View From The Ridge: Winter 2018

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Family Connections

FROM THE RIDGE |

Firebird Alumni

WINTER 2018

2 HUMAN CONNECTION 6 On Technology and Balance 8 Service Learning Incubator 11 NExT: Preparing for a Purposeful Work Life

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Community SPIRIT

One of the most important skills educators can foster in young people today is adaptability.

In addition to the content and skills that have benefited students in the past, a mindset that embraces change is essential for them to thrive in a rapidly changing world. This surely includes teaching students to utilize emerging technologies and, for educators, the expanded opportunities for teaching and learning are profound. At the same time, technology has its limits, and cannot replace the learning that takes place when two people share an authentic exchange of ideas. This is especially true for teenagers.

At Pacific Ridge, innovation, new technologies and growth have been inextricable parts of our program since we first opened our doors, while human connection is arguably the foundation on which much of our program rests.

With this in mind, I am excited to share with you this edition of the View. Inside you will read about our 9th-grade service learning incubator program, the Middle School’s “Onetober” experiment, the Pacific Ridge NExT program, our first-ever Homecoming celebrations, and more.

It is an inspiring time to be at Pacific Ridge. Growth mindset, as an institutional value, makes learning a community experience. Innovation surrounds us.

And one need only walk into a Harkness classroom to feel the impact of meaningful human connection. As separate parts of an education, these are powerful.

Combined, they can be transformative.

Thank you for reading.

Dr. Bob Ogle Head of School

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HUMAN CONNECTION

Significant Learning and Significant Relationships

At a recent alumni panel, Pacific Ridge graduates gave advice to our current 12th graders, ranging from suggestions on picking roommates and navigating freshman year to appreciating their last few months with family. A recurring theme emerged from their messages: relationships.

The alumni talked about how joining teams, clubs, and interest groups helped them to create a sense of community in their new environments, some of them thousands of miles away from their homes in California. Speaker after speaker described how their experiences at Pacific Ridge served as practice for the academic and social lives they discovered at college. In particular, they reflected upon the ease with which they contributed to class discussions and the comfort they felt approaching professors.

Our alumni felt ahead of their peers in terms of their preparation for college and they credited those feelings to the practice they received at Pacific Ridge. Listening to the alumni confirmed what we intended with our mission; our program is designed to set students up for success in college and in life.

Child development expert Dr. James Comer has said that "No significant learning occurs without a significant relationship.” Furthermore, research has repeatedly shown that being socially connected to other humans is good for us -- intellectually, physically, emotionally. Human connections are not just something many of us desire; they are, in fact, important to our development, health and success.

At a time when social isolation among teens is on the rise, Pacific Ridge encourages students to develop authentic relationships with peers and adults alike. The curriculum and teaching strategies used by our faculty underscore the importance of social interaction

and collaboration as part of learning. In fact, our mission statement features the word “community� prominently, and community is at the core of all we do.

A visit to campus illustrates how much we value human connections. Our Harkness classrooms, with their oval tables, are literally designed to foster conversation and collaboration; there is no back row. Our faculty share grade-level workrooms where teachers of various subjects sit side by side, facilitating cross-disciplinary discussions.

Even our schedule reflects our core values. While the bulk of the school day focuses on academics, into our weekly schedule we have built time for service learning, clubs, advisory, grade-level meetings and school-wide activities -- all times when students and faculty come together to celebrate each other and/or give back to our community.

We build relationships not only at Pacific Ridge, but also with groups in our neighborhood, our region, our state, our nation and across the globe. Starting in middle school, students head off campus weekly for service learning to read to preschoolers, work with adults with disabilities, or visit with senior citizens. Upper School students expand on these service experiences. Each spring, all of our students travel with peers to engage with communities and cultures often completely new to them. Students beam when sharing stories about the amazing people they meet and the close relationships they develop with peers and chaperones while venturing out of their comfort zone.

This approach to education is built on the notion that students can learn more together than they can alone.

Further, we know that effective and meaningful human connection requires skills - skills that need guidance, the right environment and plenty of practice to flourish.

To those of us who are fortunate enough to spend our days in this kind of environment, the experiences listed above are easy to take for granted. However, their value should not be underestimated. The environments young people are growing up in today - social, academic, political and, as emerging research would argue, technological - often don’t promote meaningful human connection. In some cases, they work against it.

If our alumni are an indication, Pacific Ridge is bucking this trend. Our students and graduates know how to make meaningful, authentic connections and have a confidence bred from years of practice. They are reaping the benefits in their interaction with peers, teachers and employers.

Providing a rich academic program prepares students for college. Infusing that program with a deep commitment to human connection prepares them for a purposeful life.

Dr. Sidra Smith Assistant Head of School

Our students and graduates know how to make meaningful,

authentic connections

and have a confidence bred from years of practice.

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FAMILY CONNECTIONS Pacific Ridge attracts terrific teachers. Did you know that sometimes they come in pairs? Here we highlight just a few of our closely connected faculty members.

The Peeden Siblings:

SARAH AND PRESTON Sarah: English teacher since 2012, 9th-Grade Dean Preston: History teacher since 2015, Upper School Clubs Coordinator

How History and English became their specialties: PRESTON: Our father instilled in us a love of history and literature (especially the intersection between the two). I remember vividly in 6th grade knowing the words to the "St. Crispin's Day Speech" from Shakespeare's Henry V. From there, I followed my interest in history through college and beyond.

SARAH: Our parents really encouraged us to read as much as we could about everything we could, so I spent most of my free time reading novels, poetry, plays, magazines, and works of nonfiction. I also learned from some amazing teachers who pushed me to consider the impact writing and reading have on the world around us. Those books and relationships sparked something in me, and I knew I wanted to spend my life reading, thinking, and learning about words and their power.

By the way, that thing about Henry V is true - Dad would play tapes of famous Shakespearean

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speeches, poetry, and plays in the car on the way to school. I hated it when I was a kid. I wanted to listen to music or at least something contemporary!

What aspect of Pacific Ridge are you most passionate about?

PRESTON: I love the discussion-based approach to learning. I think history is a topic that is most relevant when discussed. Instead of making student memorize names and dates, I enjoy working with them through primary sources to piece together what they think happened and build the stories of history together as a class.

SARAH: I am passionate about our students and I love that our school encourages them to explore and cultivate their interests both in and out of the classroom.

The Symingtons: JUSTIN AND MELISSA Melissa: Biology and environmental science teacher since 2007, Sustainability Director Justin: History teacher since 2012, Global Programs Director

How the Global Travel Program helped bring them together: MELISSA: Justin and I first met in 2005 when I was working in Connecticut and he was a teacher at the Island School in the Bahamas. We reconnected in 2010 when I brought Pacific Ridge students to the Island School for a marine biology Global Programs trip.

We started and kept up a long-distance relationship until 2012, when Justin came to San Diego, we got married and he joined the faculty here. While we didn’t actually meet during a global trip, Pacific Ridge has certainly been a theme in our relationship!

think it’s pretty funny to have both of us as teachers.

What aspect of Pacific Ridge are you most passionate about?

MELISSA: I am passionate about my sustainability work and teaching environmental science. Sustainable practices are a huge part of how Justin and I live our lives and I enjoy sharing stories of how we follow sustainability habits, like having nine crazy chickens, tending a big organic garden or installing solar panels on our house.

JUSTIN: I think Pacific Ridge does a great job of balancing a progressive approach to education with traditional independent school offerings. Also, ensuring that students are carefully exposed to the study of world cultures is important to me and I think we do it really well.

Do students know you are married?

JUSTIN: Yes (I hope!). This year, we share quite a number of 9th grade students between our sections and they

The Webbers: CHRIS AND DARCIE Darcie: French teacher since 2007 Chris: History teacher since 2008 (parents of Sofie ‘21 and Andy ‘23)

Why travel plays an important role in their lives: CHRIS: Travel is extremely important to us. I feel there are few better ways to understand the world and yourself than to visit different countries. We try to travel a bit more “roughly” than most North Americans and Darcie’s linguistic skills help plenty with this. We have traveled to South Africa, England, Turkey, Australia, Reunion Island, Thailand, Namibia, Cuba, and Mexico as a family in the last few years.

What aspect of Pacific Ridge are you most passionate about?

CHRIS: I am passionate about the Post-Colonial Africa class that I teach. I consider myself fortunate to teach our students about a part of the world that many know little about, and to lead the trip to South Africa in May after we have started learning about South Africa. Our students are amazingly open-minded and I absolutely adore seeing them connect with my fellow South Africans in meaningful conversations over content we have learned about in class.

DARCIE: The thing I feel most warmly about is how committed we all are to thinking globally as a community. We don’t always agree, but the shiniest bits are in our discussion and awareness of what is going on around us and all around the world.

What is it like being both teachers and parents at Pacific Ridge?

DARCIE: It’s a bit of a rude awakening to think you are a couple of “cool” teachers and then have your own kids attend the school where you teach. Not so cool, after all!

Actually, our children don’t seem to mind. They like talking about their classes and friendships with us!

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ON TECHNOLOGY AND BALANCE

by Hans Richter, Middle School Head

Schools are often slow to change with the times. We still run on agrarian calendars from the nineteenth century, and we still employ a twentieth-century, assembly-line approach with separate subject stations: math, English, history, science, etc. At a conference I attended fifteen years ago the presenter said it best: “Only in American schools would it take thirty years to get the overhead projector out of the bowling alleys and into our classrooms.”

who, ten years ago, would have been doodling or passing notes. Technology does offer opportunities for less-focused students to drift, but those opportunities are always present in school settings, and the Harkness method helps draw everyone into the discussion. We want Upper School students to learn how to selfregulate, and we expect them to resist the temptation to surf, text, or game during class. These expectations are developmentally appropriate, and the vast majority of Upper School students quickly exhibit proper tech etiquette, also known as “netiquette.”

Like the vast majority of American schools, Pacific Ridge still runs on an agrarian calendar, but our teambased approaches to integrate educational experiences In the Middle School, those self-regulatory skills are less lift us out of the twentieth-century; likewise, our developed, so greater numbers of students are apt to commitments to technology and make poor choices around technology; twenty-first century best practices therefore, we set more stringent limits -- flipped classrooms, project-based on its use. We do not allow students to learning, collaborative teaching, and ...they need to feel use their smartphones between 7:45 cooperative learning -- place us and 3:00, and we teach them -- in Skills where the human squarely in 2018. classes, Community Life, Global Travel, and Advisory -- about the potential brain goes when We are a one-to-one laptop school, pitfalls of excessive screen time and employ online learning management we unplug. social media consumption: sleep systems, and are becoming deprivation, anxiety, conformity and increasingly paperless. We have a stress, to name just a few. robust tech support team, including a full-time Facilitator of Tech-Based Projects. We By and large, our students have not experienced life embrace STEM/STEAM, support a high-performing without 24/7 connectivity, and they need to feel robotics group, have state-of-the-art facilities, and where the human brain goes when we unplug. To this provide a wide range of possibilities for students to end, many of our travel experiences are purposely low share, connect, and learn. tech and high face-to-face. Since the beginning, our sophomore trip to the Eastern Sierras has offered a In the Upper School, technology infuses all interactions kind of Walden, a time to experience nature on its -- most often for the better, and sometimes for the terms. Many other end-of-year trips limit technology worse, but finding balance is a part of education and to help students be most present and in the moment, socialization. Students who might partake in a text and it is a common practice to limit smartphone usage exchange or two during class are the same students on field trips.

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To further enhance our understanding of how technology can seep into all aspects of our lives, the Middle School experimented this year with a new initiative called ONEtober.

In the month of October, we pledged not to multitask, and we committed to doing one thing at a time. During ONEtober we took surveys and spent time in Skills, Advisory, and Community Life discussing the pitfalls of multitasking: error rates increase and the time to accomplish a task also increases.

The ONEtober experiment was prompted by a survey we conducted in the spring of 2017 that reported some compelling statistics: one in three Middle School students was watching Netflix or YouTube while doing homework, and four out of five had other applications open while trying to focus on homework. Of course, thirty-minute assignments take longer if you do them while watching a show or messaging with friends, and Middle School students reported on the same survey that they were spending way more time getting their homework done.

The results of ONEtober were interesting, and in an exit survey the majority of our Middle School students acknowledged the following conditions for optimal performance on homework: working in a quiet environment; working in a clean and orderly environment; working in chunks of time with breaks between work periods; and limiting other visual entertainment while working. These optimal study conditions may seem like no-brainers to adults, but they were mind blowing to this screenaddicted generation, and we have seen positive changes in behavior.

too much screen time is addiction and too little is anachronistic.

In recent articles, Apple and Google have half-heartedly conceded that their products are addictive by design, and the most self-aware of us understand that our smart devices yearn to become appendages.

Herein lies the importance of a liberal-arts, well-rounded education, and the ancient Greeks offer us the keys to our modern conundrums: the “golden mean.” Balance in all things is right and healthy. Too much confidence is arrogance and too little is timidity. Correspondingly,

Technology offers us the expanse of new worlds; however, in the exploration of new territories, we must walk cautiously and deliberately. At Pacific Ridge we are walking the walk -- sometimes it is virtual, sometimes it is actual, and sometimes it is in deep woods.

The good news is that we are in control of ourselves as long as we subscribe to the higher goal of independence – Pacific Ridge is an independent school after all. Technology in all of its forms must remain tools for growth and enhancement. If given the choice, a crutch cannot and should not replace a healthy leg; likewise, software should never replace a teacher, and Google Translate should not do our Spanish homework for us.

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Building aviaries with Project Wildlife

SERVICE LEARNING INCUBATOR:

CONNECTING TO COMMUNITIES AND SOLUTIONS “Do you think Governor Brown will respond?” “What about the Attorney General? He’d be good to reach out to…”

These are the types of questions that freshmen were asking on a recent afternoon during the NinthGrade Service Learning Incubator, a new part of the upper school service learning curriculum.

Students are learning how to approach social and environmental issues, ask effective questions, and develop solutions that they, as high schoolers, can implement.

EMPATHIZE

“As high schoolers, our students enjoy freedom of choice in service learning: they identify an issue they want to address and then organize and motivate their peers to help make a positive impact on the issue.

This experience is quite a shift from middle school, which involves exposure to a range of local issues

 DEFINE

The incubator program involves three distinct themes: Design Thinking, Social Justice and Leadership.

Upper School Co-Head Allegra Molineaux believes the design

PROTOTYPE

IDEATE

DESIGN THINKING WORKFLOW 8 VIEW FROM THE RIDGE

in a format curated entirely by adults. We realized that for ninth graders, the transition from one division to the other was a big step.

They did not yet have some of the skills and understandings needed to tackle problems in an effective way.

Thus, the new incubator program was born.”

 



According to Service Learning Director Alison Behr, the incubator was developed to help students transition from the faculty-led middle school service learning program to the student-led program in the upper school.

 TEST

thinking process leads students to focus on the true needs of their target communities and reach a deeper understanding of an issue.

This, in turn, leads to better, more creative solutions.

“We want them to be thoughtful about social justice and to work with the community to find solutions,” she said.

“For example, they could look at the homeless veteran problem in San Diego and perhaps ask ‘what are some of the reasons someone might be homeless and how can I address those issues?’ It’s kind and wonderful to provide food and shelter to someone who is homeless, but how do you actually disrupt the cycle and address the causes of this problem?”

During the first half of the incubator program, students form small peer groups interested in similar social problems and research an issue. Their research focuses on understanding the root causes of the problem and whether it is systemic or symptomatic. Students talk with experts who have spent years working on the issue and are encouraged to reach out to members of the community they hope to impact. Drafting and editing questions and role-playing prepare students to conduct professional, insightful interviews.

After looking at the problem and forming community relationships, students brainstorm ways they could address the deeper structures that lead to systemic problems.

They attempt to develop solutions that a group of teenagers could implement, from lobbying local representatives and letter-writing campaigns to specific projects targeted to the groups they wish to help.

Halfway through the school year, students complete the incubator program and either join an existing service learning group or decide to start one of their own. Many upper school groups were founded by students who are passionate about a certain cause or had an experience that inspired them to take action.

For example, a new group on campus, Amnesty International, was inspired by a powerful Community Life presentation

by Margaret Huang, Executive Director of Amnesty International USA. In November, the new group traveled to Arizona for a conference to learn more about how young people can become involved in tackling oppressive human rights issues. While there, they also made valuable connections with experts and other students. Now, the students are actively hosting letter-writing drives on campus, resulting in hundreds of letters from the community being sent to government representatives.

Supporting hurricane victims

Caring for rescued animals

The opportunities for service are endless.

Painting a facility for the disabled in Cuba

Another new group, Priceless, was founded after a global programs trip to Thailand. While there, students met with nongovernmental organizations that help victims of human trafficking. Since San Diego has Providing school supplies for children in Morocco

contiuned on pg. 10

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Teaching Head Start preschoolers

Visiting with seniors at retirement homes

Brainstorming solutions to social problems

contiuned from pg. 9

Helping 9th graders with their interview skills

Delivering handmade balance bikes to local preschools

one of the highest rates of human trafficking in the U.S., the students saw an opportunity to effect change. In the half-year since its founding, the group has raised $700 for Destiny Rescues, a Thai non-profit the students visited on their trip. They raised the money by selling jewelry crafted by rescued victims, while raising awareness about the worldwide problem.

Upper school service groups cover a wide range of issues and offer an equally wide range of solutions. Students in Raptor Rehab support injured birds of prey by constructing recovery aviaries with Project Wildlife, while H.E.L.L.O. works with cross-cultural partners to develop resource kits for refugee families settling in the U.S. “The opportunities for service are endless,” said Ms. Behr.

Working with disabled adults

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“Students learn that service can easily be incorporated into

a passion they have, whether it’s working on issues involving children, athletics, renewable energy, or animals. Or, they find themselves passionate about tackling social issues like climate change, racism, or poverty. The process and the result are most rewarding when the interest is genuine and self-driven.”

There are currently about 35 different service learning groups on campus and more than 95 percent of Pacific Ridge students are enrolled in the service learning program. Considering it’s not required for juniors and seniors, the participation rate is telling.

“Time is the real currency with kids.

They’re choosing to spend their super valuable currency on service and in the community,” Ms. Molineaux said. “I’d call that a huge success.”

: PREPARING FOR | | A PURPOSEFUL WORK LIFE n e t wo r k

e xp e r i e nc e

training

Students pondering career choices and college majors are invited to explore NExT, a new program that connects students with the local community to gain career experience and a professional network. Julie Gunther, Pacific Ridge’s Director of Science & Engineering Outreach recently launched the program and helps match students with available NExT opportunities.

HOW STUDENTS CAN PARTICIPATE IN NExT NExT programs come in different shapes and sizes so interested students can choose what works best for them.

INTERNSHIP: A six- to eight-week commitment, during which students work in a career area and get a real taste of what a job is like.

In his 8-week internship with Iron Horse Therapeutics, Eric created an algorithm that auto-counts the nuclei in motor neurons to assist in drug development for Amyotrophic Lateral Sclerosis (ALS).

INTENSIVE: A one- to two-week job or career shadow that gives students a brief introduction to a field.

PROGRAMSHIP: A several-week experience in which students explore a topic or career area in a course-style format.

MENTORSHIP: Originally a senior signature by alumnus Tyler Chen ’15, the mentor network connects students with a professional mentor in a particular career area.

HOW PARENTS CAN PARTICIPATE IN NExT The NExT program warmly invites parents in the community to serve as mentors or to help facilitate internships, intensives or programships with local organizations.

“Students in the Upper School are starting to think about college courses and careers. Through NExT, having some experience or someone to bounce ideas off of will give them a better sense of where they would like to take their studies.”

“I understand now a lot more about what research actually looks like.

That will definitely help me when I pursue it in college.” - Eric Chen ‘18.

QUESTIONS? For more information about NExT, contact Ms. Gunther at jgunther@pacificridge.org or 760-448-9884.

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Every day, we aim to provide an exceptional education focused on academic excellence, ethical responsibility and global engagement.

Your support of the Annual Fund helps us meet that goal.

With the power of us, every day can inspire.

Visit www.pacificridge.org/AnnualGiving for more information and to donate.

Thank You! 12 VIEW FROM THE RIDGE

FIREBIRD ALUMNI SOAR WHEN IT COMES TO SERVICE Member of Pacific Ridge School’s founding class Manager, Access to Capital at Endeavor Global

ANISHA MUDALIAR ‘11 STANFORD UNIVERSITY ‘15

WHAT IS ENDEAVOR? Endeavor is a nonprofit leading the high-impact entrepreneurship movement around the world. By selecting, mentoring and accelerating the best highimpact entrepreneurs, Endeavor catalyzes a chain reaction in the larger economy – driving investment, creating role models, and fostering the conditions for the next Silicon Valley in Rio or Cape Town, Cairo or Jakarta.

WHAT IS THE MOST REWARDING THING ABOUT YOUR WORK? I absolutely love the international nature of my work. I work with entrepreneurs from across 27 different countries. In one day, I can interact with entrepreneurs from countries as diverse as Chile, South Africa, and the Philippines. This year, I've also had the privilege to travel to Brazil, Peru, and London for my work -- and I feel incredibly lucky. My mom, who is a math teacher at Pacific Ridge, actually joined me in Peru and we explored Machu Picchu and the Amazonian jungle together!

HOW DID PACIFIC RIDGE PREPARE YOU? The values of global engagement and ethical responsibility were always central to everything we learned at PRS. But not only did the school instill in me a set of values...it equipped me with practical real-world experiences to engage in ethical and effective service..

WHAT ASPECT OF PACIFIC RIDGE WAS MOST VALUABLE TO YOU AND WHY? At Pacific Ridge, I found a community of people who cared deeply about the world around them, and an environment that nourished and encouraged my own passion for service. PRS is the place where I truly built the toolkit to engage in service long-term.

Will Join PricewaterhouseCoopers after graduation Volunteers at MetroCASH and BARK (Bandit’s Adoption & Rescue of K-9s)

NICK HINRICHS ‘14 UNIVERSITY OF RICHMOND ‘18

WHAT DOES YOUR VOLUNTEERING INVOLVE? MetroCASH is an IRS-sponsored, Volunteer Income Tax Assistance program. In the spring, I help individuals complete and review their tax returns free of charge. A typical day volunteering with BARK includes playing with and walking dogs as well as cleaning their kennels.

WHAT MADE YOU CHOOSE THESE ORGANIZATIONS? I chose to work with MetroCASH because I’m an accounting major and knew I could put what I learned in class into a real life situation that benefits others. I work with BARK because I absolutely love dogs!

HOW DID PACIFIC RIDGE PREPARE AND/OR MOTIVATE YOU TO DO SERVICE WORK? Pacific Ridge taught me to think bigger than myself.

Taking a couple of hours out of my day is not difficult for me, but it makes a huge difference to the people I’m helping and that’s what matters.

WHAT ASPECT OF PACIFIC RIDGE WAS MOST VALUABLE TO YOU? The most valuable aspect of Pacific Ridge for me was Harkness. Many of my classes at University of Richmond have been discussion-based which requires quick thinking and analysis on the spot. Having four years of practice at Pacific Ridge gave me a huge leg up when I got to college.

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COMMUNITY SPIRIT TH E F LO C K I S F LY I N G H I G H! “ The Flock is parents, students, teachers, coaches, players it’s everyone who supports athletics in some way or another. They turn athletic events into a community celebration.”

- Coach Vanderhorst

F I RS T F I R E B I R D H O M E CO M I N G! “ Our first Homecoming this year was fantastic. It was awesome to see so many students at the game and the Blue Crew cheers really electrified the environment.”

- Connor Oxenhorn ‘18, Blue Crew member 14 VIEW FROM THE RIDGE

NEW ATH LE TI C S A PP:

Keep Up With the Firebirds!

“ We’re excited to roll out a new app called Go Firebirds.

Users can get photos, videos and up-to-date information about games, practices and big spirit events all on their mobile devices. Just go to the App Store and search for Go Firebirds. Everyone should sign up!”

FOLLOW

THE FLOCK ON

INSTAGRAM!

@theflock_pacificridge

- Coach Collins & Coach Stotsenberg

F R I E N D LY R IVA LR I E S I N F U LL SWI N G “Last year Maranatha Christian brought their entire student body to a volleyball game. It pushed the Flock to get more students at all the Maranatha games. You feel a sense of school pride when playing against rivals.”

- Jackie Jones ‘18, Flock leader and Girls Volleyball Captain Winter 2018 15

JOIN US THIS SUMMER!

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Open to rising 5th to 12th-grade students from the community

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SHOWCASE OF THE ARTS

MARCH 31-APRIL 8 SPRING BREAK APRIL 20-21 UPPER SCHOOL SPRING PLAY APRIL 25 SPRINGFEST & GRANDPARENTS DAY APRIL 28 PROM MAY 25-JUNE 8 SCHOOL-WIDE GLOBAL TRAVEL JUNE 12 AWARDS CEREMONIES AND GLOBAL REWIND JUNE 14 COMMENCEMENT

GLOBAL TRAVEL 2018

7th GRADE Outdoor Leadership in Big Bear

8th GRADE Understanding U.S. Government in Washington, D.C. 9th GRADE Cultural Exploration in The People’s Republic of China 10th GRADE Teamwork and Leadership in the Northern Sierras

11th & 12th GRADE Wilderness adventure: American Southwest, Entrepreneurship: Austin, TX, Under the Southern Skies: Chile, L’Ile au Fleurs: Martinique, Battling Food Insecurity: Nicaragua, Gems of Southeast Asia: Singapore & Bali, Exploring Post-Colonialism: South Africa, Rebuilding Lives: Thailand

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