Beacon Summer 17

HARBOR DAY SCHOOL 3443 PACIFIC FIC VIEW DRIVE, CORONA DEL MAR, CALIFORNIA 92625 | HARBOR HARBORDAY.ORG | SUMMER 2017

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A DESIGNER WAY OF THINKING. . . . . . . . . . . . . . PAGE 08

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LEARNING TO THINK: THE PEDAGOGICAL GOAL OF THE DOCUMENT-BASED QUESTION. . . . . . . . . . . . . . PAGE 04

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Contents

FEATURES

IN THIS ISSUE A MESSAGE FROM THE HEAD OF SCHOOL. . . . . . PAGE 03

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HEAD OF SCHOOL Angi Knapp Evans (‘75)

WELCOME NEW TRUSTEES. . . . . . . . . . . . . . . . . . PAGE 12 A FOND FAREWELL. . . . . . . . . . . . . . . . . . . . . . . . . PAGE 14 COMMENCEMENT 2017. . . . . . . . . . . . . . . . . . . . . . .PAGE 16 FACULTY THANK-YOU BREAKFAST. . . . . . . . . . . . . .PAGE 19 MATRICULATION LIST. . . . . . . . . . . . . . . . . . . . . . . .PAGE 20 ALUMNI BURGER BASH. . . . . . . . . . . . . . . . . . . . . . PAGE 22

DIRECTOR OF COMMUNICATIONS Noelle Becker DIRECTOR OF ALUMNI RELATIONS Deb Devine Lee (‘81) WRITERS Noelle Becker Kelly Christeson Callaghan (‘93) Deb Devine Lee (‘81) Moujan Walkow EDITORS Noelle Becker Forrest Valdiviez

ALUMNI PROFILE. . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 23 CLASS NOTES. . . . . . . . . . . . . . . . . . . . . . . . . . PAGES 24-32 LADIES’ EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 33 BLUE-GOLD TRACK MEET. . . . . . . . . . . . . . . . . . . . .PAGE 34

DESIGN Eric Neuner | RPIstudios Maxwell Taylor Stroud | RPIstudios

MEN’S EVENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PAGE 35

PRINTING Rosemont Press, Inc.

EIGHTH GRADE MUSICAL . . . . . . . . . . . . . . . . . . . . PAGE 36

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GRANDPARENTS’ DAY. . . . . . . . . . . . . . . . . . . . . . . PAGE 37 STAY CONNECTED. . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 39

©2017 HARBOR DAY SCHOOL (ALL RIGHTS RESERVED ) no part of this publication may be reproduced without permission from harbor day school.

MISSION Harbor Day School provides an academically challenging, well-balanced education in a nurturing, family-centered environment. Our traditional, yet innovative, curriculum develops eager, confident learners who think creatively and work collaboratively. Developing self-reliance, building strong moral character, and encouraging social responsibility are hallmarks of a Harbor Day education.

NON-DISCRIMINATION Harbor Day School does not discriminate on the basis of race, creed, color, religion, sex, sexual orientation, disability, age, national or ethnic origin in the administration of its educational policies, admissions policies, or other programs administered by the School.

FRONT COVER: Noelani Lee prepares to test her newly created structure using the shake test. See story on page 8.

A Message from the Head of School ——————— BY ANGI EVANS —————

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ducation and innovation may not seem like natural allies. However, skilled educators like the outstanding teachers at Harbor Day School rarely feel satisfied that they’ve taught every student in the most effective way possible. This leads them to seek new ways to deliver the best teaching and learning in their classrooms.

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he development of 21st century skills in our students –which include communication, collaboration, critical thinking and creativity – has evolved into the pursuit of design thinking. This system requires thinkers to cycle through stages: empathize, define, ideate, prototype, and test. Within this issue of the BEACON, you can read more about design thinking at HDS. Striving to deliver our mission statement’s promise to provide a “traditional, yet innovative, curriculum” that “develops eager, confident learners who think creatively and work collaboratively,” Harbor Day teachers plan to incorporate design thinking processes into their lessons this school year.

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he first step of design thinking, empathy, is a mindset that we seek to build and nourish at Harbor Day. Cognitive empathy, the ability to understand another person’s point of view or needs, challenges our budding designers to look at tasks and problems that others might face. Certainly one can imagine the use of this in industrial design, but it also gives our students an edge in analyzing literature. Developing the skill to view a conflict through the eyes of various protagonists in a story helps our students analyze, recall, and understand. Similarly, this first step in the process of design thinking has value and relevance across the academic disciplines.

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he empathy mindset won’t only help our students academically.

Our school plans to focus on the multifaceted character pillar of respect this year.

Empathy can help instill genuine respect in our interactions with others. Merely looking at a situation from the perspective of another places us in a position of giving respect. Moving beyond that will lead to greater manifestations of respectful behavior. Pairing respect with empathy can produce great results in an organization and in learning, and I am optimistic that this will be a great year at Harbor Day School.

Gradatim ad Summum, Angi Evans 3

LEARNING TO

THINK: THE PEDAGOGICAL GOAL OF THE

DOCUMENT-BASED QUESTION ——————————————————————

BY MOUJAN WALKOW ———————————————————————

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A mind that is stretched by a new experience can never go back to its old dimensions.

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— OLIVER WENDELL HOLMES, JR.

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cross all grade levels and subject matters, Harbor Day teachers are stretching the minds of our young students. One way in which our students’ minds are expanded is through the use of interdisciplinary units. This pedagogical concept begins with teachers collaborating across curriculums and utilizing Document-Based Questions (DBQs) to teach students how to think critically and clearly, develop excellent writing skills, work collaboratively, and gain confidence. Although DBQs are introduced in third grade and fully implemented in upper school, teaching critical thinking skills begins in kindergarten and continues through each grade level.

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ith DBQs, students respond in an essay or series of short-answer writings to a large thematic question (the “Inquiry Arc”)—typically something broad that could cover an entire unit of study. The students must support their claims in these writings with knowledge acquired from provided sources—both primary and secondary documents. As History teacher Jennifer Fenner explains, students “utilize

documents to provide the evidence for their assessment in answering the question.” The DBQ encapsulates close analysis of documents, deep reading for understanding, and powerful evidence-based, argumentative writing. This practice is utilized in all Advanced Placement (“AP”) testing in high school; the use of DBQs in lower and upper school democratizes the experience and prepares our students well for higher education.

(CONTINUED ON PAGE 6)

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LEARNING TOTHINK: THE PEDAGOGICAL GOAL OF THE DOCUMENT-BASED QUESTION

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document-based program is based on five fundamental beliefs:

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STUDENTS NEED TO LEARN HOW TO THINK. JUST LIKE SWINGING A BAT OR PLAYING THE PIANO, GOOD THINKING HAS LEARNABLE COMPONENTS. THE PROCESS OF CLEAR THINKING SHOULD NOT BE LEFT A MYSTERY TO STUDENTS OR TO TEACHERS.

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LEARNING TO THINK REQUIRES PRACTICE IN THINKING. THINKING NEEDS TO BE FREQUENT AND ONGOING.

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THINKING IS HARD WORK. STUDENTS MUST CONFRONT THAT FACT. TEACHERS MUST ACKNOWLEDGE IT.

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THINKING IS FOR EVERYONE. IT IS NOT THE PRESERVE OF THE QUICK. SLOW DOES NOT MEAN FUTILE.

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THINKING IS CLARIFIED BY WRITING.

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arbor Day teachers are committed to teaching all students how to think.

While this is a reasonable mandate, it is easier said than done. DBQs give teachers and students the means to effectuate clear, analytical thinking. How? The DBQ requires students to define key terms in an analytical question, identify sources and determine if they are primary or secondary, read for general meaning, group documents into analytical categories, support ideas with specific data, and then in an essay, articulate a coherent, compelling argument. All this is the work of scholars, and no easy endeavor.

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arbor Day begins early in its process of creating scholars. Critical thinking skills are taught beginning in Kindergarten, when students are tasked with gathering and synthesizing information to make conclusions. For example, kindergartners work together to prepare an animal research report by gathering information from nonfiction text and pictures that support their conclusions. As Kindergarten teacher Casey Lange explains, “students must make deductions based on what they see and use their background knowledge to make connections without the teacher telling them.”

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n first grade, students are taught how to read critically. “Not only are they tasked with identifying the main point and the supporting evidence in nonfiction work,

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they also are asked to compare various texts, which may have conflicting information, and determine their own conclusions,” explains first grade teacher Lynette Vieira. As Mrs. Vieira further explains, the students learn to read with a critical eye and become aware of authors’ viewpoints and biases. In some instances, students are able to detect errors in text, such as in Eric Carle’s The Very Hungry Caterpillar, in which butterflies are depicted as having cocoons, when in reality butterflies do not build cocoons, but instead harden into chrysalises during their pupal stage.

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etting a head start as early as third grade, students are ready to tackle the preliminary requirements of applying critical thinking skills to address a DBQ. This past year, the third grade wrote journal entries from the perspective of an individual experiencing the Gold Rush. They could choose to write about the experience of traveling to California, the experience of the Gold Rush itself, or the decision to return home from the Gold Rush. After they were given a set of documents ranging from depictions of a map, letters, tombstone markings, and diary entries, students embarked on document analysis with the aid of questions designed to assist them in deciphering critical facts and information to support their writings. As third grade teacher Jackie Graham explains, “A source can support more than one thesis, so students must determine the strength of the evidence and how to use it.”

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y fifth grade, students are equipped to apply their critical thinking skills to more advanced DBQs (formulated for high school students) and substantiate their arguments both verbally and in a more traditional five-paragraph essay. For one of last year’s DBQs, students addressed the question, “How Did the Constitution Guard Against Tyranny?” This Inquiry Arc required close reading, and rereading, of several sources that contained antiquated terms and figures of speech. Thus, students first had to read for general understanding, reread for terminology and phrasing, and read again to sift out relevant information to support their position. Additionally, students were asked to read sources with an eye toward opposing arguments—information that undermined

their own positions. “Demystifying the sources is a process, just like writing is a process,” says fifth grade teacher Marti Murphy. The use of organizational tools assists students in the preliminary writing process. “Students are given organizational diagrams, such as ‘buckets’ they label with topics, and place their sources in the buckets,” explains Mrs. Murphy. “Upside-down buckets,” as Mrs. Murphy calls them, help students identify opposing positions that they can address. The “buckets” become their body paragraphs. Students are also given diagrams to assist in thesis development and roadmap (topic areas they examine to prove their thesis). Both Mrs. Murphy and fellow fifth grade teacher Anne Foodym encourage their students to utilize knowledge they’ve acquired in the past so they are not looking at an issue in a vacuum. Congruently, the critical thinking that happens in the classroom many times carries over to home life, where family conversations are invigorated by the young mind that asks, “why?”

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s an example of cross-curriculum teaching and utilization of DBQs in upper school this past year, English and Literature teacher Chatom Arkin and Mrs. Fenner decided to collaborate on a unit on the Salem Witch Trials, a fascinating phenomenon that reflected colonial life, our country’s Puritan roots, and existing fundamentalism at that point in American history. While Mr. Arkin taught Arthur Miller’s famous play, The Crucible, Mrs. Fenner taught the historical facts. While Mr. Arkin’s class read a play that dramatized the fears of witchcraft in fundamental New England, Mrs. Fenner’s class closely examined primary source documents from the King James version of The Bible, analyzed charts about ages and genders of the accused and accusers, court records, art works, excerpts of famous writings, and maps of the town that included where the accused and accusers lived in relation to each other.

Students eagerly shot from one class to the other in anticipation of finding out why such events occurred—the very goal of interdisciplinary teaching. By comparing what was happening in the documents to what The Crucible portrayed, students could decipher reasons behind the witch trials

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DOCUMENT-BASED QUESTIONS DEFINED

Not only are they tasked with identifying the main point and the supporting evidence in nonfiction work, they also are asked to compare various texts, which may have conflicting information, and determine their own conclusions.

— FIRST GRADE TEACHER

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hen a thematic questioned is posed, students research primary and secondary sources to reach a conclusion to this question using evidence-based writing.

LYNETTE VIEIRA

A KINDERGARTEN STUDENT CREATES A RESPONSE BASED ON AN INFORMATIONAL BOOK AND VIDEO ON WOLVES.

hysteria. Consequently, students could link this moment in time to other historical traumatizing or confusing times that led to mass hysteria: Nazi Germany, McCarthyism, and modern day Islamophobia, to name a few. For another cross-curriculum connection to the Salem Witch Trials, Deniz Beal’s science classes discussed the science behind a once-popular but debunked theory that ergot poisoning was to blame for the hysterical fits from which many suffered.

such as the writing used for DBQs, students must keep in mind their audience and use fact-based evidence to support their claim.

Thus, in the example of the Salem Witch Trials, students could not use The Crucible as evidence for their claim. While they could use the fictional play in an attention-getting context (in the Introduction, for example) or to tie everything together (in the Conclusion), their claims had to be supported by fact-based evidence.

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fter this analysis, the students could begin their DBQ essay in History class: What caused the hysteria of the Salem Witch Trials? Students collected their data in History while they learned writing techniques in Literature. The DBQ requires a tremendous amount of thinking on the part of the students, as they are asked to: (1) create a strong thesis and support that thesis with the aid of the documents provided; (2) analyze sources for characteristics such as author’s point of view (or bias), the author's purpose, the audience, and context to determine the source’s evidentiary value; (3) make connections between the documents; and (4) bring in outside knowledge to strengthen the argument. As Mr. Arkin explains, the kind of writing in which students engage differs depending on one’s audience. For evidentiary-based writing,

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EIGHTH GRADE STUDENTS WORK ON EVIDENCE-BASED WRITING IN CLASS AROUND THE HARKNESS TABLE.

reating an organized, coherent essay entails the practice of many skills and clarifies the thinking process. To assist students in this endeavor, upper school teachers continue using rubrics, charts, and graphic organizers to assist students in organizing their sources and knowing where to use each source in their essay, thereby helping students master the skill of body paragraph organization by topic.

Within each paragraph, students learn how to introduce sources and use them as proof in a deductive fashion, as well as relate the analysis to a current event or issue to show the relevance of the analysis. Their completed essays then become a conduit for collaborative work as students assist one another with peer edits and proofreading.

Thinking does not stop, and our students know no different. ■

The DBQ Project was founded in 2000 by teachers Phil Roden and Chip Brady of Evantson, IL. See https://www.dbqproject.com.

THE ENGLISH DEPARTMENT'S MANIPULATED OUTLINE THAT MIRRORS DBQ EXPECTATIONS.

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A DESIGNER WAY OF THINKING ———————————————————

BY KELLY CHRISTESON CALLAGHAN ( ' 93 ) ——————————————————

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Engineering, woodshop, and design can be places where students not only work with their hands, but also hone descriptive and communicative skills as they present research and results to the class.

— DR. SEAN ROWE

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AFTER USING THE STEPS OF DESIGN THINKING TO CREATE HER SKYSCRAPER, NOELANI LEE TESTS HER STRUCTURE.

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DIRECTOR OF TECHNOLOGY, JAMES GAPP, HAS A LIGHTHEARTED MOMENT WITH HIS STUDENTS BEFORE THEY BEGIN THE SHAKE TEST.

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arbor Day School is all about design these days.

From the rookie kindergartner to the wizened eighth grader, designers abound.

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nd these aren’t your run of the mill Orange County designers. They’re not concerned with designer labels, perfection isn’t their goal, failure is lauded, and consumerism isn’t even on the map.

So what is all this design talk about?

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DS teachers are bringing methods taught to industrial engineers at universities like Stanford and Massachusetts Institute of Technology into the classrooms of HDS, transforming students from learners into “designers.”

Recognizing our rapidly changing global employment landscape, HDS is equipping students for the future by assigning “design challenges.” Meanwhile, design hot spots pop up all across the campus–from kindergarten classrooms to the library to family meetings.

As a supplement to HDS’s core curriculum, the design challenges look different. They are diverse, creative and flexible–but rigid principles undergird each.

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“We want the students to have an empathy-based, human-centered, creative approach to problem solving that follows a process,” James Gapp (‘81), Director of Technology for Harbor Day School explains. “That process is Design Thinking.” Design Thinking is a methodology used by designers to solve complex problems and is thought to be the best way to equip students with the skills needed for employment in the coming years, according to the World Economic Forum. It follows five steps: EMPATHIZE, DEFINE, IDEATE, PROTOTYPE, TEST. Mr. Gapp describes the design process like this: “We start with a problem that we want to answer, believing that those facing the problem are also those who can provide insight into the solutions. We then observe, listen to, and talk to them (hypothetically).

In doing so, we might gain additional understanding and discover that our initial problem has led to a much more important one. This step is empathy.

“From there, designers define their problem, being willing to change it from their initial thoughts. Next we come up with “radical solutions”– ones that are unbound initially by constraints. We then share our multiple solutions and listen to feedback. This is where we begin to define assumptions and constraints.

“Next we reflect and design a new solution.

“From here we build it. This is important, as we need to take a first step toward implementation.

“Once the lesson plan is built, we try it out. Maybe we fail, but we listen, iterate and try again, continuously improving. At some point it may become quite useful, but we still need to continuously improve, as things may change over time and we need to react.”

While the process may sound complex, it’s one that even the smallest students at HDS can internalize.

(CONTINUED ON PAGE 10)

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A DESIGNER WAY OF THINKING

LEFT: THE FIVE STEPS OF DESIGN ARE ILLUSTRATED ON A CLASSROOM WHITE BOARD. RIGHT: STUDENTS IN KINDERGARTEN AND THIRD GRADE WORK TOGETHER ON THE EXTRAORDINAIRES DESIGN STUDIO. (CONTINUED FROM PAGE 9)

WEE DESIGNERS

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n afternoon last May brought Design Thinking into Casey Hogan’s kindergarten class, courtesy of The Extraordinaires Design Studio.

It feels like game time as groups of four students–a mix of kindergartners and third graders–draw cards to determine the challenge. Groups learn about their “client” by selecting a card. The card shows a character in a unique environment, and students pore over details to learn about their client. The pirate has a patch over his eye and a hook for a hand. The alien with many arms is falling through space. A queen is surrounded by ice and animals.

Next, the team selects a project card, informing them what to design for their client. The foursome with a pirate client needs to cook an egg. And the queen team needs to devise a machine to drive her. The young minds stretch to solve the problem given the unique constraints. How can someone with a hook for a hand cook an egg?

How can one surrounded by ice move?

“There is so much about each character,” third grader James shares.

“The hardest part is to find out what the person actually needs.” Herein lies the call to empathy. Students are challenged to understand needs beyond themselves.

The team–ages 5, 6, 9, and 10,

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wrestles with group dynamics, something which most adult collaborators can relate to. One student, convinced only his idea works, ignores input from teammates.

In another group, a discouraged child leans back and stops contributing.

But, with coaching from an experienced teacher, the children keep at it.

They tinker, sketch, and refine thoughts.

They listen and consider others’ ideas.

Good designers ask lots of questions, and they are prodded to probe.

Finally, teams arrive at a solution for their client–but the process isn’t over. Each team presents their design

to another team. And the listening team (remember, they have less than a decade of experience working with others) gives feedback. From there, the teams improve their designs. One team proudly shares their water transport designed for a wizard. After feedback, the team considers how to handle dead batteries.

“Our Harbor Day mission states that our curriculum develops eager, confident learners who think creatively and work collaboratively,” Ms. Hogan explains. “Now the students have a foundation in the design process that can apply in other areas.”

STUDENTS WORK TOGETHER TO TEST THEIR CREATIONS.

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FROM D.SCHOOL TO HDS

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esign Thinking’s path to HDS was fortuitous. When James Gapp was searching for furniture ideas to help morph the Upper School tech lab into a makerspace environment, he came across an article about how Stanford’s d.School started, the process they used, and the furniture they created.

“I thought I was going to get some ideas for layout and furniture,” Mr. Gapp explained, “but it was way, way more. It explained how they decided on everything from furniture to layout to processes to implement change.”

AND SO DESIGN THINKING HAS BALLOONED THROUGHOUT HDS A STUDENT RECORDS THE PROCESS OF BUILDING A TOWER.

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o improve HDS’s disaster preparedness plan, the administrative team used Design Thinking processes. At one family meeting this year, students collaborated and competed to build the tallest and strongest spaghetti tower, guided by the framework. After school hours in her Makerspaces class, librarian Amy Meyer engages children to tinker and build, which are core activities to these ideas.

IN THE SCIENCE LAB

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esign Thinking has made its way into core curriculum as well. This year, Mr. Gapp challenged sixth graders to build a skyscraper which could hold a book at its highest point and withstand an earthquake.

The materials (popsicle sticks, straws, and tape) each carried a cost. Towers received points for height, the number of composition books they could hold, and for surviving the shake table (a simulated earthquake).

In true design fashion, the project didn’t end at the shake table. After testing their creations, students reflected on results and considered how to improve design.

FAILURE IS THE BEST TEACHER

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nother hot spot is found in the classrooms of Dr. Sean Rowe.

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He too uses systemic ways to guide the Design Thinking process. In fact, his course schedule reads like a design school’s dream.

———————————————————————————— KINDERGARTEN—1ST GRADE: ENGINEERING AND DESIGN (OVERSEEN BY THE SCIENCE DEPARTMENT)

———————————————————————————— 2ND, 3RD, 4TH GRADE: WOODSHOP ———————————————————————————— 7TH GRADE: 3-D DESIGN ———————————————————————————— 8TH GRADE: SET BUILDING AND DESIGN ELECTIVE (WITH TEACHERS MR. GAPP, MS. WEBB AND MS. ZARRILLI)

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Dr. Rowe weaves theory and practice in his varied courses. Kindergartners learn about five fundamental structural loads before producing a fruit carrier using ostensibly weak materials like drinking straws, tape, newspaper, small pieces of pine, etc.

In woodshop, he instructs students to have empathy for the material they are using…wood. He teaches tool skill and technical knowledge that increase with age. When building a step stool, second graders use precut pieces, while third graders are given a board they must cut. A fourth grade student will craft his or her own chair.

Dr. Rowe articulates a unique aspect of Design Thinking: the importance of experimentation AND failure.

“Without the worry of ending up with a perfectly finished product, our projects

are built, tested to the breaking point, analyzed for their faults and then rebuilt before we test,” he explains. “In this way, students learn how the failure of a structure or an idea is important to the successful engineering of a chosen design.”

Another key benefit of Design Thinking is a process that mashes together skills of different subjects.

Rowe explains how tactile experiences are inter-disciplinarian.“Engineering, woodshop, and design can be places where students not only work with their hands, but also hone descriptive and communicative skills as they present research and results to the class.”

As students learn to design, they learn to express themselves and present their work. Design Thinking pushes the engineer to become a better communicator.

TO INFINITY AND BEYOND

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iven these successes, the designing is set to continue. This summer, the HDS administrative team visited the Apple campus to learn more about its implementation. Everything from disaster preparedness to daily lesson plans is being re-examined with a Design Thinking lens.

So if you hear someone say Harbor Day is a designer school, they are increasingly right. And, yes, our students will be better for it. ■

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WELCOME NEW BOARD OF TRUSTEES 2017-18 ANNE-MARIE ANGELOFF

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nne-Marie Angeloff is a physician and mother of three Harbor Day School students.

After receiving a B.S. from Furman University and a M.S. in Genetic Counseling from the University of South Carolina, she pursued her M.D. degree from the Medical University of South Carolina. Dr. Angeloff completed residency in Pediatrics at the University of California, Irvine.

She subsequently took over as President of her husband’s company following his passing. Dr. Angeloff successfully ran Hawke Homes, a manufactured housing dealership, for two years. During this time, Dr. Angeloff and her family founded The Dann Angeloff Extra Mile, an annual 5k Run/Walk that raises money for and awareness of the Marine Corps Scholarship Foundation. At Harbor Day she serves on the Community Service committee. In her free time, she enjoys reading, fostering Golden Retrievers, traveling, and spending time with her children.

BEN FRANCOIS

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s Managing Partner of Carmelina Capital Partners, Ben Francois is involved in all firm and investment activities, including acting as a key business partner to our portfolio company leaders. Prior to Carmelina, he was President of Canterbury Consulting, a $16 billion institutional investment advisory firm where he successfully executed a multi-year growth strategy. Previously, he was with Bunker Hill Capital, a private equity fund; and SFP, a single family office where he executed direct investments and operated portfolio companies.

Mr. Francois received a B.A. in Biological Sciences from the University of Southern California where he was a Dean’s Scholar, and an MBA in Finance and Entrepreneurial Management from The Wharton School of the University of Pennsylvania.

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PAUL CASEY

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aul Casey is originally from Dallas, Texas and moved to California after his graduation from The University of Texas. Paul has spent his entire career at Zelman Development Co., which is a commercial real estate development and investment company. Mr. Casey has been a resident of Newport Beach for 18 years. He and his wife Emily have four children at Harbor Day School: Elizabeth (8th grade), Samantha (8th), Claire (5th) and Jackson (3rd).

RYAN W. DECKER

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yan W. Decker is Chief Executive Officer of Cramer Decker, a global leader in innovative life support technologies and gas management solutions headquartered in Santa Ana, CA. He is responsible for the direction, operations, financial management, and strategic business initiatives of the company.

Mr. Decker oversees Cramer Decker’s three operating divisions, which manage its 16 brands and 11,000 products, sold in over 100 countries to more than 25,000 customers.

Mr. Decker joined Cramer Decker in 2002, was named President in 2004, and became Chief Executive Officer in 2010.

Under his leadership, Cramer Decker has launched 11 new brands, completed multiple acquisitions, opened four new operations facilities, expanded distribution nationally and globally, and increased revenues fourfold.

Prior to joining Cramer Decker, Mr. Decker spent six years as an associate in two national law firms where Mr. Decker’s legal practice focused on commercial transactions including corporate finance, mergers and acquisitions, contracts, and financial reorganizations.

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Mr. Decker earned his Juris Doctor from the Villanova University School of Law, Villanova, Pennsylvania where he was Managing Editor of the Villanova Law Review. He received his undergraduate degree from Colgate University, Hamilton, New York.

Mr. Decker is the former Chairman of the Board of Directors of the California Coast Chapter of Young President’s Organization, a global organization of CEO’s under the age of 50. Mr. Decker is also the former President of the Board of Directors of Community Service Programs, one of California’s largest independent nonprofit agencies, which actively assists more than 180,000 troubled and at-risk youth in Orange County, California each year through the operation of youth shelters, intervention, counseling and assistance programs.

restaurants. Mr. Niccol joined Taco Bell in 2011.

Prior to his position at Taco Bell, he served as General Manager for Pizza Hut, Inc., where he managed the brand and led the USA business consisting of roughly $5 billion in sales and more than 6,000 restaurants. His Pizza Hut career began in late 2005 in the role of Vice President of Strategy.

Before joining Pizza Hut, Mr. Niccol spent 10 years in various brand management positions at Procter & Gamble.

He holds an undergraduate degree from Miami University (OH) and an MBA from The University of Chicago Booth School of Business. Mr. Niccol serves as Chairman of the Taco Bell Foundation and also serves on the Board of Governors for the Boys & Girls Club of America.

Mr. Niccol and his wife, Jennifer, have three children and reside in Orange County, California.

NITHIN JILLA ithin Jilla is the Executive Director of Dreams for Schools, an organization established to inspire, create, and educate students to be STEM literate with the hard and soft skills needed to become the critical thinkers, creative leaders, and technologists of tomorrow. He is also involved with a philanthropic family foundation in Orange County and runs a local technology firm with his business partner that is focused on building software solutions for businesses across various sectors.

He is an entrepreneur who champions educating and empowering the next generation of innovators.

Mr. Jilla’s journey in education and philanthropy began back in high school in 2010 when his class created Kenya Dream, a project intended to enhance the quality of education in Kenya.

He is interested in technology, education, social impact, and finding ways to work collectively with leaders to bring about positive impact. Mr. Jilla holds a B.S. in Computer Science from University of California, Irvine. He currently serves on several nonprofit and advisory boards including FosterAll based in Glendale, the UC Irvine Alumni Association Board & Young Alumni Council, and the Association of Computing Machinery (ACM). He also acts as an educational consultant to the Orange County Department of Education.

BRIAN NICCOL

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s Chief Executive Officer of Taco Bell Corp., Brian Niccol is responsible for driving overall brand strategy and performance of the business in the U.S. and internationally. He is accountable for doubling the business by 2022, going from $7 billion to $15 billion in revenue and opening 2,000 new

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TINA WAINWRIGHT

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ina Wainwright is a trained Emergency Physician and mother of three. Dr. Wainwright grew up in Newport Beach, but spent time on the East Coast. She earned her undergraduate degree from Amherst College and her M.D. from Cornell University Medical School. After completing her residency at NYU/Bellevue in New York City, she began practicing at St. Vincent’s Hospital. A year later, she and her family decided to return to Newport Beach. After practicing in the Emergency Department for eight years in the Orange County area, she decided to step away from seeing patients to focus on raising her children and volunteerism. With her childhood friend and fellow Harbor Day School mom, Sally Bartz, Dr. Wainwright co-chaired the 2015 HDS Fall Benefit at the Orange County Museum of Art. With the great generosity of the HDS community, Dr. Wainwright and Sally hit their numbers and the Benefit was a success. Dr. Wainwright has also volunteered as a Room Mom, at Hot Lunch, and for multiple Parent Council committees at Harbor Day School. In addition, she volunteers with her daughter, Chloe, in NCL, Jrs., which helps fund the High Hopes Head Injury Program, Pediatric Cancer Research, and the Harry and Grace Steele Children’s Center. She has been a part of this organization for the past five years and is currently serving on its Board.

Two of her three children currently attend Harbor Day School and one recently graduated.

Dr. Wainwright is thrilled to join the Harbor Day School Board of Trustees and looks forward to dedicating her time and energy to various Board initiatives. ■

”

N

We are very excited about our new trustees.

They bring a broad range of experience and are a talented and diverse group. Like our returning trustees, they care deeply about Harbor Day School and will help us perpetuate the mission and well-being of the school.

”

— DANNY SONENSHINE ('87) PRESIDENT, BOARD OF TRUSTEES 13

A Fond Farewell

FAITH PICKETT

W

hen Mrs. Pickett started working at Harbor Day School in 1991, she had no idea she was going to find a home for 26 years! She started in the front office as a receptionist and quickly became the assistant to the head of school. In 2015, she was promoted to Director of Human Resources. She not only enjoyed working with the staff and parents, but interacting with the students during Family Meeting time.

Harbor Day is so grateful for all her years of service.

“When John Marder hired a new receptionist in 1991, a ray of sunshine entered the front office. With Faith’s unflagging professionalism, she was quickly advanced to the position of Assistant to the Head of School in 1993. As our school grew, so did the demands on the front office.

Detail-oriented Faith was the perfect person to develop the position for Director of Human Resources. Her knowledge and experience with payroll, insurance, and our retirement program made her a wonderful support system to our faculty. Her knack for rhymes and writing poetry always entertained us in the invitations she designed for the parties she planned for us. Harbor Day will not be the same without her cheerful presence, but we will look forward to hearing about her adventures as she pursues her love of travel in her retirement.”

14

“Her name says it all. For the last 26 years, Faith has put her heart and soul into everything that she accomplished at Harbor Day. Her work ethic and commitment to the school is unmatched. When I first started at Harbor Day, Faith was the first person to welcome me to the school. Throughout the years, we have dressed up as carpool cones and Where’s Waldo for Halloween, celebrated at holiday parties, and convened in countless administrative meetings together. I will always remember our constant light-hearted banter during morning carpool.

It has been such a pleasure working alongside such a dedicated employee. Faith, your contagious smile and sprightly manner will be greatly missed. I wish you all the best in your retirement and enjoy your next chapter as a “perpetual vacationer.”

—CAROLE KREDEL-LYTLE

—NOELLE BECKER

4TH & 5TH GRADE ASSOCIATE TEACHER

DIRECTOR OF COMMUNICATIONS

BEACON SUMMER 2017

SIOUXZIE SALISBURY

M

s. Salisbury started her journey at Harbor Day as a parent over 30 years ago. Over the years, she was very involved in the parent council. She even chaired a Fall Benefit! Her love of Harbor Day continued when she joined the faculty in 1996, teaching art and ceramics. With her decades of experience, Ms. Salisbury has fostered a love of art and learning in her students. Harbor Day wishes Ms. Salisbury the best in her retirement and hopes she will return to substitute teach once in a while.

“I can never repay Siouxzie Salisbury for the incredible gift she gave to the music department of Harbor Day School. The story began in early 1991, when I suddenly found myself without a set-building team for the Eighth Grade Musical. I was quite literally standing in the front office wringing my hands when Siouxzie (then an HDS mom) happened to drop by. The conversation that began that day continued for 23 years (punctuated with a great deal of laughter)! Not only did Siouxzie jump in with both feet and lend her outstanding artistic talent to the sets for The Wizard of Oz, she involved her whole family, including her beloved father, Bill Bonhall. She turned a stressful situation into a joyous collaboration! Later, when Siouxzie became a member of the HDS faculty, she continued her artistic involvement and love for our musical productions. (Her 17 papier-mâché jungle hats–circa 2010–belong in an art museum!) I have so many treasured memories of making magic on stage with Ms. Salisbury. Her artistic vision, enduring dedication, and wonderful sense of whimsy brought gifts of beauty to Harbor Day School musicals.”

—JANET KEMPKE FORMER HARBOR DAY MUSIC AND DRAMA TEACHER (1987-2014)

“I have had the pleasure of working with Siouxzie Salisbury for the past six years. She first came to Harbor Day School as a parent with her two children Zach and Courtney. After their graduation, she was hired as the ceramics teacher and art associate. Under her creative direction, the ceramics program has grown to be one of the favorite eighth grade elective classes, and it is a seventh grade rite of passage to take the wheel throwing class. I feel fortunate to have learned so much about the art of ceramics from Siouxzie, and I appreciated her support every time I said, “What if we try this ... ?” We worked as a team to inspire the students to create colorful paintings, bold sculptures, and lovely drawings. She has framed and displayed thousands of pieces of student artwork, and she has helped students learn to throw more clay pots on the wheel than I can count. At the end of the day, she is usually covered in clay, and that is how you know it has been a good day! Siouxzie, I wish you all the best in your retirement. You are always welcome in the art room.”

—LESLIE YAGAR ART TEACHER

TERRA SHIRVANIAN

S

ince 2007, Terra Shirvanian has dedicated her life to being a middle school math teacher to our Harbor Day students. Her amazing organizational skills and dedication to teaching has helped her students thrive and succeed in math. We wish Ms. Shirvanian all the best in her next endeavor at the Curtis School in Los Angeles.

“When Terra came to us in 2007, little did we know what an amazing teacher we had found. Although new to teaching, Terra had a strong dedication to her craft and a love for teaching math to middle school students. In her lessons, Terra was clear and straightforward as she explained difficult math to our sixth and seventh graders. Her patience and supportive nature helped many a student as they found her cheery classroom a safe place to be. With Terra, her students always came first, and she willingly gave countless hours outside of the classroom to make sure her kids “got the math.” As Terra moves on to her next chapter of teaching, her love of math and her students will endear her to all, and we wish her only the best. She will be missed.”

—MEGGEN STOCKSTILL MATH TEACHER

“Terra’s the yin to my yang! I couldn’t have asked for a better partner to work with. Over the course of our tenure at HDS, Terra and I worked closely together on the advisory program, the yearbook elective, and a cooking elective. I came to trust and value her support so much that we both went on a safari to Mbahe School in Tanzania.

I was also able to convince her to chaperone the eighth grade trip to Washington, D.C. with me.

Not only was she my friend, but she kept me organized, was always ton of fun, and was a calming influence in times of need.

She just might be the nicest, kindest, most giving person ever. She’s a dedicated teacher and is always thinking about the kids. She’s also an amazing cook. I will miss her dearly and wish her the best of luck at her new school.”

—JENNIFER FENNER

SOCIAL STUDIES TEACHER

BEACON SUMMER 2017

15

COMMENCEMENT JUNE 16, 2017

‘‘

Many of you are the first ones in your family to graduate from Harbor Day, and many of you are the last. Regardless of your specific family, every person on stage right now is a part of the one thing that connects everyone here—the Harbor Day family.... For most of you, you have spent most of your lifetime with the other students on stage with you. You have all shared smiles, tears, laughter, scares, and moments that have accumulated inside each one of you, building you up to the person you are today. To this day, I hear words that trigger flashbacks to my time at Harbor Day, inside jokes that only my HDS family would understand. While you are all individual in your own regard, you all share so much more than you realize. Just like a family, you are all different, but nonetheless you will support each other as you go through the peaks and valleys of life. No matter where your future takes you, the friendships and family that you have at Harbor Day will remain constant. So, when you get on the bus tonight for your final hurrah, remember that the people sitting next to you are the people that you care about, and the people that care about you.

Remember that these people are your family, and that they will be the ones who you can turn to on the next stage of your journey.

‘‘

— EXCERPTS FROM THE COMMENCEMENT ADDRESS

BY JOHN HOLLAND (‘13)

201 7 GRADUATION AWARDS Head of School Award Art

Jacqueline McNeill Hazel Koh

English

Lucy Van Der Reis

French

Hazel Koh

History

Jacqueline McNeill

Literature Latin

Hazel Koh Kaylana Lee

Mathematics Athletics

Performing Arts

3

4

Dominic Cuneo Matthew Poska Darah Emadi

Service

Jacqueline McNeill

Spanish

Ruby Hammond

Spirit

2

Prescott Cook Jenna McConnaughey Griffin Lewis

Science

Technology

1

Hazel Koh

Andrew King Natalia Bryant Anson Chen Dominic Cuneo Ruby Hammond Griffin Lewis

THE SPIRIT AWARD WAS PRESENTED BY CLASS OF 2013 WINNERS LILA KLEIN, EMMA RUCK, AND TONY G. SANCHEZ.

1. MRS. EVANS PRESENTS THE HEAD OF SCHOOL AWARD TO JACQUELINE MCNEILL. 2. MR. AND MRS. COLEMAN PRESENT THE ATHLETICS AWARDS TO GRIFFIN LEWIS, JENNA MCCONNAUGHEY, AND PRESCOTT COOK. 3. MRS. BEAL PRESENTS THE SCIENCE AWARD TO DARAH EMADI. 4. MRS. STOCKSTILL PRESENTS THE MATHEMATICS PRIZE TO HAZEL KOH.

BEACON SUMMER 2017

17

COMMENCEMENT JUNE 16, 2017 (CONTINUED)

CLASS OF 2017 |

GIFT TO HARBOR DAY SCHOOL

THE CLASS OF 2017 RAISED FUNDS TO IMPROVE THE ALCOVE NEAR THE BIG ROOM, RESHAPING IT TO BE A COMMUNICATION CENTER FOR ALL SCHOOL ACTIVITIES AND ANNOUNCEMENTS, AS WELL AS COMMUNITY BUILDING THAT EMPHASIZES INCLUSIVITY AND THE DIVERSITY OF OUR STUDENT BODY.

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BEACON SUMMER 2017

FACULTY THANK-YOU BREAKFAST

L

ast spring, eighth grade students showed their appreciation of our caring and dedicated faculty and staff by hosting a breakfast in their honor. They seated faculty members, then served them coffee and breakfast.

Students also conversed with faculty about everything from summer plans to their high school choices.

At the end of the meal, students snapped commemorative “selfies� to keep and share. This could be the first year of an annual school tradition!

BEACON SUMMER 2017

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EIGHTH GRADE HIGH SCHOOL MATRICULATION LIST

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Mr. Aidan Anvaripour

Corona del Mar High School

Ms. Shauna Bahri

Sage Hill School

Mr. Patrick Beemer

Servite High School

Mr. Anson Chen

Sage Hill School

Mr. Connor Cohen

Sage Hill School

Mr. Prescott Cook

Newport Harbor High School

Mr. Dominic Cuneo

Corona del Mar High School

Ms. Morgan Czepiel

St. Margaret's Episcopal School

Mr. Andrew Dallape

Sage Hill School

Ms. Darah Emadi

Sage Hill School

Mr. Preston Ewing

Newport Harbor High School

Ms. Ashley Gehl

St. Margaret's Episcopal School

Ms. Lauren Gehl

St. Margaret's Episcopal School

Ms. Presley Green

Newport Harbor High School

Ms. Ruby Hammond

Newport Harbor High School

Mr. Ryder Haupt

Corona del Mar High School

Ms. Deniz Inel

Sage Hill School

Ms. Alexis Jordan

Mater Dei High School

Mr. Robert Keller

Mater Dei High School

Ms. Lauren Kensel

Mater Dei High School

Mr. Andrew King

Corona del Mar High School

Ms. Hazel Koh

Phillips Academy Andover

Mr. Ryan Krall

Mater Dei High School

Ms. Kaylana Lee

Sage Hill School

Mr. Griffin Lewis

Sage Hill School

Ms. Shala Lin

Sage Hill School

Ms. Jenna McConnaughey

Newport Harbor High School

Ms. Jacqueline McNeill

Sage Hill School

Ms. Chloe Mirhashemi

Corona del Mar High School

Ms. Izzy Morin

Mater Dei High School

Ms. Sabrina Neushul

Corona del Mar High School

Mr. Ian Nguyen

Sage Hill School

Mr. Oliver Park

Corona del Mar High School

Ms. Emma Peets

St. Margaret's Episcopal School

Mr. Matthew Poska

JSerra Catholic High School

Mr. Mason Ressler

Orange Lutheran

Mr. Nick Richardson

Newport Harbor High School

Mr. Henry Ruck

Sage Hill School

Ms. Lenox Schillereff

Pacifica Christian High School

Ms. Shayda Shakoori

St. Margaret's Episcopal School

Mr. Max Sonenshine

Corona del Mar High School

Ms. Zoe Stern

Sage Hill School

Ms. Lucy Van Der Reis

Cate School

Mr. Michael Vaughan

Mater Dei High School

Mr. Alex Wainwright

The Hotchkiss School

Ms. Lily Warmington

Newport Harbor High School

Mr. Carson Webb

Corona del Mar High School

BEACON SUMMER 2017

CLASS OF 2013 MATRICULATION LIST Mr. Krishan Arora Ms. Julia Blatz Mr. Nicholas Britt Mr. Jack Busick Mr. Vinson Chiu Ms. Summer Christensen Ms. Amanda Cooper Ms. Jamie Dailey Mr. Christopher DiPaolo Ms. Caroline Eastman Ms. Marisa Eckenweiler Mr. Christopher Flattum Mr. Chase Furey Ms. Sara Gareeb Mr. Kyle Giffin Ms. Sahale Greenwood Mr. Chase Hall Mr. Benjamin Hammond Mr. John Holland Ms. Ashlyn Johnson Mr. Connor Johnston Ms. Lila Klein Ms. Vale Lewis Ms. Claire Lin Mr. Timothy J. Morton Mr. Jack Mouchawar Mr. Nima Nakhjavani Mr. Maxwell Nanula Ms. Bren O Hill Mr. William O'Connor Ms. Isabella Palazzo Mr. Andrew Person Ms. Summer Phillips Mr. Julian Ricci Ms. Rebecca Roque Ms. Emma Ruck Mr. Antonio Sanchez Mr. Garrett Schwab Ms. Carson Shea Mr. Ryan Shean Ms. Aria Slovacek Ms. Raquel Smith Mr. Brett Super Ms. Madison Thies Mr. William Ueberroth Ms. Mackenzie Veal Ms. Lily Walkow Mr. Parker Warden Mr. Brett Wirta Mr. Jon Wirta Ms. Lily Woodall Ms. Alexis Young

BEACON SUMMER 2017

Sage Hill School Sage Hill School Corona del Mar High School Corona del Mar High School Diamond Bar High School Cate School Corona del Mar High School Sage Hill School Blair Academy George Washington U. Online High School Mater Dei High School University High School Corona del Mar High School Sage Hill School Corona del Mar High School Harvard Westlake Corona del Mar High School Newport Harbor High School Corona del Mar High School Newport Harbor High School Sage Hill School Corona del Mar High School Sage Hill School Sage Hill School Corona del Mar High School St. Margaret's Episcopal School Sage Hill School Sage Hill School Sage Hill School Corona del Mar High School Newport Harbor High School Newport Harbor High School Concordia University University High School Sage Hill School Sage Hill School Newport Harbor High School Corona del Mar High School Mater Dei Catholic High School Sage Hill School Corona del Mar High School Lincoln-Sudbury Regional High School Sage Hill School Deerfield Academy Corona del Mar High School Corona del Mar High School Newport Harbor High School Sage Hill School Corona del Mar High School Corona del Mar High School Newport Harbor High School Corona del Mar High School

University of California, Los Angeles Berklee College of Music Claremont McKenna University University of Colorado, Boulder University of California, Berkeley Dartmouth College Columbia University Columbia University University of Oregon University of Southern California Southern Methodist University University of Southern California Harvard University Soka University of America University of California, Berkeley Santa Clara University Southern Methodist University University of California, Berkeley University of Notre Dame Undecided Auburn University University of Texas, Austin Cornell University Brown University Bucknell University University of Denver Chapman University Boston College American University of Paris University of California, Berkeley University of Colorado, Boulder Georgetown University Colgate University Washington University, St. Louis Northwestern University Northwestern University New York University Cal Poly San Luis Obispo University of Colorado, Boulder Dartmouth College University of California, Berkeley Middlebury College Pitzer College Bowdoin College Princeton University Texas Christian University Emerson College University of Southern California University of Michigan University of Colorado, Boulder Wake Forest University Undecided

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HDS HD

sh a B

ALUMNI BLUE-GOLD

BURGER BASH JUNE 9, 2017

ALUMNI REPRESENTING BLUE AND GOLD CAME TO THE HDS CAMPUS TO CHEER ON THEIR TEAMS AT THE BLUE-GOLD TRACK MEET. FOLLOWING THE TRACK MEET, OVER 100 ALUMNI AND FACULTY CELEBRATED AT THE ALUMNI BLUE-GOLD BURGER BASH WITH A FESTIVE PICNIC THAT INCLUDED THE TK BURGER TRUCK, A MARGARITA TRUCK, AND LIVE MUSIC.

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BEACON SUMMER 2017

Lessons in Golf and Life INTERVIEW WITH ALUMNUS AND 2017 MASTERS LOW AMATEUR WINNER

STEWART HAGESTAD FAR LEFT: JAMES AND DECLAN CALLAGHAN WATCH MR. HAGESTAD TEE OFF AT THE WALKER CUP IN SEPTEMBER 2017. MIDDLE AND FAR RIGHT: MR. HAGESTAD RECEIVES HIS TROPHY AT THE MASTERS.

T

his spring, Stewart Hagestad (’05) made history by being the first amateur to make the cut at the historic Masters Golf Championship. Aspiring golfers and HDS students, James and Declan Callaghan, interviewed him for this edition of the Beacon.

HOW LONG IS YOUR LONGEST DRIVE AND/OR TEE SHOT?

I hit one close to 450 this year in Ireland. Without the wind or downhill, probably something close to 350.

WHEN DID YOU START PLAYING GOLF?

I started when I was 4 or 5. Growing up on a golf course made getting out to the course easy!

WHAT IS A FAVORITE MEMORY FROM HARBOR DAY SCHOOL?

I’ve always loved sports and competition. The Blue and Gold Track Meet was always something I looked forward to at the end of the year.

Hopefully, the blue team still has the all-time lead.

HOW OLD WERE YOU WHEN YOU WANTED TO PLAY IN THE MASTERS?

My mom likes to tell the story about how I skipped out on my sixth birthday to watch The Masters with my dad. Watching Tiger Woods win in ‘97 is one of my first memories of the game, and every time I hear the theme music, I get chills. Even during the tournament this year, I could hear the music in my head when I walked over the Hogan Bridge on 12. The Masters has been my goal since the first time I picked up a club.

WHAT ADVICE COULD YOU GIVE US (AGES 7 AND 10) ABOUT PLAYING GOLF OR GETTING THROUGH HARD OR PRESSURING TIMES?

There are two things that I have learned through college and the two majors that I’ve played in as far as player development and what separates the guys on tour. First and foremost, their short games are crazy good. Inside 40 yards, these guys are nearly holing out every fourth or fifth ball in practice. Jordan Spieth is a very close friend, simply put, he’s the best putter I’ve ever been around. Secondly, it’s very helpful to hit it a long way. However, while it’s important to hit it a long way, it’s more important to hit fairways. Brooks Koepka just

BEACON SUMMER 2017

won the U.S. Open because he was the longest, straightest guy off the tee and he was playing a par 68 (every par 5 was reachable). As far as tough or pressuring times, know that everyone is going to have tough days. When those days come, know that there is value in those rounds. If you can hit a couple fairways and a couple greens, and make a couple birdies, it’s amazing how you can establish a rhythm and learn about the state of your game and find a way to get better.

WHAT IS SOMETHING YOU DIDN'T EXPECT ABOUT PLAYING IN THE MASTERS?

I tried to prepare myself for the crowds and the amount of people that would be there. Unfortunately, unless you’ve played in a big event, it’s impossible to know what to expect. I had played in front of 250–300 people before and that wasn’t a big deal. In The Masters, there are 25,000 people on the grounds. At the U.S. Open, the number was probably closer to 50,000. It was intimidating at first.

But by the end of the week I had gotten used to it. [I] even began to embrace the crowds because those people took the time on their days off to come watch me do what I love.

WHAT LESSONS FROM GOLF HELP YOU IN LIFE?

There are so many parallels between golf and life, but I would say the biggest one is how “you get out of the game what you put into it.” Golf is hard. Unfortunately, there’s not really a way to shortcut getting better. The guys who are the best in the world are there because a mix of skill, confidence in their ability, and hard work.

The same can be said for any aspect of life.

WHAT IS YOUR NEXT GOLF GOAL?

My immediate goal is to earn the opportunity to represent the USGA and the USA on the Walker Cup Team at LACC in September.* Hopefully, I can continue to play well and earn that opportunity. ■ —————————————————————————————————————— * Hagestad did participate on the US team at the Los Angeles Country Club and they proceeded to win the Walker Cup!

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CLASS NOTES 1 9 6 0 ’ S -

1 9 7 0 ’

——————————> 1969 <————————————————————

CYNTHIA TRANE CHRISTESON enjoyed this year’s Wild Kingdom themed Grandparents’ Day with her grandson JAMES (‘22).

S

LAURA LINKLETTER RICH continues to correspond with Magistra’s Latin students about her work at various archeological digs in Europe. Fifth grade Latin students communicated with her via email and photo streams while she was on a dig at Vindolanda on Hadrian's Wall in England. The students’ textbook is based on skits and stories of the Vindolanda commander’s “house mouse” Minimus.

Therefore, students related the dig to the places and people in their book.

LAURA CONNECTED WITH SIXTH GRADE LATIN STUDENTS DURING THEIR MOCK ARCHEOLOGICAL DIG AT BAYSHORES BEACH. STUDENTS COMPARED THEIR DIG TO THE ARCHEOLOGICAL TECHNIQUES SHE WAS USING ON A SITE OF TOMBS JUST OUTSIDE OF ROME, NEAR CERVETERI.

———> 1975 <————————

SUZI BISHOP BURKE, Erin Meyer, and Head of School ANGI KNAPP EVANS enjoy the view at the Ladies’ Event.

———> 1976 <———————— ELIZABETH FOELL ENSIGN is the proud grandmother of Oliver, son of alumna Lindsay Ensign (’01) Olson and husband Kyle.

24

Congratulations to STEVE DALEY on his marriage to Michelle Cobb in August of 2016. The lovely couple is pictured with his family, including sister JENNIFER DALEY (’81) COFIELD [THIRD FROM RIGHT:].

ABOVE:

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CLASS NOTES 1 9 8 0 ’ ———> 1981 <————————

HDS friends and family BLAKE (’84) and JILL HAMILTON (’89) BERTEA, BARET BERTEA (’80) WALKER, TOM KORDICK (’81), LISA CAMPBELL (’84) REICHENBACH, and BAY BERTEA (’85) FINNEY celebrate ALEX BERTEA’s “big” birthday.

Congratulations are in order for Alex and wife, Katrin, on the birth of their daughter Aria, in June.

S

——————————> 1985 <———————————————— —————

CHAD (’85) AND RYAN (’88) STEELBERG CELEBRATED THE INITIAL VERITONE INC. PUBLIC OFFERING BY RINGING THE NASDAQ BELL WITH THEIR FAMILY AND FRIENDS.

———> 1984 <————————

———> 1989 <————————

———> 1982 <———————— KEN RINKER is a busy real estate investor and enjoys family time. His wife, Dawn, is selling residential real estate specializing in Newport Coast, Newport Beach, and Corona Del Mar. Harry (14) plays water polo at Corona del Mar High School and Danny (12) and Katie (11) are swimmers.

BLAIR ELLIOTT PAIGE and her husband, Kevin, sponsored Harbor Day School at the Olympic City Club for the San Francisco Alumni Reception in March. Blair caught up with former teacher Leslie Brockman and friend, DEB DEVINE (’81) LEE.

BEACON SUMMER 2017

STEPHANIE ARGYROS took the stage as co-chair of WE Day Los Angeles with her children, alumnae of the class of 2017, LAUREN and ASHLEY GEHL, and their brother, GUNNAR. Stephanie brought the WE Schools community service program to HDS two years ago.

CALEB SIEMON and partner Carmen Salazar presented a curated assortment of their handblown glass vessels in Newport Beach this spring. After graduating from Rhode Island School of Design, Caleb was trained by a renowned master glassblower in Venice, Italy and opened Siemon & Salazar in 1999. [https://www.siemonandsalazar.com/about/ caleb-siemon/] 25

CLASS N OTE S 1 9 8 0 ’

S

ALUMNI PARENT SPRING FLING 2017 ALUMNI PARENTS CELEBRATED THE END OF THE SCHOOL YEAR AND WELCOMED INCOMING ALUMNI FAMILIES AT EL CHOLO DURING THE ANNUAL SPRING FLING FIESTA.

RYAN CALLAGHAN (’90), BROOKE SMITH (’93) SHEPHERDSON, KELLY CHRISTESON ('93) CALLAGHAN, AND BRIAN KELLY.

ABOVE:

CAREN MCKINLEY (’88) KELLY, KENT ELLIOTT (’84), AND CHRISSIE PORTER ('80) EMMEL. RIGHT:

CHET HARRISON (’84) AND CYNTHIA SCHWARTZ (’75) SAKRANEY WITH LOWER SCHOOL DIRECTOR, KRIS ROWE.

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BEACON SUMMER 2017

CLASS N OT E S 1 9 9 0 ’

S

———> 1990 <————––———

———> 1998<————––———

CHRISTINE GOSTANIAN CAWTHON is a Mutual Fund Brand Manager for Pacific Life. She is a new member of the HDS Alumni Advisory Council.

RACHEL BURCH GOODMAN reports, “I just had a baby one week shy of my fortieth birthday, released two coaching programs, The Unbillable Hour for female attorneys and The Burnout Solution [www.theburnoutsolution.com] for stressed out working moms, and in my spare time, I enjoy performing stand-up comedy in San Juan Capistrano. I’m also trying to lose the baby weight (again).”

The SUNY College of Environmental Science and Forestry and an international panel of scientists compiled a list of their Top 10 newly discovered species and KEVIN ROWE‘s Indonesian omnivorous rat made the 2016 list.

———> 1991 <————––——— WHITNEY FINSTER MORGAN shared at the San Francisco reception that she and husband Joe are moving their family to Southern California this year.

EMILY (CENTER) LOOKS OVER DAUGHTER CALLIE’S KINDERGARTEN MEMORY BOOK.

EMILY HOROWITZ is thrilled to have sent her eldest daughter, Callie, to HDS Kindergarten this year. She and her husband, HDS English teacher Chatom Arkin, welcomed their fourth child, Pauline Grace, in September.

BRIAN COLEMAN and wife, Maureen, welcomed baby Thomas in April.

———> 1993 <————––——— Classmates ELENA GOODMAN SINGLETARY and NADIA DORSEY SAMUEL enjoy the Ladies’ Event in the spring.

———> 1994<————––——— XERXES LOPEZ-YGLESIAS is the CEO of General Biotics, Inc. The company is creating designer microbiomes to help people and animals lead healthier, happier lives.

———> 1992 <————––——— ———> 1996<————––———

In March, TARYN BATTRAM celebrated the first anniversary of her marriage to Adam Rubin. The couple recently relocated from Los Angeles to Newport Beach to pursue her real estate career with SoCal Life Realtors.

BEACON SUMMER 2017

DEVON JUNKIN is happy to be back in Southern California after spending five years in Chicago in the restaurant industry.

Today, Devon is the Executive Chef for a popular San Diego restaurant. He and his wife Taylor, a pastry chef, married four years ago. They reside in San Diego with their daughter Lucy.

HALEY SHEETZ PALAZZOLA welcomed daughter, Ella on January 23, 2017.

———> 1999<————––——— TRENT JUNKIN married Jenn Hanley in February 2017. His brother, DEVON JUNKIN (‘96), was the best man. Trent and Jenn met in San Francisco, married in Laguna Beach, and now reside in Irvine. He is the Manager of Commercial Sales at Salesforce.com. Trent is the former vice president of a medical commercial real estate company in Dallas, Ft. Worth, and Austin, Texas, after graduating cum laude from University of San Diego with a degree in business.

Harbor Day School’s new upper school math teacher is alumna LAUREN SHEPHERDSON MCDONALD. Lauren is excited to return to her Harbor Day roots and have a positive effect on her students, both socially and emotionally.

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CLASS N OT E S 1 9 9 0 ’

S

COLONIAL DAY ORIGINATOR AND FORMER HDS TEACHER JUDY D'ALBERT POSES WITH HER FORMER STUDENTS, WHO ARE NOW PARENTS OF FIFTH GRADERS. LEFT TO RIGHT:

KELLY CHRISTESON ('93) CALLAGHAN, DANNY SONENSHINE ('87), JOYCE-ANN BISHOP ('91) MAHONEY, CHET HARRISON ('84), KENT ELLIOTT ('84), AND RYAN CALLAGHAN ('90).

ALUMNI ADVISORY COUNCIL UPDATE | 2017-2018

T

he founding members of the Alumni Advisory Council have completed their two-year commitment of service to Harbor Day School. Their leadership has paved the way for the Council to continue working on alumni engagement in support of HDS. The Council set a goal to increase the scope and scale of alumni relations.

Their efforts have exceeded all expectations.

In the last two years, more than 200 alumni have attended events and over 300 have supported HDS with gifts to the Annual Fund. They helped increase engagement through social media, quarterly newsletters and Beacon Magazine mailings, which combined now reach thousands of alumni spanning six decades.

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WE LOOK FORWARD TO THE NEW COUNCIL MEMBERS SETTING AND ExECUTING THEIR GOALS DURING THE 2017-2018 SCHOOL YEAR. 2015-2017 — AAC MEMBERS (’75)

SUZI BISHOP BURKE RICK TAKETA (’86) NADIA DORSEY SAMUEL (’93) MAX UKROPINA (’02) KATE WILSON (’03) BOARD OF TRUSTEES LIAISON:

KENT ELLIOTT

(’84)

2017-2018 — AAC MEMBERS CHRISTINE GOSTANIAN CAWTHON (’90) KATI KERN (’93) SHELLEY RICH MANNING (’93) JAMIE MUMFORD (’96) TAYLOR BURNHAM LINGENFELTER (’98) FARRELL JEFFERS (’98) MICHELLE QUEYREL LINOVITZ (‘00) TARYN TARNUTZER PILCO (’01) RICK NELSON (’02) LEILANI LIVINGSTON JONES (’03) BLAIR TARNUTZER TROY (’03) KIRBY BURNHAM KURZEKA (’06) BROOKE KENERSON (’14) BOARD OF TRUSTEES LIAISON:

DANNY SONENSHINE (’87)

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CLASS NOTES 2 0 0 0 ’

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———> 2003 <————————

HEATHER MAY attends Harvard Graduate School of Education where she is pursuing a Master’s degree in Higher Education. She finished a job in athletic fundraising at Georgetown University in May and spent the summer in Newport Beach.

Olympian CHARLIE BUCKINGHAM spent the day on campus, joining students interested in sailing for lunch, then speaking to the all-school assembly about his experience sailing for Team USA at the Rio Games. A banner in his honor was hung in the Blass Gymnasium.

BLAIR WITH HUSBAND MURPHY, WHOSE TEAM BROUGHT HOME THE BRONZE MEDAL.

was a member of the U.S. Olympic Men’s Indoor Volleyball team and Blair accompanied him to Rio for the Olympic Games, where his team won the Bronze medal. They saw CHARLIE BUCKINGHAM (’03), who was also competing in Rio, and the Buckingham family attended Murphy’s volleyball games.

———> 2004 <————–——— DANIELLE GOODMAN graduated from USC Dental School in May.

———> 2005 <————–———

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PHOTO COURTESY DON LEACH/DAILY PILOT

BLAIR TARNUTZER married Murphy Troy on October 29, 2016 in La Quinta, California.

The couple resides in Newport Beach where Blair is an attorney at Allen Matkins. Murphy

Stanford graduate student SHELBY SEARLES presented a paper at a panel on Education for Burmese refugees and ethnic minorities in Burma at the Comparative and International Educational Symposium in Atlanta.

ARDEN BRONSTEIN reunited with KYLE VALLEY (‘01) after 17 years at a wedding in Palm Beach, Florida.

When they were introduced by friends, Kyle asked her if she was the Arden who went to HDS. It turns out that Kyle and Arden were even in the same HDS family! Arden began graduate school at USC this fall.

———> 2007 <———————

STEWART HAGESTAD won the Low Amateur Silver cup at his first Master's Tournament. In June, he competed in the U.S. Open. Read more about him on p. 23.

CONOR KORT works as a video production coordinator for Steve Aoki’s record label, DIM MAK, in Los Angeles.

Along with filming concerts in Los Angeles, Las Vegas, and Miami, he has worked on motion graphics and video content for Steve Aoki, Keys N Krates, Migos, and other electronic music acts. He especially enjoyed editing the music video for Steve Aoki’s remix of Blink 182’s “Bored To Death,” which premiered on Rolling Stone’s website.

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CLASS NOTES 2 0 0 0 ’ ———> 2008 <————–––——’ Classmates MASON CASE and SARAH COX enjoyed the alumni reception in San Francisco. Mason works in real estate finance at Jones Lang and Sarah is an analyst at Accenture.

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SAN FRANCISCO ALUMNI RECEPTION 2017

H

arbor Day hosted an alumni reception at the Olympic City Club on March 10, 2017. Bay Area alumni have come to look forward to this opportunity to get together to eat, drink, and catch-up. The group shared fond HDS memories and stories with lots of laughter and levity. Leslie Brockman, former music teacher and alumni director, attended attended the event this year, which was a treat for all who attended.

———> 2009 <——————— ELLERY SEVER graduated from the University of St. Andrews with a double major in Middle Eastern Studies and Modern History.

He sailed for the Saints and was Commodore his final year. He is now in his first year at Loyola Law School in Los Angeles.

While in the Bay Area for the reception, Deb Lee visited with students at the University of California, Berkeley and Stanford University. These alumni do not see each other regularly, but clearly share the HDS bond, which makes for an effortless exchange when they get together.

The alumni gave high praises to Harbor Day for preparing them for challenging academic environments especially in writing, math, and study skills. Their academic achievements are impressive. Daniel Weitz and Natalie Moshayedi are premed students, Jamie Searles specialization is a hybrid of math, engineering and design, and Shelby Searles is educating women about peace in war torn countries.

BACK ROW (L TO R):

ELLERY SEVER GRADUATED FROM ST. ANDREWS ON JUNE 22, 2017.

DEB DEVINE (’81) LEE, LESLIE BROCKMAN, BLAIR ELLIOTT (’82) PAIGE, DAVIS CASE (’09), SARAH COX (‘08), MASON CASE (’08), SAMANTHA SANCHEZ (’08), BRIAN COLEMAN (’92), AND MATTHEW DANZIG (’01).

FRONT ROW (L TO R):

SHEA O HILL is pursuing a master’s degree at Harvard Kennedy School of Public Policy.

SIENNA SHATTUCK (’06), CAROLINE KELTER (’05), AND ROSE KUHN (’91) HELM.

SIENNA SHATTUCK (’06), CAROLINE KELTER (’05), AND ROSE KUHN (’91) HELM.

SHEA WITH CLASSMATES MADDIE THEIS AND BREN O HILL (‘13) AT THE ALUMNI BURGER BASH IN JUNE.

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BREAKFAST WITH BERKELEY STUDENTS DANIEL WEITZ (’10), SAMANTHA SANCHEZ (’09), DAVIS CASE (’09), AND NATALIE MOSHAYEDI (’12).

SISTERS AT STANFORD; JAMIE (’09) AND SHELBY (’05) SEARLES.

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———> 2010 <—————––––— NICK MEIER, who is studying computer science, spent last summer taking an artificial intelligence class at the University of California, Berkeley.

ARYA NAKHJAVANI finished up his junior year at Claremont Mckenna College.

He was voted CEO of the University’s Student Investment Fund, which manages $1.7 million. Arya is part of a team of students who won the Bill and Melinda Gates Investment Fund Pitch competition.

He interned over the summer in New York with Key Bank in their Capital Markets division as a mergers and acquisitions investment banking analyst.

———> 2011 <————––––—— PHOTO COURTESY OF THE UNIVERSITY OF MICHIGAN

CONGRATULATIONS TO THE CLASS OF 2013 ON THEIR GRADUATION FROM HIGH SCHOOL.

In her University of Michigan studentathlete profile, sophomore volleyball player MADDY ABBOTT says she is as competitive about her academics as she is on the court. Maddy is majoring in English.

Classmates CHARLIE EVANS, MALLORY GYULAY, and RICHARD HAGESTAD reunite at a USC Sigma Chi event.

———> 2012 <——————— Little did JORDAN KESSLER know Miss Zarrilli's class would prepare her for

BEACON SUMMER 2017

her first job! Jordan enjoyed reporting from the red carpet in her after-school class at HDS and is now working as an intern for Entertainment Tonight during an exciting time of transition for the program, which will soon switch from prerecorded broadcasts to live broadcasts.

As a high school senior, JOHN HOLLAND was a member of Corona del Mar High School’s CIF championship winning boys’ volleyball team, sang with the school’s top choir, who placed second in Worldstride’s Festival of Gold, and was selected by his teachers to receive the Gary March Service Award, given to two students exhibiting significant contributions through community service. He attends the University of Notre Dame.

———> 2013 <———————

Corona del Mar High School graduates sport their colleges of choice on college signing day. AMANDA COOPER joins the track-and-field team at Columbia University, NICK BRITT joins the water polo team at Claremont McKenna University, and T.J. MORTON joins the water polo team at Bucknell University. WILL UEBERROTH (not pictured) joins the water polo team at Princeton University.

Last spring, Sage Hill School honored athletes JAMIE DAILEY, NIMA NAKHJAVANI, and BRETT SUPER. Jamie was a four-year varsity volleyball player who was first-team All-Academy League and first-team All-CIF. Jamie plays volleyball at Columbia University. Nima was a four-year varsity track and field athlete now on the track and field team at Chapman University. Brett was a four-year varsity baseball player and two-year varsity basketball player, selected as the Academy League Male Athlete of the Year and plays baseball at Pitzer College.

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CLASS NOTES 2 0 1 0 ’ ——————————> 2013

(continued)

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<––––———————————–———

HDS CLASS OF 2013 AND SAGE HILL CLASS OF 2017 ATTENDED A PRE-PROM PARTY TOGETHER THIS SPRING. LEFT TO RIGHT:

CLAIRE LIN, RYAN SHEAN, JAMIE DAILEY, JULIA BLATZ, BRETT SUPER, RAQUEL SMITH, PARKER WARDEN HOLDING NIMA NAKHJAVANI, BREN O HILL, VALE LEWIS, BECCA ROQUE, EMMA RUCK, SARA GAREEB, AND KRISHAN ARORA.

Upon graduating from Cate School, SUMMER CHRISTENSEN achieved eight varsity letters, the Girls’ Tennis Captain’s Award, the Colin Day Mathematics Award, and became part of the Cum Laude Society.

In February, BRANDON GETTER was awarded Eagle Scout rank. He also won the gold medal in the International Gifted Musicians Festival, which allowed him to perform for the second time at Carnegie Hall last April.

———> 2014 <————————

Corona del Mar High School junior DANIELLE WILLSON was chosen as a National High School Tennis AllAmerican.

PETER EMMEL and JAKE MARLO went to Sarasota, Florida in June for the U.S. Rowing Youth National Championships.

They row for the Newport Aquatic Center.

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PHOTO COURTESY OF MATT SZABO/DAILY PILOT

JAKE (ON THE FAR LEFT) AND PETER (FIFTH FROM THE RIGHT).

ALSO OF NOTE, NATALIE GRAY (’78), PUTNAM’S SON, GARRETT IS PICTURED (THIRD FROM RIGHT).

———> 2015 <————————

English and Literature teacher Mr. Arkin has remained a mentor and friend to JACOB MUCHNICK. He tries to attend at least one annual LA Galaxy game to watch Jacob play.

MALIA SMITH placed 13th in the nation for Women’s Lightweight Rowing.

———> 2016 <———————— WILL ANDERSON received the Joseph Knowles Foundation Arts Award at the Cate School. This art prize is given annually to an outstanding student in the arts.

CALL FOR CLASS NOTES SEND US YOUR NEWS! THE BEACON IS WHERE ALUMNI TURN TO SEE HOW THEIR CLASSMATES ARE DOING. WE’D LIKE TO FILL THESE PAGES WITH AS MUCH NEWS AS POSSIBLE. FOR THE NEXT ISSUE, SEND YOUR ALUMNI UPDATE TO: DLEE@HARBORDAY.ORG DANIELLE WITH HER COACH JAMIE GRESH.

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LADIESâ&#x20AC;&#x2122; EVENT 2017 ON MARCH 22, CO-CHAIRS JACKIE DOLLANDER AND JENNY YOUNG HELPED ORGANIZE AND HOST OUR ANNUAL LADIES' EVENT,

A Social Gathering,

AT THE NEWLY RENOVATED NEWPORT BEACH COUNTRY CLUB. OVER 100 OF OUR HARBOR DAY LADIES ENJOYED AN EVENING OF SOCIALIZING, NIBBLING, AND SIPPING IN THE CALIFORNIA COASTAL-THEMED BALLROOM AS THEY LISTENED TO ACOUSTIC GUITAR MELODIES. THE DEFINITE HIGHLIGHT WAS THE UNVEILING OF THE CONTEMPORARY BLACK AND WHITE STUDENT PRINTS SO ARTISTICALLY DISPLAYED.

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SEAHAWKSNEWS TRACK MEET GRADE LEVEL RECORDS: 5TH GRADE GIRLS: TRIPLE JUMP – ERIKA WEIN (B) 26' The previous record of 24' 5" was held by ALLISON STOKKE (B) 2000

5TH GRADE BOYS: 55M HURDLES – MICHAEL LYNCH (B) 9.2 sec.

The previous record of 9.4 seconds was held by ALEX SWIGERT (B) 2013 and MAX LANE (G) 2015 RELAY – BLUE 29.6 seconds. MICHAEL LYNCH, EVERETT WELTON, DILAN VANJANI, JOHN ELLIOTT The previous record of 30.2 seconds was held by the 1993 Gold team of TRAVIS LOIDOLT, TRAVIS HACKETT, JONATHAN MARBLE, and KENT TURNER

6TH GRADE BOYS: DISCUS – JACK RESSLER (G) 81' 9" The previous record of 81' was held by WILLIAM SANDERSON (G) 2012 ALL SCHOOL RELAY – GOLD 27.4 seconds. WALKER VAICEK (5), JACK RESSLER (6), MAX LANE (7), PRESCOTT COOK (8) The previous record of 27.9 seconds was held by the 2004 Blue team of COLTON GYULAY (5), ALEX SWIGERT (6), JIMMY NELSON (7), ALEX RAY (8), THE 2009 BLUE TEAM OF JACOB FLAXMAN (5), HAITHAM CHEHABI (6), BRIAN WAGNER (7), LANDON GYULAY (8) and the 2014 Gold team of MASON RESSLER (5), JOHN HUMPHREYS (6), JACOB MUCHNICK (7), KEITH JONES (8) The top five finishers in the PENTATHLON event (HURDLES, 800M, LONG JUMP, HIGH JUMP, SHOT PUT – total possible points - 50):

1st – DILLON LANE – 5th Grade Gold (43 pts.)

2nd – RYLEN SCHMID – 7th Grade Gold (42 pts.)

3rd – DOMINIC CUNEO – 5th Grade Blue(38 pts.)

4th – EVERETT WELTON – 5th Grade Blue (31 pts.)

5th – DOMINIC CUNEO – 8th Grade Gold (30 pts.)

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BEACON SUMMER 2017

2017

MENâ&#x20AC;&#x2122;S EVENT

ALUMNI AT THE TRACK MEET HDS

BLUE-GOLD TRACK MEET RESULTS 2017

O

n March 17, the men of Harbor Day gathered together at the Island Hotel for a very successful and entertaining evening at the second annual Cornhole Tournament.

Harbor Day parent Marshall Young walked away the grand prize winner! A special thank-you to co-chairs MIKE CUDZIL and LEDFORD POWELL for coordinating such an enjoyable occasion!

SCORE PRIOR TO TRACK MEET:

BLUE 531 | GOLD 510 TRACK MEET POINTS:

BLUE 1487.5 | GOLD 1516.5

THE RESULTS ARE IN! THE FINAL

BLUE-GOLD SCORE IS. . .

BLUE 2018.5 GOLD 2026.5

1

2

3

4 1. DAVID ALAGBAND, DEAN CAMARAS, PIERRE BERGOUGNAN, GRIFFIN HOOVER 2. NADER RONAGHI, LEDFORD POWELL 3. CO-CHAIRS MIKE CUDZIL AND LEDFORD POWELL WITH CORNHOLE TOURNAMENT WINNER MARSHALL YOUNG 4. PAUL CASEY, STEVE THORP, JASON KROTTS, TIM DOLLANDER BEACON SUMMER 2017

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EIGHTH GRADE MUSICAL JOSEPH AND THE AMAZING TECHNICOLOR DREAMCOAT

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his year, the class of 2017 gave a magical performance of JOSEPH AND THE AMAZING TECHNICOLOR DREAMCOAT. This group of theatrical students put 100% effort into their performances. Ms. Webb explains how she chose the musical for this specific group of students. “Joseph and the Amazing Technicolor Dreamcoat is one of my all-time favorite musicals. In fact, I played Potiphar's wife during my time as a performer.

I knew this would be the perfect show for this class because it seems that all of the stars lined up when they sang together. So why not choose a show where they are singing throughout the show? They did not disappoint!”

It is a musical performance that will be remembered for years to come!

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BEACON SUMMER 2017

GRANDPARENTS’ DAY 2017 Side by side or far apart, grandparents are always in our hearts.

H

arbor Day School grandparents had a fur-ociously good time at this year’s WILD KINGDOM themed event. Nearly 600 grandparents graced the Harbor Day School campus for a glorious morning on May 12. Co-chairs SAMANTHA MORIN and JENNIFER DAVIS did an incredible job transforming the school into a safari park. People were awed by the school's transformation into the wild. After enjoying a light breakfast, grandparents were treated to a pawsitively grand performance by the entire student body, made possible by music teachers NANCY CHUSID and YUNGA WEBB. Best of all, grandparents were able to spend time with their grandchildren and tour the school to see their works and achievements.

BEACON SUMMER 2017

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BEACON SUMMER 2017

S T A Y C O N N E C T E D ...

11: 11 111:30 13 1: 30 0

CONGRATS!

GET SOCIAL ➮ Twitter https://twitter.com/harborday ➮ Instagram https://www.instagram.com/harborday/ ➮ LinkedIn Find Harbor Day School Alumni ➮ Facebook Find HDS Alumni Facebook group

NO:1234 /11:12:2014

THE

NEWS LOREM IPSUM DOLOR SIT AMET

LOREM IPSUM DOLOR SIT AMET

LOREM IPSUM

COME TO AN EVENT! 10/04

3.1- HDS Comedy Night at IMPROV Alumni acts and special guest headliner!

Family & Friends welcome! Proceeds will benefit the Harbor Day Fall Benefit.

10/28

3.1- SAVE THE DATE Harbor Day Speakeasy “No Password.

No Party.” Details will be revealed soon!

Go to the alumni calendar on the HDS Alumni web page for more 11/29 event details.

3443 Pacific View Drive Corona del Mar , CA 92625 tel: 949.640.1410 | fax: 949.640.0908 www.harborday.org

PRESORT STANDARD US POSTAGE PAID CPS

CONGRATULATIONS

CLASS OF 2017 FRONT ROW LEFT TO RIGHT: ZOE STERN, LAUREN KENSEL, DARAH EMADI, DENIZ INEL, LENOX SCHILLEREFF, MAX SONENSHINE, EMMA PEETS, SHAUNA BAHRI, OLIVER PARK, PRESTON EWING, RUBY HAMMOND, SHAYDA SHAKOORI. SECOND ROW LEFT TO RIGHT: HAZEL KOH, ALEXIS JORDAN, PRESLEY GREEN, SABRINA NEUSHUL, CONNOR COHEN, ALEX WAINWRIGHT, MATTHEW POSKA, CARSON WEBB, RYDER HAUPT, CHLOE MIRHASHEMI, HENRY RUCK, LUCY VAN DER REIS. THIRD ROW LEFT TO RIGHT: ANDREW KING, NICK RICHARDSON, ANDREW DALLAPE, NATALIA B., LILY WARMINGTON, ASHLEY GEHL, LAUREN GEHL, RYAN KRALL, IAN NGUYEN, JACQUELINE MCNEILL, IZZY MORIN, MASON RESSLER. BACK ROW LEFT TO RIGHT: KAYLANA LEE, MORGAN CZEPIEL, MICHAEL VAUGHAN, AIDAN ANVARIPOUR, ANSON CHEN, DOMINIC CUNEO, GRIFFIN LEWIS, ROBBY KELLER, PRESCOTT COOK, PATRICK BEEMER, JENNA MCCONNAUGHEY, SHALA LIN.