Footsteps final winter 2014 2015

footsteps FALL/WINTER 2014

Our Mission At Marin Primary & Middle School we make education meaningful while encouraging pride in self, respect for others, and enthusiasm for learning. we treasure childhood.

We honor and enjoy children’s natural curiosity, competence, and exuberance. we teach to reach children.

Using teams of teachers and educational methods tailored to how children learn best, we connect with our students, build trusting relationships, and make learning relevant, memorable, and fun. we teach children to reach.

Asking not “how smart is the child” but “how is the child smart,” we guide our students to see their full potential, and we equip them to pursue it with passion and purpose. we inspire children to make a difference.

We value academic excellence, personal integrity, and community action and encourage our students to become informed, engaged, and ethical global citizens.

c letters 4

Julie’s Letter

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around campus 6

School Happenings

10

Around Campus

11

Did you Know?

features 12

MP&MS Then

and Now

16

Time to Travel

18

The STEAM Team

20

Mind & Body

22

True Grit

24

Update from the PA

alumni 26

Class Notes

contributors Derek Berka, Ferenc Dobronyi, Eliot Holtzman, Hilary King, Mitzi Medrud, Peter Pfau, Leila Poutiatine, Whitney Sutak

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Welcome to the latest edition of Footsteps, where you’ll find an in-depth look at life at Marin Primary & Middle School. This edition, heading to press just before the December break, includes updates on community activities and important areas of our program, a glimpse at the recent changes and future plans for our campus, and news from our graduates.

Woven throughout, you will see examples of how

students and design teaching strategies for individuals and

the MP&MS mission is expressed in our educational

the overall group. The two homeroom teachers understand

program and the experiences of our students and school

the individual profiles of their students as well as the

community. From classroom-based learning, to off-

developmental characteristics of students at their grade

campus adventures and larger community events, the

level. The specialist teachers (in art, music, PE, drama,

mission’s principles of treasuring childhood, teaching to

library, technology, and Spanish) contribute their unique

reach children, teaching children to reach, and inspiring

perspectives, gained from working with the same students

children to make a difference come together in our

over a period of years. This blend of perspectives fosters

program and practice every day.

teacher collaboration to nurture, support, and challenge

“Teaching to reach children,” and “teaching children

each child to “reach” for his or her personal best. Taking risks

to reach,” drive the direction of our educational program.

as leaders and learners, participating in community service

We have developed an environment in which students

work, acting in the school play, leading a community meeting

have the freedom and support to take risks and to make

or joining a sports team – all help our students cultivate

mistakes, to stretch their analytical and creative thinking

competence and confidence as they gain the academic skills

skills, and to collaborate with and learn from peers

and personal qualities necessary to be successful and thrive

and teachers. We want our students to discover their

in school and in life.

strengths and passions while developing the persistence,

As I watch our students move through their days at

perseverance, and resilience to tackle challenges and

school, I see inspiring examples of excellence in teaching

take on new adventures. I encourage you to discover

and learning in classrooms from preschool through

these themes in the pages ahead, from train projects in

middle school. I hope you will enjoy reading this edition of

preschool, to the incorporation of new ideas in science

Footsteps and catching up on life around Marin Primary &

and technology in our curriculum and the purposeful

Middle School.

cultivation of “out of the box” thinking across grade levels.

One of the strengths of our school is the way in which our teachers collaborate together to understand their

school happenings on and around campus

Welcome Picnic

International Day of Peace

This year’s new families may have been unfamiliar with

International Day of Peace (“Peace Day”) was observed

MP&MS, but they do know a thing or two about having fun.

at MP&MS this year on September 21. Dedicated to

After their first two weeks at school, students were joined

strengthening the ideals of peace among all nations and

by their parents for a Welcome Picnic, which allowed

peoples, MP&MS’s celebration began with a “parade of

families to meet in an informal setting. After lunch, parents

nations,” where students crossed the stage and wished

and children alike relaxed on blankets in the shade and got

for peace for the world. Several musical selections were

to know one another while the kids investigated the new

presented as a part of the celebration. Poems, thoughts,

schoolyard, played games, enjoyed arts and crafts, and had

and songs were shared by each class. To cap things

their faces painted with help from eighth grade volunteers.

off, students assembled on the blacktop to engage in a

The activity and good cheer on this sunny September day

moment of silence in honor of this important day.

capped an extremely successful first week of school.

Coastal Cleanup On Coastal Cleanup Day, the MP&MS middle school community came together to rid local beaches of trash and debris. Starting at 9:00 a.m., fifth, sixth, seventh, and eighth graders grabbed trash bags and got to work cleaning the beach. Finding items such as cigarette butts, plastic bags, and even diapers, middle schoolers correctly disposed of these unwanted items, leaving the space cleaner and safer than when they arrived. When asked about her experience, eighth grader Megan Flaherty remarked, “It feels good making the beach a cleaner place.

It feels good to help the world.”

Clem Miller A month into the school year, fifth and sixth graders set off for a four-day adventure to the Point Reyes Clem Miller Environmental Education Center. Together, students, naturalists, and teachers developed a community-rich experience honoring the area’s spectacular coastline.

Highlights included a stop at the Bear Valley Visitor Center and a hike to the Point Reyes Lighthouse. Students played peace-inspired games, studied plant-life and animal tracks, listened to master storyteller Ane Carla Rovetta, and shared delicious homemade food. The last day was spent building sandcastles and turtle sculptures at Sculptured Beach with the help of MP&MS alumna Catie Clune from Turtle Island Institute. This fifth and sixth grade MP&MS tradition continues to challenge our students and helps them develop strong connections in our community and with the natural world.

school happenings on and around campus

Harvest Festival MP&MS has a rich tradition of schoolwide events that engage our entire community. Certainly one of our mostloved celebrations is the annual Harvest Festival which took place on October 24 in the David R. Heath Outdoor Education Center. Students made baked goods and craft projects using the bounty of the garden nurtured over the previous months, shared music, artistic creations, and played games in celebration of the harvest. In the spirit of sharing and giving thanks, fresh fruit, vegetables, and other food items were collected and then donated to a local food bank.

MP&MS Students Learn Through Service Service learning projects lie close to the hearts of MP&MS students, and they take an active role in making a difference in both local and global communities. Primary school students Owen, Maddy, and Catherine Chee along with Anthony Tajbakhsh started Caring Closet, an initiative to collect gently-used clothing for students in West Marin.

Reflecting on the experience, a Caring Closet student worker remarked, “When I took the clothes out to Laguna School, I heard a kid say, ‘Great! I need a pair of shorts,’ and it felt really good inside to help out.” Service learning at MP&MS also extends to the whole family. At the Horse Hill Community Service Day, students and their parents helped remove invasive, non-native plants and seeded the area with native grasses. Participants had the chance to meet the herd of horses on the hill, clear the area, and reduce fire risk, making the hill safer for the horses and the greater community.

Book Fair

Grandparents and Special Friends Day

The MP&MS Parents Association transformed the library

On November 21, MP&MS was especially lively, as

into an enchanted forest for the annual Book Fair on

grandparents and special friends became students for the

November 12 through 14. This year’s theme was “Reading is

day. Family members and friends were treated to coffee

Magic” and the tables of books, wall murals, and character

and pastries before being greeted by Head of School, Julie

cut-outs transported the shoppers into another world.

Elam. The morning continued with a video of the new

Family night was certainly the highlight, when children

schoolyard, musical performances and poetry readings by

and adults shared food, arts and crafts, music, and an

our primary and middle school students, as well as a video

enchanted fairy walk in the garden. Most of all, the Book

featuring our preschoolers. Afterward, visitors fanned out

Fair is a celebration of our collective love of reading and

for classroom visits where they discovered the projects

the importance of literature in our lives.

and assignments prepared by their loved ones. Students were very proud to show off their classrooms and various projects, but most of all, they cherished this special time with their guests.

around campus What’s your favorite MP&MS tradition?

Charlie: My favorite tradition

Cooper: Sock Hop. Sock

Dave: I love the eighth grade

Darinee: I really like

is the JamFest; it’s so great

Hop. Sock Hop!

vs. staff softball game.

International Day. It’s fun

to see families and alumni

Younger students cheer on

to see all the different

return and the music is mind-

teachers or eighth graders,

performances and the food is

blowing!

and parents line the outfield

really tasty, too.

to share in the moment. It’s an exciting way to end the school year.

Sarah: I enjoy the eighth

Arden, Talia, and Megan:

Paul: I love the holiday

Luke: The buddy program

grade vs. staff softball game.

Horse Hill Community Day is

sing-along! All the kids and

is the best! I really enjoy

It’s a chance to connect

great. Working together and

teachers in the MPR singing

spending time with the

with my colleagues and the

clearing the hill of invasive

together is the perfect send-

younger kids and helping out

graduating class through

plants is a great way to

off to winter vacation.

in the classroom.

play, physical activity, and

spend time outside while

team spirit. It is always fun…

helping a good cause.

especially on the rare chance we win.

did you know?

Community meetings bring our primary and middle schools together each monday.

Our organic lunch program is available every day.

Our students stage a play every winter and every spring.

Music, drama, art, projects lab, library, Spanish, the garden, and PE are part of our core curriculum.

on average, our teachers have 15+ years of experience.

in fourth grade, every student gets an ipad and in seventh grade, a laptop.

JK-Eighth grade has physical education class four times a week.

Our after school Program lets parents pick up anytime until 6:00 p.m.

Our after school program now offers a computer coding class.

in the projects lab, kids can design, invent, and tinker with anything from pipe cleaners to electric drills.

two head teachers in each class keeps our student teacher ratio low at 7:1 on average.

15% of primary and middle school tuition revenue is spent on tuition assistance.

Then

MP&MS THEN

AND NOW

ruminations on our progress by eliot holtzman and peter pfau As parents whose children and families have spent many years at MP&MS, Eliot Holtzman and Peter Pfau have many memories of how far this campus and school have progressed over the years. Here they share their perspectives on the amazing transformations that have already occurred and the exciting changes still to come.

Eliot: Our first visit to Marin Primary & Middle School was

charming school.” On Emmet’s second day of school, I was

in 1997 when we were looking for the right school for

drafted into the Master Plan committee by Eliot and I have

our son, Jake. Immediately, Margot and I fell in love with

been helping the school ever since. It’s been eleven years,

MP&MS. The students were respectful and engaged in

and even though my son has moved on, the committee is

their learning. The teachers were present in a way we had

still busy with improvements. The school did a lot for my

not seen at other schools. Everyone seemed to be having

family, and I want to continue to give back.

fun. I joined the Master Plan committee when Jake began kindergarten but the committee really got its legs when

Looking beyond the tired old campus

architect Peter Pfau enrolled his son Emmet, Julie Elam

Over the next years we spent countless hours and days en-

started as our new Head of School, and MP&MS signed a

gaged in deep, thoughtful conversations as we envisioned

new forty-year lease with the Larkspur School District.

the future for the school. We wanted to create a campus that gradually transformed and celebrated the unique

Peter: Our family, much like Eliot’s, was attracted right

MP&MS program and its amazing resource of specialist

away by the school community, the teachers and their

classes. With input from all constituents, including the

view on education. It seemed a good fit for our son. We

students, we worked together to create a Master Plan

were especially excited by the hands-on learning oppor-

and envision a campus that would best serve the school in

tunities offered by the Projects Lab. As an architect who

the future.

designs schools, however, I saw that the campus was old,

Our plan included an outdoor environment as the heart

run down, and needed work to bring it into alignment with

of the campus where students and teachers would feel as

the school’s mission and its potential. A friend who also

comfortable learning as they do in the classroom. Our very

had kids at MP&MS referred to it lovingly as “our old but

first drawings included a central gathering place to serve

“Our plan included an outdoor environment as the heart of the campus where students would feel as comfortable outside as they do in the classroom.”

as a theater, meeting space, and teaching classroom. While

child each day. Construction began in June 2013, thanks

working with the committee on the larger design, we

to a great fundraising effort, and finished on schedule in

focused our initial renovation efforts on a series of

March 2014.

smaller summer projects, supported by early fundraising from our generous community.

Our new outdoor spaces include three different playgrounds, large trees, soft grassy areas, and an amazing amphitheater. Also included was a complete transfor-

Gates and Fences — Creating a Secure and

mation of the David R. Heath Outdoor Education Center,

Welcoming Campus

with a new entry, paths, planters, and plants, thanks to the

First on the list was creating a safe perimeter and true

support of the committee and many members of

point of entry. The result was an enclosed campus with

the community.

beautiful new fences and arbors. We also created a separate playground for our youngest preschoolers, the “tod-

Looking Forward

dler playground” between the preschool and

The next steps in our Master Plan include a beautiful new

primary buildings.

multipurpose building for school gatherings, theater and music classes and productions, special events, and indoor

Hallway Renovation — Improving Indoor Learning Spaces

PE activities. Once built, the new building will open up

The next step brought a huge change to the hallways —

additional space for a series of new projects: the addition

new skylights to bring in natural light, new carpet, lighting,

of a teaching kitchen to the old MPR, a larger science lab,

beautiful wood trim, and fresh paint. Gone were the dingy

middle school classrooms, learning resource spaces, and a

dark hallways, replaced by safer, quieter, more comfortable

renovation of the “cage.” Finally, parking lot improvements

spaces for all. Standing in the light-filled, cheery hallways,

and a new preschool entry will complete the Master Plan.

it’s hard to remember those tired, gloomy spaces.

Our goal from the beginning has been to create school structures that reflect our amazing community and sup-

Accessibility for All

port the faculty and staff as they inspire the intellectual

We all shared a vision of a campus that is fully accessible

and creative passion in our children. The campus then

to differently-abled students and parents. New main floor

becomes an expression of the “circle of enrichment” —

bathrooms, and a beautiful new ramp and stairway with

offering children the chance to explore themselves and

ADA lift between the primary and middle school buildings

their interests. The remaining pieces of the plan will fold

made this possible. That same summer, an art deck was

in the thoughtful growth of the middle school in a manner

created in a previously unused space next to the preschool

that will enhance the learning experience of our children in

building and the kindergarten classroom was expanded.

the future.

Outdoor Spaces — The Schoolyard Project

the bright hallways, renovated schoolyard, and beautiful

Our main outdoor space was more of an “asphalt jungle”

garden for granted, our progress is something the full

than the outdoor oasis we envisioned. With that in mind,

community can be proud of as we look toward completion

we embarked on a project to create the “new heart” of the

of the full vision to serve our mission today, tomorrow, and

school, where a rich variety of experiences greeted each

into the future.

Though many who are new to the school may take

Now

PRESS X E ZOO E H DT R A O A L L AB Teaching to reach children, one of the

great train adventure began! Over

Although there are many different

main components of our mission, is

the next few days, students added a

types of trains, the students all agreed

evident daily in preschool classrooms,

dining car, a sleeper car, and a second

that a train should have wheels capa-

where teachers seek opportunities

row of seats to accommodate more

ble of running on a track.

to match curriculum with the ideas,

friends as they traveled to London,

interests, and developmental levels of

New York, and San Diego. While

and independently on this open-end-

their students. Teachers take time to

observing their growing enthusiasm

ed project for several weeks, showing

observe children at play, to listen to

for train travel, Zoo teachers Mitzi

remarkable creativity, an ability to

their conversations, to ask questions,

Medrud and Rhonda Jones supported

focus, and a willingness to help each

and to encourage them to expand

their interest by asking questions and

other. To support their interest in this

their ideas.

creating a “mind map” to record their

project, the class will visit a railway

ideas. Soon each child had his/her

museum to learn more train history

are turned into projects and activities.

own design idea for a box car; some

and ride in an historic train car.

This responsive approach encourages

added steering wheels, some levers

creativity, brings relevance to learn-

and buttons, others colored or paint-

and time to explore and discover

ing, and allows teachers to integrate

ed their cars. Each one was unique.

their interests is an important part of

Ultimately, the children’s interests

foundational curricular skills within

Once the trains were completed,

Students worked collaboratively

Providing children with space

the learning process. The Zoo train

the play and ideas that emanate from

a discussion ensued regarding loco-

project gave teachers an opportunity

the children.

motion. Some students mentioned

to support our mission statement by

the trains in San Francisco, which are

teaching children to reach as they

old Zoo class decided to make a train

attached to wires above the street,

expand their investigations, and to

by lining up chairs in the classroom.

while others pointed out that some-

reach children through the seemingly

Once everyone had a place to sit, a

times a train’s wires are underground.

simple process of play.

Recently, students in the four year-

What happens when a group of MP&MS teachers and specialists come together to explore the integration of science, technology, engineering, art, and math?

Read on to find out.

This is the second year of MP&MS’s focus on science as

relation to STEAM, one of the first avenues explored was 3D

part of our regular curriculum review cycle. This year, our

printing. 3D printing sits at the nexus of science, technology,

teachers have explored the Next Century Science Standards

engineering, art, and mathematics. As such, it is an incredi-

as well as the emerging field of interest in the academic

bly exciting way to enhance MP&MS’s program across grade

community on STEAM (science, technology, engineering,

levels and disciplines. Invigorated by the possibilities, a team

arts, and mathematics).

formed to explore 3D printing.

As a result, teachers are learning about and making

Every Tuesday morning the STEAM team meets to

changes to the age-old paradigm of the educator as the

explore questions such as, “What professional development

center of instruction. Instead, students are being asked to

opportunities are currently available for our staff?,” “What

approach learning through experiential activities to promote

software will best meet the needs of our students?,” and

creativity, deepen learning, and utilize higher order thinking

“What hardware/projects/spaces would be ideal for our

skills. While many aspects of our MP&MS program and

students and our facilities?”

teaching strategies already reflect deep involvement of stu-

Their goals for the 2014-2015 school year include inte-

dents in integrated projects and student-initiated learning,

grating 3D printing in a deliberate and intentional manner.

teachers are discovering new ideas to strengthen

The end result should give faculty and students an oppor-

the program.

tunity to utilize this powerful tool with confidence and in a

An evolving team of teachers including Projects Lab specialist Ferenc Dobronyi, fourth grade teacher Susan

way that enhances student learning.

The team is interested in visiting and learning from other

Humphrey, technology integration specialist Yolanda Escan-

schools. Teachers visited White Hill’s Maker Lab to explore

don, first grade teacher Jesse Swagerty, and seventh grade

their facilities and meet with teachers who have successfully

teacher Derek Berka has been exploring STEAM education

integrated 3D printing/making into their curriculum and

in an effort to better understand how the new standards

another group visited Town School in San Francisco to see

can inform our curriculum across the grades, how our

how they are integrating STEAM/maker ideas into their

current curriculum aligns with the new standards, and how

primary school program. While this is an ongoing process,

new ideas can enrich programs at Marin Primary & Middle

teachers from all grades are developing a clearer picture

School. This exciting and informative process has affirmed

of how maker and design thinking, 3D printing, and other

MP&MS’s project-based approach, introduced a host of new

STEAM tools can be effectively and creatively integrated

questions, and pointed teachers in inspiring new directions.

into the educational experience of students at Marin

When the team began exploring ways to enrich ideas in

Primary & Middle School.

mind body connection As part of our commitment to educate the whole child,

a jump-rope help with sequencing, executive function,

MP&MS strives to develop physically healthy and so-

processing, retention, and memory.

cially and emotionally aware students who understand

Running activities and tagging games strengthen fit-

themselves and others. Recognizing that the concept of

ness levels and, simultaneously, lower stress and anxiety. In

“wellness” is part of a broader mindset, our teachers and

other words, what kids do on the playing field helps in the

specialists seek to develop the idea that there are many

classroom. Indeed, research has shown a strong correlation

components of wellness that lead to happiness and

between physical fitness and academic success.

healthy living.

A child’s success in the classroom is not only based on

In addition, social emotional skills also contribute to academic success and well-being. As Daniel Goleman,

reading and math skills, but also sensory processing and

author of Emotional Intelligence states, “Learning doesn’t

stress management, muscle tone, balance and motor skills,

take place in isolation from kids’ feelings. Being emotional-

and cardiovascular fitness. As part of our physical educa-

ly literate is as important for learning as instruction in math

tion program, teachers Whitney Sutak and Jon Hull help

and reading.”

children understand the benefits of a healthy body and the

The practice of “mindfulness,” often defined as

need for regular physical activity as a crucial and integral

non-judgmental, moment to moment awareness, also

part of life-long good health through a physical education

contributes to work in physical education. Mindfulness

program that strengthens this mind-body connection.

sessions develop awareness of emotions, thoughts, and

Extra time is devoted to strengthening core muscles

sensations, while helping students learn the practice of vis-

and improving posture and balance. Heavy work exercises

ualizing upcoming activities, as well as focusing on energy

involving weight-appropriate medicine balls benefit those

and emotional regulation.

who need extra proprioceptive feedback to feel grounded

Many of the exercises practiced in physical education

and comfortable in their bodies. Crawling, skipping, and

classes are repeated indoors by classroom teachers,

doing “the grapevine” solidify a child’s laterality, which

offering students the movement they need. “Brain break”

can strengthen emerging reading and writing. Skills like

stations and movement options available in our classrooms

throwing and catching, dribbling through cones, and using

create a more comfortable environment in which to learn.

In Imagine: How Creativity Works, author Jonah Lehrer states that creativity is not innate but can be cultivated and taught. According to Lehrer, students need the time and space to be creative — time to let their minds wander and daydream, space to rethink challenges, and teams of people who can effectively work together to challenge them to do their best work. Finally, and equally important, students need grit — or the ability to stick with a project or idea when the going gets tough.

At MP&MS students are immersed in the art and science of learning and have ample opportunity to develop grit, try

“One of the things I love most about my job is holding class reflection time. I hear students say things like, ‘I didn’t know I could do that!’

out ideas, and even fail. The foundation built by the prima-

The long standing second grade box guitar and sixth grade

ry school curriculum sets the stage for students’ growth

dulcimer projects, for example, continue to effectively

and future learning in the middle school and beyond, while

teach students real world applications of math skills, while

providing them with engaging activities and experiences

also integrating music, art, and social studies.

that enhance their learning.

By integrating hands-on activities, simulations, field

With advancements in technology, we now have the opportunity to add kinetic function to the creations using

trips, service learning, social emotional learning, and

circuit design and robotic elements. This year’s middle

multidisciplinary and multimedia projects into the aca-

school elective class is focused on robotics, using Makey-

demic program, students have unparalleled opportuni-

Makeys and Hummingbird hardware and foundations of

ties for learning and growth. As students explore, they

coding. Last year’s group built a low-tech drone out of

build connections and discover new talents, all of which

junk, attached a camera, and used their “eye in the sky” to

contribute to the education of the whole child. Ferenc

photograph a school event.

Dobronyi, Projects Lab teacher says, “One of the things

The message remains: use the tools you have to make

I love most about my job is holding class reflection time.

the most you can. This year our fourth grade is under-

I hear students say things like, ‘I didn’t know I could do

taking an extensive introduction to the design process,

that!’ and,‘I love Projects Lab because I can relax and use

starting with personal logo creation and three-dimensional

my imagination.’ Imbuing students with both competence

drawing lessons. The goal is to understand the art of

and confidence on many levels, and hearing middle school

creating useful and appealing objects and developing the

students express how much they gained in Projects Lab,

personal skills needed for giving and receiving critique

brings me joy.”

through peer review. The ultimate lesson is that setbacks

Close collaboration between the specialists and the classroom teachers allows for a seamless integration of the learning at MP&MS. The Projects Lab has a 20-year tradi-

and failures create opportunities for innovation and that this process is an important life skill.

Our commitment is to provide the tools, materials, and

tion of students designing and building three-dimensional

skills to fuel the creative fire in our students. The Projects

objects, giving practical application to classroom lessons

Lab remains a space for individual creative growth, where

in math and the sciences.

a child’s imagination begins the path for learning.

parents association update

The first half of the school year seems to have flown by! Perhaps that’s because the MP&MS community has been so busy with the many events hosted by the Parents Association. The year started off with a bang at the Welcome Picnic where students and their families were treated to a picnic lunch, games, music, and arts and crafts. Next up was the Harvest Festival where students made baked goods and craft projects using the bounty of the harvest. Both young and old enjoyed eating treats, listening to the band, and taking a chance at the pie walk.

At the Halloween Parade, fun was had by all from the smallest preschooler to the tallest eighth grader. Speaking of fun for all ages… the return of the Sock Hop was highly anticipated and did not disappoint.

Fifties-inspired decorations turned the MPR into a dance hall where guests could enjoy music, dancing, dinner, and root beer floats. At this year’s Book Fair, the library was transformed into a fairy tale world where everyone wanted to read, read, read!

None of these events could have happened without the dedicated parents who donate their time and energy to make these events so successful.

The fun continues at the MP&MS Auction on Saturday, March 28, 2015! Be sure to save the date for a fabulous night of fine food, dancing, and donating.

Where in the world are our MP&MS graduates?

Class Notes Nick Wilkie, Class of 1998

Alexa Zachary, Class of 2009

Nick writes: I’m an emergency medicine resident in Madison,

Alexa is a sophomore at the Stella Adler Studio, Tisch

Wisconsin! I’ve traveled to some first-world countries doing

School of the Arts, New York University.

computer science work for Doctors Without Borders in medical school, and hopefully will do Third World work now

Alison Stiteler, Class of 2009

that I’m an actual doctor. Unmarried, and that seems like a

Alison graduated from Marin Catholic in 2013 and is

pretty good idea right now ;)

currently a sophomore at Chapman University, studying advertising. This past summer Ali worked in retail at Amore

Cameron Zachary, Class of 2006

Vert in San Francisco. Ali still loves her years at MP&MS.

Cameron rows for University of California, Berkeley and is a senior planning to attend medical school.

Lara Bajakian, Class of 2010 After graduating from The Urban School, Lara now attends

Emma Feshbach, Class of 2007

the University of Arizona in Tuscon and is a pre-physiology

Emma is a senior at MIT studying mechanical engineering,

major (pre-med). She’s doing great and loves the hot

and writes: This semester I’m going to be finishing my

weather. She’s also loving the big college experience with

thesis at the MIT Media Lab, working on the development

school spirit and games. She placed into fourth semester

of a sensor suite for urban aeroponic farms. Over the

French and placed out of a few semesters of math, so all is

summer, I interned at Fitbit as a hardware intern. In July, I

good and plenty challenging.

traveled to Henley for the Royal Regatta. It was definitely a highlight of my summer travels! I was also able to go

Jeske Dioquino, Class of 2011

to Abu Dhabi last January to present with my lab at the

Jeske writes: I’m currently a senior at Lowell High School.

Global Forum for Innovations in Agriculture.

I’ve volunteered at Artseed since before leaving MP&MS, and at the Richmond District Neighborhood Center

Tague Zachary, Class of 2007

summer camp for elementary and middle schoolers for the

Tague is now a 6 foot 8 inch basketball star and a senior at

past three summers. I traveled to Holland and France this

Grinnell College in Iowa.

past summer and a few times prior, to visit family.

Jackson Dobronyi, Class of 2009

Deren Bajakian, Class of 2013

Jackson is a sophomore at Brown University and a

Deren is loving the Bay School and still very close with his

member of the rowing team. His freshman team won

friends from MP&MS. He’s really enjoying rock climbing at

the IRA and was invited to the Royal Henley Regatta in

Planet Granite four days a week this trimester.

England where they took second place.

Heidi Williams, Class of 2009 Heidi is at UCLA and reports she has never been happier.

Over the summer, she worked at Steve and Kate’s Camp in Mill Valley. She went to Europe with 15 friends right after high school. She writes: the best thing that happened to me was entering MP&MS in the fifth grade. My years at MP&MS were insurmountably memorable, from Steve and Dave, to Charlie in drama, my algebra teacher, my fifth grade teachers, and my friends.

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Marin Primary & Middle School 20 Magnolia Avenue Larkspur, CA 94939