View From The Ridge: Summer 2019

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Social-Emotional Learning

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The Human Side of Migration

FROM THE RIDGE | SUMMER 2019

11 A Year of Service 13 Commencement 14 Orations 17 Alumni Highlight 18 Homegrown Firebirds

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Global Adventures

social-emotional

LEARNING: What it is and why it matters

By Juan Trevino and John Comforto

Preparing students for a purposeful life means fostering their development in numerous areas: academic, social, emotional, physical, creative, ethical and civic. Far more than educating with a primary focus on test scores, it means creating an environment in which teachers and students interact as whole persons, and the school is a true community.

“Be kind.” “Make Good Choices.”

“Use Your Words.” “Listen well.” “Respect others.”

At Pacific Ridge, we provide our students with opportunities to challenge themselves academically, gain compassion for others and discover their place in a global community. Our programs also support skill building that prepares them to successfully tackle many kinds of challenges that life may bring. Our goals are ambitious, but our students deserve this kind of education, and today’s world demands it.

However, there is much more to SEL than the kindergarten basics. Deeper, more nuanced skill-building can continue far beyond primary school and, as growing research indicates, SEL significantly benefits adolescents’ academic achievement, social skills and mental health while helping prevent youth problems that are increasingly common in this day and age.

In the following pages, you will read about our approach to social-emotional learning and how our students explore global issues both at home and around the world. We’ve also included service highlights, a close look at the ninthgrade orations process, an interview with two cosmically inspired alumni and thoughts from athletes who discovered their passion wearing Firebird jerseys.

These are among the most basic and important lessons we teach young children so they can participate successfully in a social environment. Social-emotional learning (SEL) is the process of skill-building to understand and manage emotions, set goals, have empathy for others, maintain positive relationships, and make responsible decisions.

Pacific Ridge’s mission is to prepare students for a purposeful life; social-emotional skill development has always been central to achieving that goal.

During the 2018-2019 academic year, Mr. Trevino conducted an inventory of SEL as it is realized in our existing programming.

The results revealed a host of strengths and helped identify areas in which we can take our work even farther.

HO

N D CO M M U N I T ME A IES SCH O O L S C L AS S RO O M S

I hope reading these pages will give you a glimpse of the work we do. I encourage you to attend events, athletic games and arts performances this school year. Come to campus - it’s an exciting place to be.

SelfAwareness

SOCIAL AND EMOTIONAL LEARNING

SocialAwareness

Dr. Bob Ogle Head of School

Responsible DecisionMaking

(SEL)

Relationship Skills SE

SC

Front Cover: Þórsmörk, Iceland

SelfManagement

LC

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C TRU

TI

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U LU M HO IES AND INS IC OL OL FA WID P D MI PS E P R AC T I C E S A N HI LY RS AN E N D CO T M M U N I T Y PA R

Harkness: SEL in the Classroom The SEL experience central to a Pacific Ridge education is Harkness, as speaking, listening and responding to different viewpoints are practiced daily. Students develop a noteworthy ability to communicate with both peers and adults, enriching academic learning and creating an emotionally supportive culture on campus.

The benefits continue long after graduation, as students can confidently share their ideas, think critically and self-advocate in college, and contribute immediately upon entering the workforce.

Service Learning: SEL and the Community Service Learning is a powerful tool through which students learn about themselves and reflect on their roles as members of a community. Middle school participation prompts students to think about experiences outside their own, while the studentled upper school program teaches students they have the power to make a difference even though they are still young.

SEL Highlights in the Middle School SEL is central to the Portrait of a PRS Middle School Student, the philosophy statement that guides instruction and programming in 7th and 8th grade. Throughout the year in skills class and advisory, students explore specific SEL concepts including awareness, respect, integrity, empathy and happiness. Eighthgrade students address SEL-related issues such as bullying and alcohol/drug use in middle school Health class.

Students engaged in SEL show an 11% increase

in academic performance.

6 out of 10 of the most in-demand career skills (“soft skills”) involve SEL. SEL has been shown to improve self-esteem and reduce the risk of anxiety and depression among teens.

Source: Collaborative for Academic, Social & Emotional Learning

SEL Highlights in the Upper School Freshman year brings high-impact SEL experiences such as Orations (see page 14), the China trip and the Muse Project, which asks students to research a personal passion and share it with the community. Sophomores engage in Challenge Day - a holistic and experiential program that inspires internal insights and empathy for others - and finish their year with a close teamwork experience in the Northern Sierras wilderness. Tenth graders also take upper school Health, which covers a wide range of topics related to physical and emotional self-care, as well as good decision making as it relates to peer pressure, stress management, substance use and relationships.

Juniors and seniors continue their self-exploration in our

thorough, student-centered college guidance program, lead many of their service learning projects to fruition, explore different cultures in global travel, gain career insights in their Junior Projects and choose a personal legacy to leave behind them in their Senior Signatures.

All of these experiences fine-tune valuable SEL skills, so graduates leave Pacific Ridge well-equipped to tackle many of life’s challenges and opportunities.

Where can we continue to grow?

While Harkness and our many co-curricular programs and projects create a robust SEL environment, there are always ways to improve. A common challenge for schools is incorporating SEL into core academic content and our inventory showed that while we have been successful in this area, especially in the humanities, we have an opportunity to further embed SEL in our curriculum - an opportunity we plan to take advantage of this year.

Another area of opportunity is around stress management and maintaining a balanced life, one that includes time for sleep, family and friends.

Data suggests that anxiety and depression among teens is on the rise and SEL has been shown to help combat them. We will include programming for both students and parents and have already started with last year’s viewing of Angst and Renee Jain’s parent presentation about transforming stress.

For those interested in learning more about SEL, its benefits and current research, we suggest you visit the Collaborative for Academic, Social & Emotional Learning, at CASEL.org.

We welcome your insights and ideas about how we can benefit our students and our community by fostering these essential skills.

Juan Trevino, LCSW, is a member of our Student Support Team. John Comforto is Director of Studies & Student Life

5 SEL CORE COMPETENCIES Self-awareness Self-management Social Awareness Relationship Skills Responsible Decision-Making Summer 2019 3

global vistas This year, more than 600 students and teachers participated in Pacific Ridge’s Global Travel Program. The trips build upon and reinforce the global perspective that is woven into a Pacific Ridge education through academic enrichment, cultural and linguistic immersion, and service work. Several of this year’s global adventures are highlighted on these pages.

KENYA Nairobi is one of Africa’s most modern and fascinating capitals: a lively, multicultural city brimming with urban development, nestled against the country’s oldest wildlife sanctuary.

Nairobi is also home to devastating poverty, including in Kibera, where up to one million people live in a few square-mile slum without secure access to clean water, electricity or medical care.

Students on the Kenya trip experienced this multifaceted metropolis while connecting with a longstanding international partner: the Kibera Girls Soccer Academy (KGSA).

Upper school service learning group Global Vantage has been collaborating with KGSA students since 2010 to 4 VIEW FROM THE RIDGE

Kenya as a country, at least in the areas that I saw – is setting itself up for massive success.

The amount of motivation and creativity that is coming from the people is amazing.

- Megan Martindale ’19

produce an award-winning international magazine. The trip gave current Global Vantage members an opportunity to meet their fellow editors and learn about the transformative power of education in developing countries.

In between meetings with their KGSA hosts, NGOs and local journalists, students toured the United Nations headquarters and explored the countryside. In Maasai Mara National Reserve they witnessed fierce predators and fleet prey, including a breathtaking encounter with 500,000 wildebeests on their annual migration from Tanzania.

Talking to the KGSA girls – looking at how much they do with the limited resources that they have in their position and then the immense opportunities we have - it’s very inspiring.

- Mateo Miller ‘19

Summer 2019 5

COLOMBIA Once held down by political violence and brutal drug cartels, Medellín has risen to become a bustling center of South American commerce, with a skyline of soaring buildings that mimic the dramatic peaks surrounding the city.

Colombia is recovering from tragic times by both preserving and capitalizing on its rich biodiversity (the country is home to one out of every 10 species of plant and animal in the world). Developing a robust ecotourism industry has helped pull together former political foes into a fragile yet hopeful peace.

Highlights included strolling through the colorful alleys of Guatapé, building an urban garden with the La Chispa foundation in Medellín, hiking through lush jungle near Rio Claro and sharing hours of intimate conversation and delicious home-cooked meals with homestay families.

Staying with homestay families in Medellín for 8 days enabled students on the Colombia trip to learn about the country’s history directly from those who lived through it, while volunteering at a social justice NGO, exploring a jungle ecolodge and participating in sustainable farming showed them the country’s progress and direction.

In the homestays we were 100% immersed in the language, the culture, the people. The day we left it wasn’t like we were leaving people we had just met. It felt like we were leaving home and people who truly cared for us.

-Vanya Gupta ‘20

P. 6

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VIETNAM Most American students learn about Vietnam only as a backdrop for American history: US military action, politics and social change.

Visitors to the country, however, experience a rich cultural heritage, dramatic natural landscapes and a society still seeking its own path after decades of colonialism and the devastation of war.

Students on the Vietnam trip started their adventure in Hanoi, learning about responsible tourism: travel that promotes genuine cross-cultural experiences, respect for cultures and support for local communities. During a four-day homestay in the remote mountain town of Mai Chau, students worked alongside farmers and local skilled laborers, planting rice and helping pave a road.

Heading to Danang and the port town of Hoi An, they tried their hand at preparing local cuisine and traditional crafts.

Ho Chi Minh City’s War Remnants Museum, with its photographs and artifacts from the Vietnam War and the first Indochina War made a deep impression on students. Understanding how these brutal conflicts have affected life in Vietnam left the group with a new appreciation for the resilience of the Vietnamese people.

When you learn about the Vietnam War in America, you don’t see the Vietnamese side. The museum showed how poorly the Vietnamese were treated, and then had a section about how well the American prisoners were treated, which we know included propaganda. So you have to recognize that there is bias on both sides, but now we’ve seen both sides.

Dr. Rosenwong emerges from the Cu Chi tunnels, a vast underground network used by the Viet Cong during the war.

– Claire Huntington ‘20

Summer 2019 7

global vistas TR AVEL 2019 7 TH GRADE:

Outdoor Leadership in Big Bear

8TH GRADE:

Understanding U.S. Government in Washington, D.C.

9TH GRADE:

Cultural Explorations in China

10TH GRADE:

Teamwork & Leadership in the Northern Sierras

NORTHERN SIERRAS

Exploring Yosemite’s backcountry

11TH & 12TH GRADE: Austin, TX: Entrepreneurship Colombia: El Camino Hacia La Paz Iceland: Trekking in the Land of Fire & Ice Italy: Ancient Civilization, Modern Challenges Kenya: Empowerment Through Education South Africa: Postcolonialism The Galapagos Islands: Biological Wonderland Vienna & Prague: European Cultural Hubs Vietnam: Life After Colonialism

ICELAND

Trekking near glaciers in Þórsmörk (Thorsmork)

BIG BEAR

Rock climbing near the Cougar Crest Trail

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GALAPAGOS ISLANDS

Making llama friends in Ecuador

WASHINGTON, DC

Discussing the Civil War at the Lincoln Memorial

AUSTIN, TX

Visiting museums and meeting with entrepreneurs

ITALY

Learning how to make pasta at a farm in Calabria

VIENNA & PRAGUE

Exploring the architecture & history of Prague Castle

CHINA

Teaching at a rural Dong village primary school

SOUTH AFRICA

Dancing with the Happy Feet Youth Project in Cape Town’s Langa township

Summer 2019 9

Exploring the Human Side

OF GLOBAL ISSUES

“Is America beautiful?”

Junior Sofia Hart was touched when the young Honduran refugee asked her the question.

“He kept asking me questions. He was dreaming of doing what all of us take for granted. He said a word I didn’t understand and gestured a bomb exploding. He was talking about the violence in Honduras – and he is only eight years old.”

Sofia and other students studying Spanish connected their language learning to the global refugee crisis this spring by meeting with migrants at shelters in Tijuana.

The shelters included Border Angels and two churches that have opened their doors to migrants applying for asylum in the United States.

According to Spanish teacher Chris Burman, meeting with the migrants was impactful.

“It’s powerful to look at someone face to face, have a conversation and be open to learning about how they got to where they are,” he said.

Gustavo Banda, pastor at Tijuana’s Templo Embajadores de Jesús, told the group that some of the Haitians at his shelter have been refugees twice. They fled Haiti after the earthquake in 2010 and settled in Venezuela. With that country’s recent economic collapse and unrest, they are now trying to make their way to the United States.

While in Tijuana, the students and a dozen migrants visited a trash dump to serve lunch to homeless individuals who live in the dump.

Junior Laura Jones found the experience especially moving.

“At the dump, we met with people who don’t even have access to clean water.

The people from the migrant shelters realized their situation was a little better than those in poverty in Tijuana because

at least they currently have a bed, clothes and some resources.”

Señor Burman noted that the service work was a meaningful way to connect the students and the migrants.

“It was great for our students to share a service experience with people from the migrant caravan, working side by side as equals,” he said.

Meredith Brady, World Languages Department Coordinator, believes that field trips and global travel teach students about political and cultural issues in a uniquely personal way.

“There are many opinions about issues, but there are also human beings who have a story to tell. For the students, it really opens their eyes to the human side of things.”

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A YEAR OF SERVICE Service is a daily and weekly event at Pacific Ridge.

While middle schoolers head out into the community each week to assist local non-profit providers, upper school students work on longer-term projects that benefit communities both locally and across the world.

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Here is a sampling of some terrific 2018-2019 projects and activities:

One of the most profound discoveries that our students make through service learning is that their personal interests and passions drive the most impactful and rewarding service experiences. There are so many ways to make the world a better place.

- Alison Behr, Director of Service Learning

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2 - Eighth graders spent a day at Feeding San Diego, sorting food and learning how the organization rescues food from across the food supply to feed those in need.

3 - The Sustainability group installed and monitored cameras along walking trails near campus to help the City of Carlsbad analyze how the paths are also used as wildlife corridors.

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1 - Students in Hands of Peace painted a beautiful peace mural to welcome Israeli, Palestinian and U.S. teens to the Hands of Peace summer dialogue workshop held at Pacific Ridge.

4 - A Million Knots hosted its second fashion show, raising $7,000 for the girls school they founded in India.

Students designed the clothes, which were sewn at a vocational school in New Delhi.

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5 - Opportunities for Athletes hosted a Community Life with representatives from the Challenged Athletes Foundation to raise awareness and funds for adaptive sports equipment.

6 - Middle school students used equipment in the Fabrication Studio to create play blocks for Head Start preschools.

Summer 2019 11

COLLEGE BOUND The list of matriculations below for the 359 graduates in the classes of 2016-2019 gives a 4-year snapshot of the colleges and universities that have welcomed our students. Asterisks indicate multiple matriculations at a single school.

NORTHEAST

Babson College Bentley University Boston College Boston University * Brandeis University Brown University * Colby College Columbia University * Cornell University Dartmouth College Emerson College Endicott College Hampshire College Harvard College Hofstra University Marist College Middlebury College Mount Holyoke College The New School* New York University * Northeastern University * Pace University * Rochester Institute of Technology * Syracuse University * Tufts University * Worcester Polytechnic Institute Yale University *

MID-ATLANTIC

American University Bucknell University * Carnegie Mellon University * College of William and Mary * Dickinson College Drexel University * Duquesne University George Washington University * Haverford College Johns Hopkins University * Lafayette College Stevens Institute of Technology Swarthmore College University of Delaware University of Pennsylvania * Ursinus College Washington & Lee University

SOUTH/SOUTHEAST

Belmont University College of Charleston Elon University Emory University

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Georgia Institute of Technology High Point University * Southern Methodist University * Texas Christian University * Tulane University * University of Alabama University of Georgia * University of Mississippi University of Texas * Vanderbilt University

MID-WEST

Augustana College Bradley University Carleton College DePauw University Indiana University, Bloomington Kenyon College * Miami University of Ohio * Oberlin College The University of Oklahoma Principia College Purdue University * University of Chicago * University of Illinois, Urbana-Champaign University of Michigan * University of Nebraska, Lincoln University of Notre Dame * University of Wisconsin * Washington University in St. Louis *

WEST/ MOUNTAIN

Arizona State University * Colorado State University Northern Arizona University United States Air Force Academy The University of Arizona University of Colorado, Boulder * University of Colorado, Denver University of Denver * University of Utah Utah State University

CALIFORNIA

California Institute of Technology * Cal Poly San Luis Obispo * CSU Channel Islands * Chapman University * Claremont McKenna College * Harvey Mudd College Laguna College of Art & Design

Loyola Marymount University * Mira Costa College * Palomar College * Pitzer College * San Jose State University Santa Clara University * Scripps College * Sonoma State University* St. Mary's College of California Stanford University* UC Berkeley * UC Davis * UC Irvine * UC Los Angeles * UC Riverside UC San Diego * UC Santa Barbara * UC Santa Cruz * University of the Pacific University of Redlands * University of San Diego * University of San Francisco * University of Southern California * Westmont College * Whittier College

PACIFIC NORTHWEST

Gonzaga University Lewis and Clark College * Linfield College Reed College * Seattle University * University of Oregon * University of Puget Sound University of Washington *

INTERNATIONAL

The American University of Paris Cardiff University, Wales Franklin University, Switzerland Regent’s University London St. Louis University, Madrid University of British Columbia, Okanagan University of British Columbia, Vancouver University of St. Andrews, Scotland

Commencement On June 13, Pacific Ridge bid farewell to the 96 members of the Class of 2019 with a joyful ceremony attended by family, faculty, classmates and friends. In his Commencement address, Dr. Ogle spoke about the paradox of pursuing perfection and encouraged students to be open to a multitude of imperfect experiences and relationships in order to live fulfilling, purposeful lives.

CONGRATULATIONS TO THE CLASS OF 2019!

Summer 2019 13

9TH-GRADE ORATIONS:

What do you have to say?

“I got booed in the beginning because my first line is controversial.

And I thought - Oh no!

They are booing for a really long time!”

Sound like a public speaker’s worst nightmare?

In reality, this was the start of Tianne Chazin’s winning oration, delivered in April to an audience of over 700.

Of all Pacific Ridge’s signature projects, none is arguably a bigger rite of passage than Freshman Orations.

Each year, 9 th graders work for almost three months crafting personal speeches that they deliver to a roomful of students and teachers. Finalists, selected from each English class, present to the entire school.

According to former English teacher Jess Mills, who along with English teachers Allison Lahl and Brook Haley shepherded last year’s orations, the project is about more than elevating writing and public speaking skills.

It’s about developing an authentic personal voice.

“When I meet with students about their orations, it fosters such a close connection because I am asking them to

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talk about what is important in their life,” said Ms. Mills.

“They open up in fantastic ways. There’s a huge amount of growth.”

A RIGOROUS PROCESS The eleven weeks spent on the project guide students from initial ideas to final, polished speeches. A Shark Tankstyle pitch session is followed by an outline, rough draft, reimagining exercise, revised polished draft, final draft and, lastly, a presentation in front of 100 peers. Each stage involves detailed feedback from teachers and classmates.

The exacting cycle of crafting and recrafting helps students figure out how to approach their topic in the most engaging, persuasive way.

For some students, this means writing more than one speech.

DECISIONS, DECISIONS, DECISIONS Talia Cole, who also presented in the finals, changed her topic twice and wrote three unique drafts before settling on the topic “Narcissism in Modern America.”

Like most students, Talia used Huxley’s Poles of Reference to choose and develop an effective topic. The three references, personal/autobiographical, concrete/factual and abstract/universal, helped students formulate sound arguments that connect with audiences.

“The personal element was really hard for my first topic,”

Talia said. “And as soon as I started writing about my second topic, I realized I wasn’t passionate enough about it.”

Not surprisingly, Talia had never written three completely different versions of an essay before.

“It helped my writing a lot,” she said. “I knew I had to speak in front of an audience, so I had to feel completely confident about my words.”

SWEATY PALMS While some students struggle with writing and rewriting their speeches, others find delivering the oration to be the most daunting task. Sanjeev Varma has acted in several Pacific Ridge theater productions. Nonetheless, he found the prospect of giving his oration nerve-racking.

“In acting, you are given a script, but for orations it’s personal,” he said.

After working with Upper School Head Allegra Molineaux to build confidence, Sanjeev realized his passion for his topic, “Toxic Masculinity,” was a huge asset that would help him tackle his fears.

“I think it comes down to how much you relate to your topic. Ultimately, I feel the people who are most passionate might have more anxiety about the oration, but it will just be so much better.”

Asian. Her eloquent combination of autobiographical and factual information gave her audience a new way of connecting to an important societal topic.

As one of this year’s 117 freshman orators, Tianne had something important to say. And the community listened.

For Ms. Mills, listening is the best part about orations standing at the back of the audience, soaking it all in.

“I just have this huge grin on my face and I couldn’t be prouder of them. They are different kids afterwards. They are more confident, they are better writers, and they just glow. They feel like they can accomplish anything.”

As for his oration? Sanjeev describes it as a dreamlike blur.

“The anxiety stopped when I hit the stage,” he said, “and once you finish, the relief is a really great feeling.”

GRAB THEIR ATTENTION AND KEEP IT

Factual / Concrete

“I hate Chinese people.”

This was the provocative first line that riled Tianne’s audience. The statement, however, was the beginning of a story she told about a grade school friend who repeatedly made racist remarks in spite of the fact that Tianne is half

Personal / Autobiographical

Abstract / Universal

Summer 2019 15

Giving to the

WHY SUPPORT THE ANNUAL FUND?

Annual Fund

Purposeful futures are being started today with the terrific

has an

Pacific Ridge. The Annual Fund covers a portion of teacher

immediate

– each and every year.

impact on the

WHY MAKE MY GIFT TODAY?

value of a

Annual Fund dollars are used in the academic year they are received, meaning your contribution makes a difference right now. Commitments made early in the year help us successfully forecast and manage the annual budget.

Pacific Ridge education.

G i ve today!

academic and co-curricular programming students enjoy at salaries, service learning, global travel, athletics, arts, and more

Help us reach 100% Parent Participation

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

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TO INFINITY, AND BEYOND! Two alumni fascinated by the universe discuss their passion and how their time at Pacific Ridge still influences them today.

Zafar Rustamkulov ‘15 UC Santa Cruz Class of 2019 B.S. in Astrophysics with a minor in Planetary Science CURRENTLY: Ph.D. program in Planetary Science at Johns Hopkins University

Teagan King ‘15 Whitman College Class of 2019 B.A. in Physics-Astronomy with minors in Art, Math and Statistics CURRENTLY: Research & Instrument Analyst, Space Telescope Science Institute

What part of your Pacific Ridge experience impacted you the most?

Teagan: Harkness was a really important skill for me. When I was working at NASA’s Jet Propulsion Lab, we presented each week to a room full of scientists. They were mostly older men and as a younger female I felt comfortable Harkness has really helped me thrive in a community of scientists. PRS also gave me the opportunity to take on leadership roles that I continued in college, like forming

What got you interested in astronomy?

Zafar: I remember looking at the pictures of planets in the encyclopedia when I was three or four. I loved how colorful they were and I’ve been interested in them ever since - they are so complex and beautiful and removed.

Teagan: When I was at PRS, I went on an astronomy overnight that Zafar arranged and it got me excited about the subject. I took a class in college and absolutely loved it - I wanted to learn more.

What intrigues you about a career in astronomy?

Whitman's Women in STEM Club. Those leadership experiences are a big part of becoming who I am today.

Zafar: The most important aspect of PRS for me was that I was able to start stuff. I wanted to learn more about astronomy so I started an astronomy club. I wanted to learn more about telescopes and South America so I designed a global trip to Chile. I was given agency. I think PRS gave me a self-starter mentality that has really helped me. Also, the teachers at PRS were a great support system for me. They got me excited about being an adult myself and about continuing to learn.

Teagan: The main thing that excites me is the amount of different problem-solving tools, like math and coding, you can use to study something you can’t directly interact with. There are so many facets to the field and different ways you can get involved.

Zafar: I agree. You also get to collaborate and work with tons of different people. Astronomy is a vibrant and exciting field to be in.

IT’S A SMALL GALAXY: Zafar and Teagan now live across the street from one another in Baltimore and will likely interact in their new roles!

Summer 2019 17

HOMEGROWN FIREBIRDS Some Firebirds come to Pacific Ridge having played a sport for years. However, one of the benefits of our athletic program is that all students have the opportunity to try something completely new. Dedication, hard work and a growth mindset can achieve great results, as these two Firebirds can attest.

Aiden Borts ‘19

Claire Ramsay ‘20

WHEN DID YOU START PLAYING HOCKEY? Spring of sophomore year. I always loved hockey but had never played. Coach Trevino was my health teacher and I thought he was a cool guy. He said “you should give it a try.”

WHEN DID YOU START PLAYING BASKETBALL?

WAS IT HARD TO LEARN? The beginning was rough. The physical part was the hardest, but also when I went to clinics I was by far the oldest person there, so I had to get over the humility of it and think – hey, I’m having fun out here - I don’t care.

Junior year I joined the JV team. At first I was nervous, but when you spend time with people you start to have fun. We won a pre-season tournament and that was a great bonding moment.

It was a whole new experience for me because I’d never played before, but I felt so grateful to be with people who not only saw that I wanted to succeed, but who wanted me to succeed as well. Having watched tons of hockey I already had a “hockey brain” and practicing almost every day got me better.

HOW HAS THE TEAM PERFORMED? Last year the JV team had a great year, but we lost in the league championship. This year we won the championship.

I even got to score in the final off a rebound.

We have a big commitment on our team, both in terms of time and accountability. We’ve built a team culture that led to us getting even better this year.

WHAT’S HIGH SCHOOL HOCKEY LIKE? When you play for your high school, you play for the crest on the front of your jersey and it’s less about the name on the back. That helps develop a strong culture and teaches us how to be good teammates.

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In 7th grade. I’m more of an artist and literally had never shot a basketball, but Coach Vanderhorst encouraged me and I decided to try it.

I started on the developmental team, but I worked so hard in practice she moved me to the B team. By the end of 8th grade I played some games on the A team with girls who had played before PRS. It was really fun.

WHAT ABOUT HIGH SCHOOL?

I was on the varsity team freshman year, but we had a lot of seniors so I mostly sat on the bench. When I did go in, I was super nervous and would be too scared to shoot. I was discouraged and thought maybe sports aren’t for me, but Coach V told me she knew I had potential.

So, I started playing club basketball over the summer. It was for girls, not just at PRS, who wanted to improve their skills.

Playing with them helped because they were high-level “basketball girls.” That was scary but playing with better people makes you better.

When 10th grade came along I was still nervous, but Coach V offered to work with me during lunch, after school or on weekends, so I would go shoot with her and work on my fitness. In 11th grade I worked my way up to a starting position and started to really contribute.

Then, toward the end of the season I got injured. It totally changed my perspective because the only way I could contribute was to make my teammates comfortable and get them hyped.

HOW ABOUT NEXT YEAR?

I’m excited. I’m confident now on the court, but I also learned about leadership because of my injury. It’s more about supporting my teammates than thinking about myself.

C O M M U N ITY A C C O U NTA B I LITY C O M M ITM E NT i nte g r ity PASSION RE S PE CT

Summer 2019 19

6269 El Fuerte Street Carlsbad, CA 92009

IMPORTANT DATES AUGUST 25

PRS NIGHT AT THE OLD GLOBE

AUGUST 28

OPENING DAY & PA COFFEE

AUGUST 29

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SEPTEMBER 19 BACK-TO-SCHOOL NIGHT OCTOBER 4

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OCTOBER 26

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