Beacon Magazine Winter 2018

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

HARBOR DAY SCHOOL 3443 PACIFIC VIEW DRIVE, CORONA DEL MAR, CALIFORNIA 92625 | HARBORDAY.ORG | FALL/WINTER 2018

THE CHARACTER ISSUE

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——————— BY ANGI EVANS —————

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READY FOR THE WORLD

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FEATURES

FROM CLASSROOM PARTICIPATION TO ENGAGEMENT:

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PRIORITIZING CHARACTER ON PAR WITH ACADEMIC EXCELLENCE PAYS BIG DIVIDENDS. . . . . PAGE 04

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C nte Co t nts te t ts

A Message from the Head of School

NURTURING THE QUIET POWER OF INTROVERTS. . . PAGE 10

IN THIS ISSUE

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HEAD OF SCHOOL Angi Knapp Evans ’75

A MESSAGE FROM THE HEAD OF SCHOOL. . . . . . PAGE 03

DIRECTOR OF COMMUNICATIONS Noelle Becker

FACULTY SPOTLIGHT. . . . . . . . . . . . . . . . . . . . . . . .PAGE 09

DIRECTOR OF ALUMNI RELATIONS Deb Devine Lee ’81

STUDENT SPOTLIGHT. . . . . . . . . . . . . . . . . . . . . . . PAGE 14

WRITERS Noelle Becker Aline Blumetti Kelly Callaghan ’93 Deb Devine Lee Kim F. Miller Moujan Walkow

ALUMNI PROFILE. . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 15 CLASS NOTES. . . . . . . . . . . . . . . . . . . . . . . . . . . PAGES 16-21

EDITORS Noelle Becker Forrest Valdiviez

MAKE A DIFFERENCE DAY. . . . . . . . . . . . . . . . . . . .PAGE 22 FALL BENEFIT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 23

DESIGN ME Group

THANKSGIVING PROGRAM. . . . . . . . . . . . . . . . . . .PAGE 25

PHOTOGRAPHY Noelle Becker Sargeant Creative

HOLIDAY PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . .PAGE 26 ANNUAL FUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 28

PRINTING Orange County Printing Company

ATHLETICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 30

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STAY CONNECTED. . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 31

©2018 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.

hen we discuss character at Harbor Day School, we generally talk about the Pillars of Character and the promise in our mission statement to build “strong moral character” in our students. Character conversations abound as students analyze character traits in literature and examine ways that they can demonstrate trustworthiness, respect, responsibility, fairness, caring, and citizenship on campus. Learning to be a student of good character starts in kindergarten, where students learn how to demonstrate responsibility and kindness. The learning continues all the way through eighth grade. One of the feature articles in this Beacon issue,“Ready for the World,”gives many examples of the ways that Harbor Day School teaches character at various grade levels. You will read how we do more than just talk about the importance of exhibiting good character at Harbor Day.

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haracter can also refer to someone’s nature. One of the things I like best about Harbor Day is that it is filled with different characters. We have students who love math and students who love art. We have bookworms and athletes and class clowns and musicians. Our tight-knit community makes room for all of types of students. Our other feature story, “From Classroom Participation to Engagement: Nurturing the Quiet Power of Introverts,” illustrates the ways that our teachers and students hear the quieter students in our midst. We encourage our students to experiment with different types of learning and different ways of expressing themselves. Our goal is to equip them with the self-knowledge of their most effective ways to learn. When they go on to high

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school and college, they can take this awareness of how to play to their strengths in learning and find academic success beyond the Harbor Day community. arbor Day School treats everyone on its campus as an individual. Our Harbor Day family honors and accommodates each member’s talents and tendencies. Our small community defines our character: we care, know each other, accept each other, and do our best for each other.

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Gradatim ad Summum, Angi Evans

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Y D A E R FOR E H T WORLD SQ

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PRIORITIZING CHARACTER ON PAR WITH ACADEMIC EXCELLENCE PAYS BIG DIVIDENDS

———––––––––––––––––——––––––––––––––––––––––––—— BY KIM F. MILLER ———––––––––––––––––––——–––––––––––––––––––––——

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t wasn’t the Sorting Hat that placed Harry Potter in Gryffindor House instead of Slytherin. It wasn’t the wand that enabled him to vanquish Voldemort. It was an everyday alignment of actions with values.

It was courage and kindness and choosing to do the right thing at every turn. In short, having good character and using it. “We’ve all got both light and dark inside of us,” Sirius Black told the young wizard in Harry Potter and the Order of the Phoenix. “What matters is the part we choose to act on.”

(CONTINUED ON PAGE 6)

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Social skills are a big part of the kindergarten day, and much of that is spent empowering students to solve their own problems and take responsibility for their actions.

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LIBRARY CLASS OFFERS THE PERFECT TIME TO BRAINSTORM AND THINK ABOUT CHARACTER. THESE STUDENTS WORKED ON BEING SECRET AGENTS OF KINDNESS. (CONTINUED FROM PAGE 5)

arbor Day School students don’t have Death Eaters or Dark Lords to deal with, but they do live in a world of ever-increasing exposure to influences of all kinds. After a certain point, parents, teachers, and administrators can’t control those influences. They can only affect the filtration system—how those influences are processed and how they manifest as traits and habits that can create a strong internal compass in students.

Character development has been a priority at HDS from the get-go in 1952 and societal shifts have heightened its emphasis in recent years. After researching and experimenting with several school-based programs for developing good personality traits, HDS’ “character committee” chose Character Counts. The program’s six pillars— trust, respect, responsibility, fairness, caring, and citizenship—are concepts woven into all aspects of student life. They greet students every morning in big, bold colors on an entryway banner and are reinforced everywhere and all the time.

Casey Hogan’s kindergartners log their responsibilities—putting their toys away or helping care for pets—on a classroom chart.

Members of Upper School Director Susan Johnson’s HDS family devote their Martin

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Luther King Jr. Day meeting to discussing how the civil rights leader demonstrated respect for others in his peaceful protests.

Interim Librarian Moujan Walkow reads literary quotes, picture books, and poetry to students exemplify literature’s power of bringing character qualities to life.

The pillar concept of Character Counts is what attracted The School to it. “It’s a very tangible program emphasizing the traits we felt were most important and those that families can really grab onto,” explains Johnson. The simplicity and broad applicability of the six pillars makes them easily incorporated into a “common language.” The ideas they represent can be used by teachers and students in all grades and are easily expandable focal points for discussions ranging from at-school challenges to inspiring or troubling current events.

Instilling the pillars looks different at every grade. Working with kindergarteners just embarking upon the Harbor Day path, Hogan observes that the responsibility pillar is especially important in an era when wellintentioned parents tend to do too much for their kids. Social skills are a big part of the kindergarten day, and much of that is spent empowering students to solve their own problems and take responsibility for their actions.

Tattling is a common opportunity to “turn them around and show them how they can have a conversation in which they can solve the problem themselves,” Hogan says.

The redirection is always done with the teacher nearby for guidance, providing HDS’ youngest a head start on a lifelong foundation for good character. For older students, the traits are interpreted with increasing complexity to match the life situations in which they’ll need them.

Johnson likens the pillars to faith-based tenets that underpin curriculum at religious schools. “Having this piece really gives us the grounding for the behavior and the kind of students we want to graduate from our doors.”

MAKING THE PILLARS OUR OWN he pillars are the engine of The School’s character quest, says Jon Grogan, history teacher, advisor, and student council liaison. “That was the beginning and we’ve been evolving from that ever since. The ideas have leaked into every aspect of our curriculum and are the basis of the vocabulary of our school.”

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Mastery of math and other purely academic subjects are easy to test for, but trust, respect, responsibility, fairness, caring, and citizenship are not. In lieu of quantitative measures, teachers are vigilant about making sure kids do things correctly. Students are encouraged to do the same with their classmates.

Upper School’s monthly presentation of OWL awards “are a kind of character award,” explains Grogan. Recipients are chosen by an advisor or student body representative for an act exemplifying good character. The honors are presented with the same importance as those marking academic and athletic feats. (Koalas of Character serve the same purpose in Lower School.)

Small classes facilitate the equally effective practice of daily recognition of good deeds. “We observe students throughout the day, week, and month and often pull them aside to compliment them on something we saw,” Grogan continues.

“Maybe they helped a younger student tie (his or her) shoe or picked up a piece of trash.” Phrasing the praise in pillar terms reinforces their role in students’ lives. “It’s all part of the ongoing dialogue between students and teachers.”

HDS Family meetings and regular small group get-togethers with teachers enable close monitoring of character development.

“Having such high academic standards, it’s important to understand the balance between good character and academics,” says Grogan.

“We’re always trying to keep them in balance, and we know that it’s hard to be a good person all the time. There are times when a student is out of balance and we want to know why. We want to be a cushion for them. (We want) them to know we are here for them. This is a big part of how we prevent the character piece from falling down.”

DAILY RESPONSIBILITY REMINDERS PRACTICED IN KINDERGARTEN CONTINUALLY REINFORCE GOOD CHARACTER.

When there is a falling down, the pillars fit the teaching moments of reprimands, too. “If I see a student being disrespectful, I can use those words to explain how he or she wasn’t upholding the pillars,” Johnson explains.

PILLARS IN PLAY ommunity service is a powerful platform for character development. Grogan, who is an advisor to a group of 11 seventh-gradeboys, says, “We need to be cognitive of what’s going on in our backyard and in the big world.” Purchasing and wrapping gifts for families in need over the holidays and the Cleats for Kids soccer shoe drive are a few examples of students practicing the caring pillar, along with its sister principle of empathy for another person’s situation.

Seventh grader Olivia Krotts drew on those traits last summer in the Junior Lifeguard program. She stepped outside of her comfort zone with familiar friends and reached out to a girl in the program who seemed shy and didn’t appear to know anyone else. “We became great friends,” Olivia says. As she prepares to become an HDS Family leader as an eighth grader, she looks forward to modeling empathy and outreach and explaining what the pillars mean to her younger siblings. Having come to HDS as a third grader, she was—and still is—grateful that her new classmates “already knew to respect new kids and were taught to be especially nice to them.”

As a 38-year HDS veteran, P.E. Department Chair, Pam Coleman, has been a daily witness to sports as the perfect place for practicing the pillars. “Just like when you’re

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teaching a little kid to say ‘please’ and ‘thank you,’ you have to practice a lot. The nice part about P.E. is that there are so many opportunities to be fair, to respect your opponent and the integrity of the game, and to redeem yourself.”

Many of the P.E. games played in the lower grades rely on the honor system; fessing up when you’re “it” in a game of tag, for example. “If we can’t decide if someone was tagged or not, we do rock-paper-scissors to decide,” Coleman explains. Accepting the results “is an important thing to learn as a little kid.” She’s been proud of Harbor Day’s emphasis on character throughout her tenure and says the Character Counts program “has been tremendous for our school.”

Before an activity in the gym, Coleman says she “might point to a specific pillar (on another big, bright banner in the Blass Gymnasium) and we’ll have a discussion of how that might be in effect during whatever game we’re going to play. Maybe we have to stop and talk about that aspect of character in the context of the activity.”

WALKING THE TALK

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t’s one thing to know about character and it’s another thing to practice it as part of your daily life,” Coleman continues. Competitive sports require that at HDS. “We put a lot of emphasis on representing your school and yourself in competition, and it’s nice to see our students rise to the occasion outside of the classroom setting.” It’s tempting to be the team that makes distracting noises when a basketball opponent shoots a free-throw or a volleyball foe tosses the ball in the air to serve. “But that’s not Harbor Day,” Coleman says.

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(CONTINUED ON PAGE 8)

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TRUSTWORTHINESS: The Adventures of Huckleberry Finn

by Mark Twain RESPECT Of Mice and Men

by John Steinbeck RESPONSIBILITY: Frankenstein

by Mary Shelley

FACULTY SPOTLIGHT

Harbor Day School’s library is a goldmine of examples and inspirations involving the six pillars of character. Interim Librarian Moujan Walkow extracts nuggets every day in the form of literature excerpts and book and poetry suggestions that illuminate each concept for students. Here are a few of her favorite classics that correspond to each pillar.

Five Questions with Ms. Zucker hen Math Specialist Amy Zucker isn’t spending her time zipping from class to class to assist a lower school teacher or co-teach a math class, she is working with students one-on-one or in small groups, deepening their math skills or reinforcing classroom concepts. Ms. Zucker joined the Harbor Day School faculty in 2011. In past roles, she served as a kindergarten associate and second grade associate teacher. In 2016, she became our very first Math Specialist. Ms. Zucker’s love of math didn’t come to fruition until college. She realized how much she loved finding solutions Her goal for olutions to problems. proble students is simple—"to help lp kids find and see se that there isn’t just one way to solve a problem.” oblem.”

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FAVORITE PILLAR CORRESPONDING CLASSICS

FAIRNESS: To Kill A Mockingbird

by Harper Lee

I love that there is never a dull moment in my day! Every week, I am in every classroom grades K-5 at least twice a week.

CARING: Little Women

by Louisa May Alcott CITIZENSHIP: Lord of the Flies

by William Golding

PILLARS OF CHARACTER CAN BE SEEN ALL THROUGHOUT THE CAMPUS.

“That’s not what we do.”

She’s frequently in the happy position of fielding compliments from athletic directors at other schools. “I get a lot of good comments about our sportsmanship, regardless of the game outcome.”

Intraschool competition in the BlueGold tradition has long fostered good character, Coleman adds. The year-long upper school fixture encourages respectful competition that underpins good sportsmanship. “It shows kids they can have friends on the other team.”

Coleman sees character lessons in surprising places, like the unicycle riding that is a P.E. elective for eighth graders.

“It’s an unfamiliar skill, so everybody is starting at ground zero. Students learn about taking a risk and not giving up.

Often it’s the first time that some very successful athletes have failed at anything, so it’s a totally different experience. What do you do? Give up or get back on?”

As a seasoned school veteran, Coleman is impressed with how the character emphasis has developed in recent years. “The teachers

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are so passionate about working together.

It happens in art, music, and every other classroom…there’s a real awareness of how it all interconnects.”

A WATERFALL EFFECT here’s so much pressure on students,” Upper School Director Susan Johnson concludes. “You can work hard, be smart, get good grades. But if you’re not a good person, what’s it worth? We all have to be good people and be accountable to our own morality.”

Eighth grader Rylen Schmid is confident the pillars she’s come to embrace in her nine years at Harbor Day School will serve her well in high school next year.

Rylen believes that internalizing the six concepts will help attract like-minded and like-hearted new friends and help her recognize those traits in others. It’s a comforting and confidence-inducing thought as she heads to a school where she expects to know just three other students.

WHAT DID YOU DO BEFORE YOU CAME TO HARBOR DAY SCHOOL? Before I came to Harbor Day School, I taught fifth grade at St. Joseph School in Santa Ana. I had just graduated college at the time and was also a swim coach for the Port Streets Swim Team and the Harbor View Dolphins.

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STUDENTS WHO EXHIBIT GOOD CHARACTER ARE NOMINATED FOR OWL AWARDS GIVEN OUT QUARTERLY TO STUDENTS IN GRADES FIVE THROUGH EIGHT.

“All of my friends and I have grown so much because of the lessons our teachers have taught,” Rylen says. “They’ve shared so many great ideas about who we want to become as adults and they have all been great role models in showing us how to use the pillars in their own lives. Just as we have wanted to be role models for the younger kids, the teachers have been for us. It’s a waterfall effect.” ■

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WHAT DO YOU LOVE ABOUT YOUR JOB? I love that there is never a dull moment in my day! Every week, I am in every classroom grades K–5 at least twice a week. In addition to working in those classrooms, I teach the advanced sixth grade pre-algebra class and am a sixth grade advisor. I really enjoy working with students of all ages as well as with different teachers.

DID YOU ALWAYS KNOW YOU WANTED TO TEACH? I have wanted to be a teacher ever since I can remember.

Growing up, I used to play school with my two younger siblings. Working with kids is something I have always done,

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whether it be babysitting in high school or coaching kids in swimming while I was in college. I love being a teacher and am so lucky to have a career that I enjoy so much!

WHAT ARE YOU SOME OF YOUR INTERESTS/HOBBIES? TERESTS/HOBBIES? Some of my interests when I’m not at school are being active and enjoying the outdoors. I love to ride my bike, swim, and go for walks with friends! I am also an avid reader and enjoy curling up with a good book. In the summers and over the holidays, I enjoy traveling with my friends and family.

TELL US SOMETHING ABOUT YOURSELF PEOPLE MIGHT NOT KNOW. Even though I grew up in Newport Beach, I went to the midwest for college—it was one of the best decisions I have ever made. I went to Indiana University in Bloomington, Indiana, and majored in Elementary Education. Most of my college friends are still living in the midwest, so I try and get back there at least once a year! ■

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—————————————————————————————————————————— N U R T U R I N G T H E Q U I E T P OW E R O F I N T R OV E R TS ——————————————————————————————————————————

BY MOUJ MOUJAN UJA UJ JA N WALKOW W LKOW WA

e are part of a culture that values sociability, boldness, gregarious input, and high levels of stimulation. It is no surprise, then, that extroversion, audible participation, and teamwork are encouraged and applauded, both in schools and in the workplace. In recent years, however, an awareness of the power of the introvert has surfaced, thanks to researchers and writers like Susan Cain who advocate for the introverts—at least one-third of the population—among us. She reminds us that some of our greatest ideas, art, and inventions have come from introverts. The key to maximizing our talents, she says, is “putting ourselves in zones of stimulation that are right for us.” For quiet students who prefer listening to speaking, dislike self-promotion, and favor working independently, that means having unconventional outlets of expression. At Harbor Day, our talented teachers and progressive programs allow opportunities for quiet students to thrive and express themselves. Providing a balanced learning environment benefits everyone.

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IN THE TRADITIONAL CLASSROOM eachers at Harbor Day have redefined “classroom participation” as “classroom engagement.” Traditionally, “participation” rewards quantity, so kids are compelled to raise their hands for the sake of talking; on the other hand, “engagement” recognizes the myriad of ways that students can engage with the material and with their peers. This broader notion of involvement recognizes those students who may be actively listening and thinking about the material without necessarily vocalizing their input. As English and literature teacher Chatom Arkin explains, a student who listens well or who gives one really great, reflective comment is just as valued as the one who always raises his or her hand.

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In his classroom, the Harkness table becomes a level playing field. Mr. Arkin explains that “the Harkness table is a wonderful place for the introvert. A good Harkness requires people to listen first and talk second. That is an introvert’s natural talent.” With an emphasis on valuing everyone’s voice, Mr. Arkin gives his students different opportunities to engage. For an introvert, his or her real contribution may come in the form of taking notes and giving well-thought-out written responses. Another easy way to contribute to the Harkness discussion entails fact-checking or finding textual support for the propositions made. To make it more comfortable for the quieter students to speak up, Mr. Arkin suggests they begin the Harkness discussion, or alternatively, follow a friend’s input and respond directly to him or her.

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FROM CLASSROOM P RTICIPA PA PAT PA ATION PARTICIPATION TO ENGAGEMENT:

Many times, it’s the quieter student who, when given the opportunity, offers the most insight or valuable contribution.

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The teacher-student relationship takes center stage in encouraging the quiet student. “No student is going to give maximum effort until you build a relationship,” acknowledges history teacher Jon Grogan. Because of the small classroom sizes at Harbor Day, “we can reach students a lot easier and get to know each of them personally,” explains Mr. Grogan, “and in that way, give them the security or safety they need to be who they are.” His classroom, like most others, is open during recess or breaks so students can come in and chat.

Those casual, small-group interactions build relationships that carry into the classroom, making it easier for some students to take risks and speak up.

“Allowing students the time and space until they’re ready to contribute is really important,” says Mr. Grogan.

(CONTINUED ON PAGE 12)

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FROM CLASSROOM PARTICIPATION TO ENGAGEMENT: NURTURING THE QUIET POWER OF INTROVERTS

MUSIC TEACHER MS. CHUSID RECOGNIZES THAT STUDENTS MAY NEED A MOMENT TO THINK OF THEIR RESPONSE BEFORE THEY RAISE THEIR HAND TO ANSWER A QUESTION.

One way in which our teachers provide the time and space necessary for students to fully understand the material and become comfortable enough to openly share their thoughts is by the “think-pair-share” model: each student first has the opportunity to think independently about a question, then pairs up with another student to discuss their reflections, and finally, the pair share their thoughts with the room as a whole.

“I love how focused the kids are and how much more dynamic and lively the conversations are following independent and partner work,” observes second grade teacher Sarah Oliphant. In her class, the students recently studied pandas as part of their larger China unit; they were asked to generate questions about the topic on their own and then get together with a partner to research facts by reading nonfiction books. “They jotted their new learning and new questions onto sticky notes. Following this activity, we gathered as a whole class back on the rug. Students sat with their partners and shared their comments aloud with the rest of the class. When asked to reflect upon this process, one of her more quiet students replied, “I like that I can share my ideas with my partner first so that I really know what I am going to say when I am with the class.”

The pair or small-group discussion format after independent work proves 12

highly effective for older students as well. As English and literature teacher Caren Kelly has found, “some students find it difficult to insert themselves in large-group discussions and find smallgroup work much more accessible.”

For that reason, Mrs. Kelly prefers using small-group discussions to enhance learning. “Students come to class prepared with their independent contributions for small-group discussion,” and in that way, “easily join in the conversation,” notes Mrs. Kelly.

She adds that both quiet and gregarious students benefit from this setting, “where they have more air time and feel more comfortable taking risks.”

IN THE ARTS rt and music are excellent disciplines for engagement, exploration, and expression. For the introverted

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ART CLASS CAN PROVIDE BOTH THE INTROVERT AND EXTROVERT STUDENT A WAY TO EXPLORE AND TAKE RISKS.

student, these learning environments provide them with natural avenues for engagement beyond the traditional verbal participation.

In art class, introverted students find a “zone of stimulation” that maximizes their productivity. “We really honor the introvert,” says art teacher Stacey Hammond, adding that introverted students tend to be “very soulful artists.” Because introverts tend to work well individually, they excel at their personal art projects, where they have freedom to explore, choose, and take risks.

The art room is a place where the quiet student can relax and recharge.

Here, more than in the traditional classroom, students have the opportunity to process information at a slower pace and to work independently as they indulge their own creative processes. “I don’t try to make introverts be extroverted,” says art teacher Leslie Yagar, “because I figure this is a place for them to recharge.” Like anything else, “it takes practice to be a great artist,” acknowledges Mrs. Yagar.

By working alone and having guidance from the teacher as needed, students maximize their learning experience.

The opportunity for uninterrupted, concentrated, and deliberate practice of their craft benefits introverts and extroverts alike. It is in this quiet practice that full engagement can be seen.

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Various forms of student engagement are also evident in music class.

“You can move to music, sing to music, play an instrument, or just listen to music,” says music teacher Nancy Chusid. Pointing out that silence is a creative space from which music comes, she purposefully makes her students aware of it. In one exercise aimed at deepening the experience of listening, she rings a bell with a long delay and asks her students to close their eyes and listen as the sound gets softer and softer.

When the bell sound fades completely, she asks her students “not to break the spell” and tell her what they hear in the silence. “They may hear a bird outside, or the pipes in the room, or someone’s stomach grumbling for lunch,” says Ms. Chusid with a smile.

In group discussions, Ms. Chusid intentionally waits for a moment after asking a question before calling on a student, thereby allowing “those kids who are habitually more quiet to formulate something they may want to say, while also giving the opportunity to those students who are naturally more extroverted to take time to think through their response.” Keenly aware of individual learning differences and abilities, Ms. Chusid alternates consciously between calling on boys and girls and also seeks the quieter children to ask them their thoughts. Many times, it’s the quieter student who, when given the opportunity, offers the most insight or valuable contribution.

IN TECHNOLOGY ontributions from quieter students may be most easily detected through the use of technology. As technology teacher Derick Pikula has learned, the introverted students may not be outspoken or desirous of the limelight, “but that doesn’t mean they don’t have a voice or a lot to say.” Mr. Pikula uses digital tools that help students express themselves and remain fully engaged, whether it’s making a comic, or audio or video file. They produce high-quality work that reflects their thought processes “without having to rely on their voice, antics, or expressions,” says Mr. Pikula. While introverted students may not be as comfortable speaking up during class discussions

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STUDENTS IN SECOND GRADE WORK ON THEIR PARTNER SHARE PROJECTS.

or presenting in front of the class, they enjoy participating when their means of expression is through their screens.

For example, when the third graders worked in small groups on a California mission simulation in Minecraft, they contributed and communicated with their teammates freely through the text feature. Similarly, the older students respond to writing prompts via Google drive, which gives them a means to share their ideas without having to speak up in class.

IN THE LIBRARY he library may very well be the ideal “zone of stimulation” for the introvert. At least once per week, students in all grades have uninterrupted, quiet reading time in the library. The quiet reading time in the library gives kids a sense of socialization with their peers, but also gives them the freedom to roam around what Susan Cain dubs “the adventureland inside their own minds.” As librarian this year, I strive to offer students thought-provoking poems, picture books, or literary quotes at the beginning of the period. Then I engage the students in an organic conversation about the piece and let the ideas just settle. Just recently, I read Miss Rumphius by Barbara Cooney to the younger students and highlighted Cooney’s visual depictions of the protagonist’s moments of solitude and her gentle reminder that some of our

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best ideas come in moments when we are alone with our own thoughts.

IN FREE FREETIME, TIME,FAMILY FAMILY IN MEETMEETINGS, AND ADVISORIES INGS, AND ADVISORIES t Harbor Day, where both the individual student’s welfare and community-building reign tantamount, students have many opportunities to socialize in their comfort zone, express concerns, and develop meaningful relationships.

Because of its design, the Harbor Day campus provides alternative spaces for both large-scale and small-scale social interactions. During recess or lunch periods, students may head to the large open spaces or the Blass Gymnasium for large-scale interactions that entail team activities; alternatively, they may choose smaller pods that are more conducive to socializing in pairs or small groups. For upper-school students who want to study or read quietly, the indoor open space provides a silent retreat.

These various options give both extroverts and introverts the environments they need to relax and recharge.

Family meetings and advisories, while structured, also serve to offer students a safe setting to unwind, discuss issues and goals, and develop relationships with their peers and teachers.

Quieter students thrive in these smallscale social settings where they are not pressured to speak up on the fly. ■

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ALUMNI PROFILE

S ST TU UD DE EN NT T S SP PO OT TL L II G GH HT T

KELLY CALLAGHAN ’93

Maya May aya ay ya GracE FIScHbEIN: THE STAGE STA T GE IS HER PLAYGROUND TA PLAY A GROUND AY ————————————————————————— — —— ——— —— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— —— BY ALINE ALIN INE IN NE BLUMETTI BLUM UME UM METTI T ——————————————————————— TI ——— —— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——— ——

er dark, straight, shoulder-length hair lends her a cute Parisian flair à la chantal Goya, and her sweet and polite disposition is everything you would hope for from a tween who is very much in tune with her current successes and promising future.

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t eleven years old, Maya Grace has already built an impressive résumé. As it turns out, our very own fifth grader is an artistic force to be reckoned with! I had the pleasure of sitting down with her at the HDS library to learn more about her incredible experiences thus far, as well as her hopes and dreams for a future in the art world.

With the attitude of a seasoned professional, Maya says that the road to opportunities—and ultimately to success—is paved with perseverance and positivity. Auditions are not easy and they most certainly are not predictable, but she has learned to never back down.

Her advice to aspiring actors is to consider rejections as normal— sometimes frequent—bumps along the road, as directors have very specific visions of the actors they wish to cast for their characters.

Maya also referred to a grammar exercise she had just worked on in class, where everyone agreed that the willingness to fail was the first step toward success.

In adopting this philosophy on life, Maya found a way to navigate the many disappointments that working actors encounter throughout their career. She focused on the positive and eventually landed her amazing debut on Broadway as an understudy for three different characters in Fun Home.

“Some people dream of this opportunity as adults and I’ve already done it as a kid, so I think it’s pretty amazing,” Maya said.

“You don’t realize it when you’re doing it, but once it’s over, you look back and say ‘I just did that!’’

Indeed, she did.

Maya’s eyes were beaming as she recounted her time in New York, both acting on Broadway and embracing life in the big city.

She attributes part of her success in her professional relationships with adults and fellow child actors to Harbor Day School’s emphasis on character development. “All the characters revolve around respect,” Maya said. “To be respectful gets you in so many places; respecting the director, your friends, your family. They drill it into your brain about being a good citizen and when you’re in a place like New York

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with all the strangers, that helps you be a better person.”

Maya recently starred as Mary Lennox in the musical adaptation of the classic novel The Secret Garden at the Chance Theater in Tustin.

Her schedule consisted of balancing school, homework, and a twohour stage performance in the early evening followed by late night rehearsals. No other eleven-year-old could have described such an intense and hectic schedule with so much passion and excitement for what is yet to come.

But that is not all! Somehow, between wrapping up her Broadway adventure and keeping up with her social and family life, she also managed to appear in a short film! The film told the story of a little girl named Hazel who embarks on a fun-filled journey to make her clinically depressed father smile. Just look her up on IMDb and you will actually watch a trailer of this heartwarming production. Yes, Maya Grace Fischbein is listed as an actor on IMDb. It doesn't get more serious than this.

Although she draws a starkly different image of the work schedule on the movie set versus the stage, Maya says that she equally loves both the small screen and the stage, and doesn’t see herself going one way or another yet. In fact, she was just cast in another role on an upcoming TV series that we will hear more details about in the near future. And when your contract stipulates that you cannot share any information about your new—perhaps recurring—screen role, you know Hollywood is calling.

As for the jitters, Maya playfully tells me that her parents are usually much more nervous about her acting gigs than she ever will be. Everyone in her family, from her grandmother to her parents and siblings, provides an incredible support system that clearly keeps Maya grounded, focused and needless to say—fearless.

Having checked the Broadway box at such a young age, Maya has so much to look forward to. Whatever the future may hold for this confident and very motivated young lady, we are very proud of Maya Grace and wish her all the best in her acting career. ■

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THE CALLAGHAN FAMILY WORKS WITH STUDENTS AT THE ARMS OF LOVE ORPHANAGE.

How We Spent Our Children’ s Summer Vacation...

—————————————————————————————————————— BY KELLY CALLAGHAN ‘93 ————————————————————————————————————

urprising us all, our family of six spent last August living, eating, working, and loving at an orphanage in rural Nicaragua. We went in memory of my sister, AMY CHRISTESON STRUTZENBERG ‘95, who cherished the Arms of Love orphanage.

Her legacy and example called us (each a former or current Harbor Day student) back.

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ur time there changed us in many ways, as a month of mosquito nets, rice and beans, and dormitory living without warm water, air-conditioning, or Internet would change many of us. We had no idea how much we’d be impacted or how much a Harbor Day School education would unfold, jungle style.

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he staff at Arms of Love cares daily for 25 residents. Three days a week they feed and tutor 50 of the poorest neighborhood children. These tutoring sessions versed us in the highs and lows of a Nicaraguan education, as each of us helped in some way with homework.

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ur fourth grader, James, helped tutor addition and subtraction and boldly read in English back and forth with locals many years his elder.

His patience emulated the thoughtful, premium instruction he’s received at HDS.

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n terms of distinction, Nicaraguan tutors and students display grit worthy of a TED talk. School enrollment is indisputably a privilege, as most local families need the money their children earn to buy food. The pull to work is so great that only 30% of the children in rural Nicaragua complete the sixth grade.

Even physically getting to school requires resilience. Our second grader, Declan, befriended a boy named Rafa. Both seven years old, they live very different lives.

Rafa walks two hours along rutted, dirt roads to get to school. Then he walks two hours along those same roads to get back home.

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division, they showed up to tutoring club unanimously stumped by their homework. One student, Diana, was so confounded that she kept her backpack packed and sat with arms crossed. ere, the Harbor Day School math education shined. Remembering how she was taught division, our sixth grader, Aubrey, drew and cut up paper dolls and dozens of paper mangoes.

Pulling Diana aside, Aubrey showed her how to assign an equal number of mangoes to each doll and have remainders. Diana soon understood so well she began teaching others.

And we all joined in cutting hundreds of mini paper mangoes.

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ome now, our family often discusses our friends in Nicaragua and daydreams about returning.

We have so much more to learn. ■

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fforts to get to school don’t correlate with absorption of knowledge. The day that the 12 year olds were taught

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ALUMNI ADVISORY COUNCIL

CLASS NOTES 1 9 7 0 ’

CLASS NOTES 1 9 8 0 ’

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SERVING HARBOR DAY SCHOOL

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ABOVE:

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THEN: ALFRED REMEMBERS POSING FOR THIS PHOTO WITH MR. MARDER IN 1983.

THE ALUMNI ADVISORY COUNCIL RIGHT:

HAS GROWN TO 15 DEDICATED

NOW: ALFRED SPEARS WITH HIS FAMILY.

MEMBERS WHO WILL SERVE FOR THEY RECEIVED A STATE OF THE

ELIZABETH IS PICTURED (ON RIGHT) AT HER SHOW WITH HDS SECOND GRADE TEACHING ASSOCIATE, ETHNEA PORTER.

SCHOOL UPDATE FROM STUDENTS, FACULTY, ADMINISTRATION, AND THE PRESIDENT OF THE BOARD OF TRUSTEES. IMPRESSED AND INSPIRED BY WHAT THEY LEARNED,

————————————————> 1975 <———————————————— ELIZABETH ROBBINS TURK’S, interactive art exhibition entitled, “Think. Lab. Live”, was held at the Corona del Mar S.C.A.P.E. gallery in September.

THESE ALUMS EXPRESSED THEIR

———> 1976 <————————

REASONS FOR VOLUNTEERING THEIR

LAURA LINKLETTER RICH poses with Head of School ANGI KNAPP EVANS ’75 during the Alumni of the Year Assembly on November 8, 2017. Read more about Laura receiving her award on page 23.

TIME TO HARBOR DAY. YOU WILL FIND THEIR QUOTES THOUGHOUT

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THE PAGES OF THE CLASS NOTES.

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ALFRED SPEARS visited Harbor Day in July while his son, Nathan, was attending a surgical program at UCI. Alfred lives with his wife, Shellie, their children Nathan (17) and Rachel (14), and their Golden Doodle, Sammy, in Orlando, Florida where Alfred is the manager of Food and Beverage Concept Development for Walt Disney Parks and Resorts U.S.

———> 1988 <————————

———> 1989 <———————

Upper school English and literature teacher, CAREN MCKINLEY KELLY, on the first day of school with her children Cooper (second grade) and Campbell (third grade).

LEAH CARPENTER SIMKINS works for her longtime friend from Harbor Day School, JAMES ROSING, at Rosing Plastic Surgery. “It’s so fun working and learning from him in such an exciting and growing industry.”

———> 1977 <————————

HDS is a unique environment that gave me so much.

I want to make sure others can receive the same experience in the future.

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——————————> 1983 <—————————————————————

ANGI EVANS AND LAURA LINKLETTER RICH.

KIP KONWISER and his brother, KERN ’82, recently won an Impact Award for their television series based on STEM and innovation across America called, “Make It Work”, produced with Legendary Pictures. The film premiered at the Awareness Festival in Los Angeles and at the Napa Film Festival. They are in preproduction on a feature film that Kern will direct for Sony Pictures and advancing other feature film and television projects around the world, primarily in Puerto Rico where they have produced over 20 films in the past few years.

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I give back to HDS in gratitude for the strong educational background and sense of community gained during my years there, which set the path for the rest of my life.

”

— MICHELLE QUEYREL LINOVITZ ‘00

— RICKY NELSON ‘02

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”

TWO YEARS. IN THE FALL OF 2017,

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2 0 0 0 ’

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————————————————> 1991 <———————————————

———> 2001 <————————

MARSHALL ROTHWELL and wife, Amy, welcomed their daughter, Claire Elizabeth, into the world in July of 2016. She is adored by her parents and big brother, Colin. The Rothwell’s have called Charlotte, North Carolina, home for the past 13 years.

Additionally, Marshall recently celebrated nine years at Premier, Inc., a leading healthcare performance improvement company (NASDAQ: PINC) where he is the Vice President of Business Development.

———> 1995<————––——— JOYCE-ANNE BISHOP MAHONEY AND AUNT SUZI BISHOP BURKE ’75 ROOT FOR GOLD AT THE TURKEY BOWL.

———> 1993 <————––———

———> 1994<————––———

SHELLEY RICH MANNING enjoys serving on the HDS Alumni Advisory Council. She and husband, Patrick, are parents to two-year-old daughter, Stella.

Shelley is in her 13th year practicing family law at Stegmeier, Gelbart, Schwartz & Benavente.

Judy D’Albert ran into CAROLINE COLESWORTHY and daughter, Hazel, at Mason Park. Mrs. D’Albert says, “She was one of my many special students with whom I had kept in touch with over the years.”

KRISTINE HARRINGTON has been a nurse practitioner in the Palliative Medicine program KRISTINE AND STEVE at Johns Hopkins CELEBRATE HIS Hospital since GRADUATION IN ST. LUCIA. 2016. She and her husband, Steve, are relocating back to the west coast now that he has graduated from Johns Hopkins School of Nursing. Kristine will work at Providence Portland Medical Center in their outpatient cancer center and will finish her Doctor of Nursing Practice degree through Duke University in May 2018.

———> 1998<————––——— EMILY BOYD got married to a fellow Stanford graduate in January 2018. The couple lives in San Francisco and Emily works for Google. She enjoys traveling and skiing.

HDS PARENT ELENA GOODMAN SINGLETARY VOLUNTEERS AT MANY EVENTS INCLUDING FOR THE HDS STORE AT THE TURKEY BOWL.

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ANNE TURNER STIEFEL AND SON FORD ENJOY THE TURKEY BOWL WITH ALUMNA DARAH EMADI ’17.

EMILY HOROWITZ and husband, Chatom Arkin, welcomed baby, Pauline Grace, to the family in September. bEacON FaLL/WINTEr 2018

I give back to HDS because I am eternally grateful for the life-long transferable skills I learned here and the meaningful friendships I created here, both of equal importance.

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———> 2008 <————–––——

FROM LEFT TO RIGHT:

ZACH, MARIANA, MURRAY, SUE, LOUIE THE DOG, JANA, JASON.

ZACH WISHENGRAD and his brother JASON ’98 have taken over their father’s Encino restaurant, The Stand, and helped expand it to a chain of eight restaurants.

Zach launched a second concept called TLT Food. They partnered with the chef of The Lime Truck in Los Angeles and won The Great Food Truck Race on the Food Network Channel. They now own and operate the brick and mortar concept of his food truck.

Zach is Vice President of Sales and Marketing for both concepts and Jason is their Vice President of Operations. Zach runs the catering and fundraising efforts in support of local youth organizations and has designed and developed a new app that will launch soon. Zach and his wife, Mariana, were married in February and made their home in Irvine.

———> 2002 <————–——— KATHRYN BILDER married James Jackson on August 26, 2017.

In attendance was classmate CHRISTINE BURKE MALIKOWSKI.

———> 2005 <————–——— SHELBY SEARLES is a program coordinator and English language instructor with the Karenni Social Development Center helping refugees on the Thai-Myanmar border. Shelby earned a Master’s degree in International Education Policy from Stanford University. Her thesis focused on education law and programs for Burmese refugees.

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SCOTT STONE and THOMAS HUNTER have played music together since seventh grade and were bandmates throughout high school and in college at USC. Their indie rock and roll band, The Jacks, just released an EP and can be seen on tour throughout southern California.

”

— BLAIR TARNUTZER TROY ‘03

[http://www.onestowatch.com/blog/ exclusive-premiere-the-jacks-channelclassic-rock]

I want to express my sincerest gratitude for everything the school has done for me and pass that on to future generations.

— BLAIR TARNUTZER TROY ‘03

———> 2007 <——————— SHANE KORBER is performing research in orthopedics at the USC Keck School of Medicine.

———> 2009 <—————–––— LIANA KORBER is on the team at SpaceX evaluating potential quality problems during the manufacturing phase of the rockets (Falcon) and/or payload (Dragon).

Liana’s name will be on a plaque in the test ship that was sent to orbit Mars—along with Elon Musk’s Tesla Roadster!

Funny lady EMILY PETROS works at Warner Brothers and lives in Los Angeles with HDS friend NIKKI MAGLIARDITI ’07.

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C L ASS N OT E S

”

CLASS N OT E S

— TARYN TARNUTZER PILCO ‘01

The people I met at HDS are like family and the foundation I received prepared me for a higher level education.

— SHELLEY RICH MANNING ‘93

CLASS N OT E S

” I love HDS because of the lifelong friends I’ve made,and I give back to HDS because I want to support the next generation.

”

— KIRBY BURNHAM KURZEKA ‘06

2 0 1 0 ’

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

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2 0 1 0 ’

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———> 2010 <—————––––—

———> 2014

(contuned)

<——–——

University of Michigan student JOHN O’CONNOR is an HDS peer buddy to freshman BRETT WIRTA ’13. “I feel that you would be happy to know that Brett and I have already linked up. I have his number and have shown him around and spent time with him during the past few weeks. I hope that the peer buddy program takes off at other college campuses; it's always good to see the HDS alumni sticking together.”

———> 2011 <————––––——

OLIVIA SEVER is a junior at USC majoring in Communications and minoring in French. She loves school and enjoys spending time with several other HDS alumnae in the Kappa Kappa Gamma sorority house. During her sophomore year, Olivia was the Chief Copy Editor for the Daily Trojan newspaper and shared an apartment with HDS classmate MALLORY GYULAY.

———> 2013 <——————— SUMMER CHRISTENSEN earned eight varsity letters, the girls’ tennis captain’s award, the Colin Day Mathematics Award, and is a member of the Cum Laude Society at Cate School. Summer is enjoying her first year at Dartmouth College.

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———> 2016 <————————

———> 2017 <————————

MICHAELA PHAN visited Mrs. Stockstill at HDS in November, reporting that she loves Exeter—especially her Latin and Math classes.

ARYA NAKHJAVANI is a senior at Claremont McKenna College where he is on the water polo team with his HDS peer buddy, NICK BRITT ’13. “I have spent typically 10–20 hours a week with Nick, as well as eat three meals a day with him seven days a week. He is a wonderful person and I look forward to mentoring him in and out of the pool.”

BAILEY JAEGER is spending the semester in Ireland. She volunteered to be a peer buddy to other HDS alumni attending Notre Dame. “I absolutely love Notre Dame and would be excited to share that pride with prospective or current students.”

CALL FOR CLASS NOTES

CLASS NOTES

SAMMY PICKELL (CENTER) , ISABELLE SEARLES ’16, AND GRIFFIN LEWIS ’17 COMPRISED THE ALUMNI SPEAKER PANEL AT THE COMMUNITY OPEN HOUSE THIS FALL. THE THREE FIELDED QUESTIONS FROM PROSPECTIVE PARENTS ABOUT HOW WELL HDS PREPARED THEM FOR HIGH SCHOOL AND BEYOND. SAMMY WILL BE ATTENDING STANFORD UNIVERSITY IN THE FALL.

———> 2014 <————––––—— For RORY SEVER, scouting began back at HDS with Tiger Cubs in the first grade. This past August, he earned the rank of Eagle Scout.

Congratulations, Rory, on your Crystal Cove Project! He is currently a senior at Culver Academies where he is Battalion Commander and in charge of 150 of his peers. He still enjoys playing soccer and is Captain of the varsity team.

JAKE MARLO received his Eagle Scout rank from Boy Scout Troop 90 in Newport Beach. Jake’s Eagle project—consisting of over 120 hours community service—was to refurbish the recreational area of a local foster home for at-risk teenage boys.

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SAINT MARGARET’S EPISCOPAL SCHOOL STUDENTS LOLA GEHL, ROWDY PEETS ’16, ISABELLE SEARLES ’16, ALI MORIN ’14, MORGAN CZEPIEL, SHAYDA SHAKOORI, ASHLEY GEHL AND EMMA PEETS VISIT THE HDS SEVENTH AND EIGHTH GRADERS TO TALK ABOUT THEIR HIGH SCHOOL EXPERIENCES.

CORONA DEL MAR HIGH SCHOOL STUDENTS BROOKE KENERSON, BELLA MCKINNEY ’15, AND DANIELLE WILLSON WON BIG AND SECURED BOTH THE CIF AND CIF REGIONAL CHAMPIONSHIPS IN TENNIS.

Respect: Give It to Get It…

By Cristy Moiso Sellas ‘81

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hen five year olds start kindergarten, they learn what it means to be real “school kids.” They learn the “rules and regulations” of their classroom and their school. They learn that the rules are all based on one thing: respect.

They may not know the word, but they learn what respect looks like.

They show respect to their teachers by raising their hands and listening and following directions. They show respect to their school by picking up trash, treasuring their library books, and not being wasteful. They show respect to themselves by always doing their best, by being honest, and by being prepared.

They may even question the rules—and that’s okay, it happens, it’s healthy: “Why do we have to wash our hands after story time?”

Because we respect ourselves and each other and it’s flu season.

(And for some reason, when you’re five, story time and nose picking go together like peanut butter and jelly!)

“Why do we have to call Ben, Colt now?”

Because Ben—I mean, Colt—is our friend and we respect his desire to change his name.

(True story: Ben Anshutz ’03 changed his name to Colt Flash midway through the school year.)

When some kids wanted to dance during class dance time and some kids didn’t, we respected that difference. When we all wound

bEacON FaLL/WINTEr 2018

up in different reading groups and math groups, we remembered that we all had special skills.

Some of us were fast on the soccer field, some THE AUTHOR IN HER HDS KINDERGARTEN CLASS IN 1998. of us loved to draw and paint, and some of us liked to sing as loud as humanly possible while on the toilet with the rest of the class listening.

And I tried to remember, as a teacher, that it was up to me to earn my students’ respect. I tried to be as consistent as possible.

I made my word golden. I was predictable and calm. I kept my cool and was the same teacher every day so the kids felt safe and secure.

It wasn’t too many years later that I had my own kids and I turned into the all-time queen worrywart mother. Turns out being a good parent is a lot like being the best teacher you can be. I try every day to model the behavior I expect from my kids.

We all deserve respect, but we all also need to earn it—every day and in every way. ■ ———————————————————————————————————————————— BIO: CRISTY MOISO SELLAS ’81 IS NOT ONLY A GRADUATE OF HARBOR DAY, BUT WAS A KINDERGARTEN TEACHER AT HDS FROM 1992–1999.

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ALUMNI SEEN AT TURKEY BOWL WE LOVE HAVING ALUMNI VISIT AND ROOT FOR THE BLUE AND GOLD AT THE TURKEY BOWL. WE LOOK FORWARD TO SEEING ALUMNI AGAIN AT THE BLUE-GOLD TRACK MEET IN JUNE!

ALUMNA OF THE YEAR LAURA LINKLETTER RICH ’76 n November 8, 2017, the HDS community honored volunteer archaeologist, Laura Linkletter Rich ’76, as the Alumna of the Year. For the past few years, Laura has brought Magistra Robinson's Latin students to her archeological digs via Skype, allowing them to receive a real-time education in Roman history, civilization, and culture.

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uring the school assembly in her honor, Laura told the student body about her journey from Harbor Day School to Hadrian’s Wall. She attributed her love of learning to her time at HDS—specifically with Latin teacher Mr. Grella. Laura said, “He would teach us prefixes and suffixes, and then we had to create our own dictionary with words that we made up. My favorite was mandopthalmophogus which means ‘eating eyes by hand.’ I’m sure that every student he ever had still knows what a quincunx is!”

Mr. Grella’s message to his students was clear, “Never close the door to any experi-

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TURKEY BOWL 2017

ence.” Laura explained that her love of history and archeology did not begin until she was a student at Stanford. Her advice to HDS students is, “Just because something doesn’t catch your imagination right now, doesn’t mean it won’t in the future. Just because you think you are interested in a single subject now, don’t close yourself off to everything else.”

We thank Laura for teaching HDS students the power of curiosity, the importance of keeping an open mind, and the practical applications of a Harbor Day School education. ■

LEFT: LAURA POSES FOR A PHOTO WITH HER SUPPORTIVE MOTHER. TOP: LAURA SPEAKS TO A LATIN CLASS ABOUT HER DIGGING EXPERIENCES. BOTTOM: LAURA WITH LATIN TEACHER KATIE ROBINSON.

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F LL BENEFIT 2017 FA FALL MAKE A DIFFERENCE DAY 2017 1

THE SCENE AT OUR SECRET HIDEAWAY, ENVY LOUNGE, ON OCTOBER 28, 2017, WAS LOUD WITH LAUGHTER AND UPBEAT WITH OUR SWANKY BAND, GINGER AND THE HOOSIER DADDYS. THE LIBATIONS FLOWED AND DANCING AND ENTERTAINMENT RAN NONSTOP FROM THE EVENING INTO THE EARLY MORNING HOURS. A RAID ON OUR EVENT LED TO THE CAPTURE OF LOWER SCHOOL DIRECTOR MRS. KRISTIN ROWE, WORLD-RENOWNED “SPEAKEASY OWNER,” BUSTED FOR RETIRING FROM HDS TO OPERATE HER SPEAKEASY FULL TIME. WITH THE GENEROSITY OF THE CROWD, BAIL WAS RAISED AND MRS. ROWE WAS SET FREE TO FINISH THE SCHOOL YEAR. CO-CHAIRS DANI GOLD SELLERS AND DINA OWENS—ALONGSIDE THEIR COMMITTEE OF CLASSY DAMES—DOGGEDLY WORKED AROUND THE CLOCK TO HELP RAISE MORE THAN $315,000 FOR OUR BELOVED SCHOOL. THANK-YOU TO THOSE IN ATTENDANCE AT THE GRAND OPENING OF THE HARBOR DAY SPEAKEASY AND EVERYONE THAT PARTICIPATED IN MAKING THIS EVENT THE BEE’S KNEES!

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n November 18, 2017, the community came together once again for our annual MakE a DIFFErENcE Day event. co-chairs Natalie Donahoo and bahareh Madhi led an amazing effort to help those in need, both locally and globally. Over 100 students, parents, faculty, staff, and friends came together to construct peanut butter and jelly sandwiches, make paracord bracelets for the troops, decorate tags for the blind children’s Learning center, and many other activities. Our continued service-learning opportunities enhance empathy and heighten leadership skills in our students.

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1. DINA OWENS AND DANI GOLD SELLERS 2. GARETH AND DIANA EVANS 3. JAIME AND DAVID MEAD 4. LANCE & SARA DIXON, BOTUM & JEFFREY WALBRIDGE 5. LIZ KATKIN, SARAH FISCHBEIN, ANGI EVANS ’75, AND MORGAN STERN 6. MRS. KRISTIN ROWE DURING HER “ARREST” FOR RETIRING 7. SUSAN JOHNSON ’88 AND KRISTIN ROWE 8. KRISTA BROWNE, CAITLIN PICKART ’90, AND ANIL TIWARI

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LOWEr ScHOOL HOLIDAY PROGRAM

HDS

What a Wonderful World

THANKSGIVING PROGRAM

UPPEr ScHOOL HOLIDAY PROGRAM Poppin’ and Rockin’ Through the Season

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ANNUAL FUND 2017-2018 _______________________________________________________________________________

THANK-YOU to the families listed below who have made annual Fund commitments to Harbor Day School in the first half of the year. The list recognizes gifts and pledges made on or before February 28, 2018. corporate matching gifts benefiting Harbor Day School are reflected in a family’s giving level. Total giving on behalf of Harbor Day School aggregating all gifts received on or before June 30, 2018, will be recognized in the school's annual report, published in the fall.

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VISIONARIES bOT

alexandra and alan airth cynthia and Stephen Fry The Fry Family Foundation Lindsay and Lance Jordan

BEACONS aline and Santino blumetti Nicole and Michael cudzil bOT Emily and Paul casey bOT amy and Philip cohen Jennifer and Jeff Gross kim and Jason krotts Jennifer and brian Niccol bOT Jamie and andy Peykoff cynthia Schwarz '75 and Prakash Sakraney Danielle and Phillip Talleur

SEAHAWKS Sarah Hussain and Michael cavner cameran and Joshua Davis Tamara and Jeffrey Deckey Stacy and Dana Dowers Sharon and Darrin Ginsberg anne and Mark Harrison '82 Joyce-ann bishop '91 Mahoney and ryan Mahoney kabeh Vaziri and ali Mahmoudoff andrea and Mark Mccardle Jeri and Danny Mckenna III PP Leila and Navid Nami cari and chad Peets Ellie and alex razmjoo betty Sisemore GP Elaine and Fred Smith GP kerri and Danny Sonenshine '87 bOT Gay callan and George Stone GP Liz and Spencer Williams

HEAD'S CIRCLE Sally Peckenpaugh '87 bartz and aaron bartz bOT karla kraft and anderee berengian Paula and Mac bowyer anna-Marie and brian claassen beth and Michael cohen karen and Edward cook, III bOT Justine and angelo cuneo rita Daghlian and Paul Sokolowski Sandy and Greg Danz Elizabeth and ryan Decker bOT 28

reesa and Hirad Emadi angi knapp '75 Evans FS and Pete Evans PP Diana and Gareth Evans Gina and Luke Feltham Staci and ben Francois bOT Dani Gold Sellers and Edward Sellers Whitney bOT and Michael Gomez caroline and kevin Gray Lindsay and Shawn Green Silvana and kenneth Jones Elizabeth and keith katkin Liz and John kirkowski bOT Lauren and Marc kleiman amy Laurendeau and christopher Lal alison and Emery Ledger Shin and Hyuk Lee GP kimberly and robert Lewis Michelle and Michael Lin Jamie and David Mead Meghan and Matthew Michalovsky Dina and David Moatazedi Laurel and John Nelligan kay and James Olsen GP PP Lisa and Terence O'Neil Shelli and Tracy riddle Neda and reza rofougaran Suzanne and robert Searles bOT Pamela and Scott Shean Sheila Swaroop bOT and ashok Tripathi Stephanie and Stephen Thorp bOT allan and Frank Trane GP PP yoko and Gene Tsai bOT Suzette and Jonathan Tse brandy and arnold Valdez Elizabeth and Gary Vaughan rosee and christian Voigtlander Danielle and Geoff Von Der ahe Tina bOT and Shep Wainwright Jennie and Scott Watson candice and Travis Whitten Jenny and Marshall young

PATHFINDERS Janis and Scott allen PP anne-Marie angeloff bOT anonymous Emily Horowitz '98 and chatom arkin FS asayo and David badger GP Wendy and Dominic barton Suzi bishop '75 burke and brian burke bOT kelly christeson '93 callaghan and ryan callaghan '90

karen and Zachary carboni Jefferson cowart '99 Nehal Dantwala and Sanjay Tandon Jennifer and William Davis Gina and clifford Davis Sara and Lance Dixon Debora and Mark Dubeau FS Jessica and christopher Duma Dori Dutton '90 Darci Dutton-reimund '89 Shannon and richard Eusey Debbie Fogel Tracy and Steve Friedmann PP kimberly Johnson '83 Genc and robert Genc Ngaio and Jeffrey Haupt Michelle Hoang and Vinh Nguyen connie and robert Ihrke GP PP Nicole and roman James ryan klein '83 Jill and Daryl Landy Nancy Lusk PP yvette and Jose Magallanes kate and Jeff Majit Michelle Manolis GP Nona and Hamid Mir Jamie brownell '96 Mumford and Martin Mumford Susan and Toby Page PP Sharona and ramin Pirnazar carolina and John Prichard cate and Daniel robinson Mona and ali Sadri Jessica and Scott Shubin Elena Goodman '93 Singletary and Jeff Singletary Morgan and Lance Stern Venzila and Satinder Swaroop GP alexandra and richard Taketa '86 cara and bradley Todd bOT Deena and James Warmington, Jr. Jan and John West Saint Laurent Peggy and Mohsen Zahedi

PIONEERS Leila Iravani and adel aali Joscelyne alkus and amir bakhtiari Ellen banning '71 anderson and aaron anderson braden barnett '00 brian barwick '04 bEacON FaLL/WINTEr 2018

Olivia FS and Ludwig baumgartner Nancy and Dennis bear GP Michael bear '05 Noelle FS and Jonathan becker Elaine and ronald bertolina GP Stacy bierlein Diane bjelland FS Michael borchard, Jr. '06 Nikki borchard '08 anne and andrew borsanyi '82 alison and Eric boserup bobby briggs '12 katherine briggs '14 Leslie brockman PP FS angie and Mike browne GP krista and David browne Julie and Ted carpenter GP PP campbell case '16 Davis case '09 Mason case '08 christine Gostanian '90 cawthon and Glen cawthon Linda Lai and Timothy chen bonnie christeson GrEaT GP PP cynthia and Jon christeson '69 GP PP Joan FS and Mark coleman GP PP Maureen and brian coleman '92 Pam FS and Mike FS coleman PP carol and Stephen cross GP Mary ann and richard cuneo GP Paige czepiel '19 catherine Dailey '02 Jamie Dailey '13 Michelle and Tim Danaher christina Davenport '14 John Davenport '08 William Davenport '11 Sabrina DiGiovanni '14 Natalie Stamires '83 Donahoo and richard Donahoo andria and William Dostert cara Ducey FS aimee and kent Elliott '84 bOT Sally Evans '09 Jennifer FS and read Fenner Leroy Fenner GP anne Foodym PP FS Emily Fowler GP Elizabeth Gapp GP Sara and Daniel Geary Lynn kanda and David Gleeson kristina and Todd Godfrey Toni and Gerald Gostanian PP Jackie FS and clint Graham Shannon Griffin '09 Sheri Simpson '78 Griffin and bobby Griffin PP ryan Griffin '09 Violeta cambra FS and allen Gross Geoffrey Gurley '67 Stacey FS and Jeff Hammond PP benjamin Hammond '13 ruby Hammond '17 Nina Diamant and Thomas Hauge Sue and Douglas Hirsh FS Jennifer and Harold Hofer bEacON FaLL/WINTEr 2018

casey Hogan FS Patsy and John Howard GP Debra and Timothy Howell Heather Jackson '83 Nithin Jilla bOT barbara and Paul Johnson GP brynn Johnson '06 caitlyn Johnson '09 Jennifer and brandon Johnson '96 Evan Jones '12 keith Jones '14 kiyoko kanda GP caren Mckinley '88 kelly FS and brian kelly carol kensel GP Nicole Nelson and russell klein '80 Nolan klein '15 Lila klein '13 Jensen klein '18 Wilson knapp '05 robert knapp '02 David kuehn '81 kirby burnham '06 kurzeka and Peter kurzeka Joan and ron Lane GP Debra Devine '81 Lee FS PP and richard Lee carol Shi and richard Lee Patricia and Michael LePage GP Michelle Queyrel '00 Linovitz and Tom Linovitz carole kredel-Lytle FS and Wayne Lytle PP b and kambiz Mahdi Morgan Mann '15 Margy and Paul Margolis GP Marilou Mccarty FS Lauren Shepherdson '99 McDonald FS and Michael McDonald christine FS and W. Michael Mckinley GP PP Juliana McNeill Hogan Meyer '01 Nolan Meyer '06 Wilson Meyer '09 Danny Miller '05 kyle Mix '16 Whitney Finster '91 Morgan and Joseph Morgan alexandra Morin '14 Isabella Morin '17 Samantha and Peter Morin PP Timothy Morton '17 Miranda and rick Nelson '02 carol and Frank Nelson GP Sarah and brian Oliphant PP FS Dina and ryan Owens Guillermina and Isidro Panuco FS Diane and Terry Peets GP catherine Peets '20 karin and Jeffery FS Peters kelly and Matthew Piercey Taryn Tarnutzer '01 Pilco and Oliver Pilco Susanne Stark and Jaime Pollack Hamilton randle '08 katharine randle '06 Laura Linkletter rich '76 kassandra and Gregory richardson anna and Michael riddlesperger Elizabeth Godber '94 root and alex root

Mollie and James rosing kristin FS and John rowe GP PP kevin rowe '90 Mark rowe '95 Sean rowe '86 FS Ethnea runfola GP Nadia Dorsey '93 Samuel and Ehab Samuel Gloria and Marc Schwartz GP Jamison Searles '09 Shelby Searles '05 Isabelle Searles '16 Patricia bierlein and Patrick Sellenraad brooke Smith '96 Shepherdson and chris Shepherdson '93 Jennifer and Jack Skahen '99 James Skahen '03 Laurie and Doug Sloan GP allison Smith '90 Tracy and Gary Specter Debbie and brian Stern bOT anne Turner '94 Stiefel and Val Stiefel Meggen FS and ray Stockstill GP Matthew Strok '16 Shirley and richard Sun GP The kula Foundation Monique and Will Tipton caitlin cahill '90 Pickart and anil Tiwari Shanti and Shambhu Tripathi GP blair Tarnutzer '03 Troy and Murphy Troy William Ueberroth '13 Lynette FS and John Vieira PP Jenny and Darren Williams Julie and E. Justin Wilson III PP Justin Wilson '06 kate Wilson '03 Monnie and Doug Wolter karen Wolter GP Leslie yagar FS Mike yasin

ANNUAL FUND COMMITTEE 2017-2018 Leila and Navid Nami CO-CHAIRS ——————————————————————————————

Justine and angelo cuneo Jennifer and William Davis Iram and Zafar khan kim and Jason krotts kabeh Vaziri and ali Mahmoudoff Laurel and John Nelligan Elena Goodman '93 Singletary and Jeff Singletary

CORPORATE MATCHING GIFTS Deutsche bank americas Foundation Marsh and McLennan companies Neuberger berman LLc PIMcO Foundation rimrock capital Management LLc Salesforce.org Wells Fargo Foundation yum! brands ——————————————————————————————— bOT – bOarD OF TrUSTEES GP – GraNDParENT PP – PaST ParENT FS – cUrrENT/FOrMEr FacULTy aND STaFF

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AS OF MARCH 5, 2018 THE SCORE IS. . .

8TH GRADE GIRL’S BASKETBALL TEAM: This is the first time that the girls have won a championship. cOacHES MaTTHEW MaUSEr and cHrISTINa MaUSEr aLEx bOSErUP* • GIaNNa bryaNT* ELIZabETH caSEy • cLaIrE EUSEy cHrISTI FraNcOIS • ISabEL GOMEZ • LExIE HOWELL MaDELEINE LUEr • MEGaN SHEaN *6th grade student

BLUE 363 GOLD 389

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— INVITES YOU TO THE —

S TAT E ...... OF THE .......

SCHOOL ADDRESS ........................

MAY 15, 2018 —w with ith —

» ANGI EVANS THE PRESIDENT OF THE BOARD OF TRUSTEES » DANNY SONENSHINE HEAD OF SCHOOL

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bEacON FaLL/WINTEr 2018