$1,000–$2,499

•

•

Joseph J. Lann Securities Inc. Fr

•

Jennifer June P, F

• •

Kusum Sharma and Anoop Karippot P 5

•

• •

Lisa and Gunnar Kaufmann P 5

• •

•

Carlos Kelvin P

Agnes Chu ’98 and Thomas Gilmore 5

• •

•

Pamela and Kenneth Kerper Po

•

Monica Feinberg-Gizzo and Daniel Gizzo P 5

• •

Allison and Billy Kim P 5

•

P

Ruth and Deon Goldschmidt P, Po 5

• •

•

•

Diana and Mark Knickrehm

P

La Jolla Veterinary Hospital Fr

• •

Leeann and Terence Gooding P, Po 1� •

•

•

CDF BB WP CSF PRG

Leona Lann Fr

• •

•

• • • • CDF BB WP CSF PRG

Office of Philanthropy | 61

Support 20 1 9– 20 20 CDF BB WP CSF PRG

$1,000–$2,499 continued Amanda Smith Latimer ’95 and Troy Latimer P Gina and Darryl Laws P Sandra and Chanwoo Lee

P 5

• •

Sumana Sue and Rajesh Rao P

•

Verónica and Miguel Leff P

•

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Office of Philanthropy | 63

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Office of Philanthropy | 65

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Yulia Molchanova and Boris Molchanov P

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Elizabeth Martel ’14

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Alexander Mow ’17

Jason Martel ’15

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Alison and Michael Mowrey Po

Elvia Martinez F 5

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Jennifer and Jesus Martinez P

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Joie and Richard Power G 5

Victor Murillo F

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Nathan Mau F

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Jocelyn and Robert Pride F

Megha and Advait Nagle P

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Siana Mayer F

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Karen and Corbin Prychun P, F

Nikita Nair ’20

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Martin Mays F

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Christian Navarro ’97

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Betsy and David McCallum F 1�

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Luigiano Race ’16

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Jean and Richard Nelson F 1�

Theresa McCarthy P 5

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Kathy and Kenneth Nelson G 5

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Lashawn and Jameel McDaniel P

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Elizabeth Beringer and Rafael Núñez P

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Lillimari Andresen and Alexander Rassey P 5

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CDF BB WP CSF PRG Office of Philanthropy | 67

Support 20 1 9– 20 20 CDF BB WP CSF PRG

$1–$499 continued Erin Reitz F

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Kathy and John Schroeder G

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Wendy and Michael Remington P, Po •

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Scott Senn P

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Thermo Fisher Scientific Fr

Julie and Jonathan Shulman

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Roberta and Lawrence Shulman G 5

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Susie and Ian Thorpe P, F 5

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Jana and Barrett Tilley P, F 5

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Linda Davis and Joel Sigeti Po

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Kokila Mohan and Devender Singh P

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Jessica Biglin and Tomas Robinson F • Julia Castlen and Joseph Rohn P

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Erin and Kenneth Rollins P

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Jacqueline and Jose Romo P 5

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Alisa Ronis P, F 1�

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Joscelyn Rooney ’20

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Eden and Byron Slider

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Ary Tohidi ’03 F 5

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Laura and Randall Tonini P, F

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Rhodaline and Jason Tootell P

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Barbara and Richard Toranto

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Roselynn and Ryan Song P, F

Nicole Rover F

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Jeanette and Jesus Torres P, F

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Brianda Soto Fr

Joe Rowling F 5

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Sanaa and Sean Torres P

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Tani Huynh and Khongtuoc Tran P

Ye Hu and Allan Ruan P

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Liesl Hansen and Steven Spence P, F 5 Judy Spoelstra F 5

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Jin and Lyle Steger P 1� Gregory Stein P 1�

Jiayi Ruan ’20

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Rebecca and Jeremy Rudy P 5

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Jamilah Ryan F

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Tina and Neal Sach

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Barbara and Marc Salenko G Lillian Sung and David Salihie Saeed Samad

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Leiloa and Louie Tufaga P

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Tanya and William Turek P, Po

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Jennifer Turner F

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UTC Aerostructures

Carolyn and William Stevenson Fr

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Diane and Lee Sawyer F

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Dolores Schiavone G

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Diana and Reza Vahedi P, F 5

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Tammy and Antony Stotts P

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Phoebe Valenzuela ’21

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Maya Torres and Oscar Valero P, F 5

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Lindsay Van Winkle P

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Courtney and Patrick Sullivan P, F 1�

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AFFILIATION ANNOTATIONS

•

FUND ANNOTATIONS

Faculty and Staff Friends of LJCDS In memoriam 5 years of consecutive giving 10 years of consecutive giving

68 | 2019–2020 R E P O R T O N G I V I N G

•

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Deion Stratton F

F Fr M 5 1�

Fr

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Lisa Morikado and Scott Sanders P, F 1�

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Judith Gross and Marc Steingart Fr 1�

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$1–$499 continued Brandon Wachs ’14

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Cassie and Nathaniel West F

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Keri and Kevin Worth F 1�

Michele and Dan Wagner P, F 5

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Amy and David Young P 1�

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Robert Wagner F 5

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Eve Strauss West and Thomas West Po 5

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Anna Waldman F 5

Laurel West F

Chin Chu and Ming Yu Fr

Silviana and Edward Whelan P, Po

Keith and Barbara Yuen Fr

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Reem and Maram Zakko P

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Hadley Zeavin F

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Ling Wang and Hao Zhang P, Po

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Roxanne and John Walker F

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Sue and Ted Wassel P 5

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Kelly Lyndon and Kristen Webb P

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Chloe Weber ’17

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Tannishtha Reya and Robert Wechsler-Reya P, Po 5

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Matthew Wirtz ’20

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Leah Weiser ’20

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Nancy and James Willie G 5

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Anna Yip-Wei and Jingmin Wei P

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Matthew Williams ’20

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Cassidy Wechter ’20

Kathy and Robert Weisinger

Marium Williams F

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Idalia and Daniel Wong P, Po

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Kaitlin Woods ’12

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Kathryn and Mark Woods

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Megan Woods ’12

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Po 1�

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Zack Wolfenzon ’09

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ljcds faculty and staff go above and beyond to ensure excellence for our children. As everyone here generously gives their time and resources, we too, want to show our love and support for this wonderful community.

Laura Tonini, Lower School Educator, Parent of Kai ’28, Elle ’30 and Ava ’31

Office of Philanthropy | 69

Support 20 1 9– 20 20

VOLUNTEERS The Office of Philanthropy would like to acknowledge the following volunteers for their heartfelt dedication and service during the 2019–2020 academic year. Together, they have gifted thousands of hours in support of students, faculty and staff, and leadership.

C O U N T RY DAY A RTS

PARENTS

COU NTRY DAY

AL L I A N C E ( C DA A )

ASSOCIATION

FU ND (CDF)

O F F ICE RS

AMBASSADOR S

Angela DeJarnette President Christina Boynton Corinna Casey Maisha Cobb Angela Hart Miriam Haughey Dawn Holman Laura Irvin Lisa Kanetake Ellen Landers Gina Laws Melissa Levin Geoffrey Longenecker Alaleh Miremadi Chantal Reed Jenna Stein Lorri Sulpizio Karin Toranto Rebecca Twomey Lindsay Van Winkle Carlie Ward Sue Zhong

Christina Boynton Co-Chair Marina Marrelli Co-Chair Rebecca Brewer Suzi Cohen Ladan Daneshmand Janet Doak Tricia Estrada Seetha Gangadharan George Gomez Karol Shekhter Jacobs ’98 Kathryn Lindlan Todd Lineback Patricia Mogul Alex Myszkowski Gary Pierce Sharon Risse Lindsay Van Winkle

Reiko Afshar Diane Berol Krissy Caldwell Sandra Coufal Rachel Herman Lisa Kanetake Limor Rabie Sheenoo Sharma

TO R RE Y TOAST M AST E RS

Yuriko Anton Lisa and Ben Arnold Christina Boynton Angela DeJarnette Lisa Kanetake Geoff Longenecker Marina Marrelli Zia Rady Lucy Smith Conroy ’90 Jenna Stein Lindsay Van Winkle

KEY: LS Lower School MS Middle School US Upper School

70 | 2019–2020 R E P O R T O N G I V I N G

GR ADE LEVEL

BLU E BASH

COOR DINATOR S

COMMITTEE

Chantal Reed GLC Coordinator Diane Berol, MS Cristin Bleakley, MS Tina Boynton, US Kathy Bryant, US Paige Cavanaugh, US Amy French, MS Monica Gizzo, MS Rachel Herman, US Karol Shekhter Jacobs ’98, MS Laura Kelleher, MS Ellen Landers, LS Gina Laws, MS Tracey Little, US Alaleh Miremadi, US Lailani Mirkazemi, US Amy Muzquiz, US Heather Muns-Socol, MS Jenna Stein, MS Lorri Sulpizio, US Karin Toranto, MS Lindsay Van Winkle, LS Anna Wang, US Jing Zeng, US

Lindsay Van Winkle Event Chair Jenna Stein Auction Chair Alejandra Ancona Yuriko Anton Laura Bilicic Krissy Caldwell Renata Campion Corinna Casey Sherman Chang Marjan Daneshmand Angela DeJarnette Elizabeth Fried Judy Fuller Briana Gallo Emmie Haught Liz Holiday Becky Howe Ammy Jorgenson Muniba Khan Diana Knickrehm Michelle Lord Marina Minasian Patricia Mogul Sheenoo Sharma Michelle Sun Anna Yip-Wei

GIVE THE GIFT OF EDUCATION Since its founding in 1926, La Jolla Country Day School has benefited from the generous support of families, alumni, friends, faculty and staff who have invested in excellence and lifelong learning. Generous, tax-deductible gifts have enabled the school to fulfill its mission to prepare students for a lifetime of intellectual exploration, personal growth and social responsibility. LJCDS is grateful for the philanthropy of the community and invites you to learn about ways to become part of this tradition of giving.

MAIL YOUR GIFT La Jolla Country Day School Office of Philanthropy 9490 Genesee Avenue La Jolla, CA 92037 Make checks payable to La Jolla Country Day School

MAKE YOUR GIFT ONLINE

MAKE A GIFT OF STOCK

www.ljcds.org/giving

First Republic Securities Co., LLC LJCDS ACCT#33L-012359 Pershing LLC DTC #0443 Please notify the philanthropy office of your transfer at officeofphilanthropy@ljcds.org

MATCHING GIFTS Many local and national companies will match employees’ charitable donations, doubling your impact!

To learn if your company will match your contribution, please visit www.ljcds.org/giving.

$74,405 37 $1,815

I N M ATC H I N G GIFTS IN 2019–2020

M ATC H I N G GIFT C O M PA N I E S AV E R AG E M ATC H G I F T

R EPORT ON GIVING DISCLAIMER

The Report on Giving recognizes gifts received in the fiscal year July 1, 2019 through June 30, 2020. Every effort has been made to avoid errors, misspellings and omissions. If, however, an error has been made, please accept our sincerest apology and notify the philanthropy office at officeofphilanthropy@ljcds.org so that we may correct our records. Thank you.

Office of Philanthropy | 71

About Us

20 1 9– 20 20

OFFICE OF PHILANTHROPY A La Jolla Country Day School education requires two funding streams: tuition and philanthropy. This has been true since our founding by Louise Balmer in 1926. As the school’s fundraising arm, the Office of Philanthropy partners with parents and grandparents of current students and alumni, as well as alumni, faculty/ staff, students and friends to raise funds to bridge what is known as “the gap” between what tuition covers and the cost of an ljcds education. Most, if not all, independent schools share this financial model, from the East Coast to the West Coast. As Torreys, we believe in the power of philanthropy at school, in the community, across the country and around the world to make real, measurable and positive change and to ensure that our students are becoming the changeagents of tomorrow.

300+ 175+ ST U D E N T S H AV E PA R T I C I PAT E D I N T H E AWA R D - W I N N I N G TO R R E Y M O C K T R I A L A N D TO R R E Y MODEL UNITED N AT I O N S T E A M S .

STUDENTS HAVE BROADENED THEIR HORIZONS BY ATTENDING EVENTS MADE POSSIBLE BY THE CENTER FOR EXCELLENCE IN CITIZENSHIP’S (CEC) PARTNERSHIP WITH THE SAN DIEGO DIPLOMACY COUNCIL. THIS INCLUDES A VISIT TO THE U.S.– MEXICO BORDER WITH BORDER ANGEL EXECUTIVE DIRECTOR DULCE GARCIA AND A RECEPTION WITH INTERNATIONAL WOMEN OF COURAGE AWARDEE NAW K’NYAW PAW.

DESIGN & INNOVATION PROGRAM INCORPORATES COMPUTER SCIENCE, ENGINEERING, DESIGN AND BUSINESS, ALLOWING STUDENTS TO TAKE FULL-TIME D&I CLASSES YEAR AFTER YEAR.

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127

STUDENTS HAVE GROWN AS GLOBAL C I T I Z E N S BY T R AV E L I N G W I T H T H E I R P E E R S O N C E C- S U P P O RT E D G LO B A L E D U C AT I O N T R I P S T O B E L I Z E , BOTSWANA, CHIN A , IR ELAND, THE NETHER LAN D S, PANAMA, PER U AND ZAMB I A .

THE TORREY EXPLORERS FUND

35

INSPIRING, THOUGHTPROVOKING GUEST SPEAKERS

LJCDS’S VENTURE CAPITAL FUND FOR DESIGN & INNOVATION. IN 2020 ALONE, THREE LJCDS STUDENTS WON DESIGN & INNOVATION COMPETITIONS; 100% MORE THAN COMPETITOR SCHOOLS.

Giving Back

+

Philanthropy at LJCDS

Alumni, parents of alumni, current parents, grandparents, friends, faculty and staff give back to the school in a myriad of ways, furthering the unparalleled spirit of philanthropy that lies at the core of LJCDS. MARK FULLER, a lifer from the class of 1980, and his wife, Judy, showcase the generosity that defines the Torrey community.

REFLECTION BY MARK FULLER ’80 P’25

Giving back to LJCDS is my way of helping to ensure that the school has the resources to invest in the long term so that it is prepared to serve future generations of children.

It has been nearly 50 years since I was first enrolled at LJCDS, and the history of the school goes back nearly twice that long.

When I attended the school, Regents Road was then a dirt road, and the land at the corner of Regents Road and Genesee Avenue wasn’t yet part of the campus. Over the years, under the stewardship of caring and capable leaders, the school has continually invested in the infrastructure necessary to grow and strengthen its foundation.

In the 1970s, the physical resources weren’t anything close to what they have today. Even as the new buildings have magnificently transformed the physical campus, I believe the faculty and administrative leadership’s commitment to each child’s well-being remains the most extraordinary feature of the LJCDS experience. I have witnessed this continuity firsthand, as one of our sons (Luke ’25) is now retracing my steps through the Middle School. All of us who care about the school and believe in its promise to “inspire greatness for a better world” are called to support the school’s leadership to help fulfill their vision of making the school a beacon for another 100 years.

When LJCDS families and alumni have the capacity to give back, it demonstrates the school’s mission of social responsibility by benefiting the whole community.

My family moves in service to the world, and we believe philanthropy is one logical and deliberate vehicle toward social justice.

HELP US GROW OUR LEGACY FOR THE NEXT 100 YEARS To learn more or to make a gift, visit www.ljcds.org/giving or contact Katie Sigeti ’06, philanthropy manager of alumni programs, at ksigeti@ljcds.org.

LJCDS. OR G/GIVING

Fall/Winter Winter 2021 | 73

9490 Genesee Avenue La Jolla, California 92037

Non-Profit Org. US Postage PAID La Jolla, CA Permit No. 3888

Winter 2021 | 74