View From the Ridge: Winter 2022

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New Engineering Class

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New Arts Facilities

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Alumni Highlights

FROM THE RIDGE | WINTER 2022

Celebrating 15 Years!

4 Milestones and Moments 10 Middle School Journey 12 How to Support Your Child

PACIFIC RIDGE SCHOOL

AT 15 YEARS

DR. BOB OGLE, HEAD OF SCHOOL

Over the past fifteen years, we have built a strong, caring community at Pacific Ridge. A sense of togetherness and shared purpose is always important, but especially in challenging times. During the

Fifteen years can seem like a short time or a long time, depending on how you look at it.

pandemic, “Together We Can” is more than a catchphrase at Pacific Ridge. It speaks to our holistic approach to maintaining the high value of our education and, most importantly, uplifting our students.

In the pages that follow, you will read about our 15-year history, an exciting new course offering, our middle school philosophy, and an impressive “old/new” facility on campus.

You will also read about how our teachers, athletic staff, and Student Support Team are caring for our students – for their minds, their bodies, and their spirits.

We hope reading the VIEW gives you a glimpse of how we create and maintain a daily atmosphere at Pacific Ridge that is safe, stimulating, and joyful.

Susan Woods Director of Community & Inclusion

On the cover: The upper school cast of Footloose celebrates in November, 2021.

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At Pacific Ridge, it feels like the best of both. Sometimes I marvel at how far we have come in such a short period of time. And sometimes I look at photos of me (and others) who were here in 2007 and realize – it really has been fifteen years!

When I visited with alumni at December’s Gingerbread Breakfast, it seemed like just yesterday that I watched them head off to their first middle school classes, deliver their freshman orations, hug their parents after returning from a global trip, or walk across the commencement stage. How did they grow up so fast? On the other hand, when I consider the extent of our programs or walk through the beautiful campus we have built, I recall all the committed people, the faith, hard work, short-term setbacks, and long-term accomplishments that created our wonderful school. As a community committed to working together, we have made the most of fifteen years.

So, who are we at age fifteen? How would one describe Pacific Ridge School after explaining Harkness, describing our global travel program, or discussing the constant innovations in our curriculum? It is impossible to capture the essence of a person or an institution in a few words, but there are words that come to mind repeatedly when I look across campus, visit classrooms, or talk with students, faculty, staff, and parents. Here are a few.

CURIOUS Our students ask questions and delight in digging deeper. An amusing example of this took place during a recent photo shoot we held to create new admissions materials. A few students gathered in the Innovation Center’s Tech Lab and were given a project to work on with Ms. Schmidt for a few moments while the photographers snapped away. The students got so fascinated by the project that they begged to continue working on it and did so – long after the cameras were gone.

COMPASSIONATE

BOLD

People at Pacific Ridge care deeply about the experiences and perspectives of others. Whether a result of Harkness or the many ways our students and faculty interact with each other, our community members know each other and care about one another. They can tell when someone needs support and are more than willing to give of themselves to help. I see this in our teachers all the time and am constantly amazed at the consideration our students show each other too.

We have plenty of big thinkers and courageous doers at Pacific Ridge – individuals who speak out, come together, and make things happen. Our classrooms host brave conversations, our service groups have a real impact on partners near and far, and during the past few years our students have launched campaigns and projects in the wider community to make their voices heard. Whatever their image of a better future, our students understand that they can help shape what is to come.

DETERMINED

JOYFUL

This quality shines at Pacific Ridge during the best and most trying of times. Firebirds are not afraid to work hard.

Our students pour themselves fully into everything – from personal projects and new areas of study to community efforts and beyond. Our faculty and staff have shown strength, courage, and persistence during the past two years, doing everything in their power to provide a remarkable education for students, despite the pandemic’s daunting challenges.

When prospective families and faculty members tour our campus, a constant refrain is “Everyone looks so happy!” We might not think about this during our daily and weekly routines, but it is true. At Pacific Ridge, we genuinely enjoy what we do and the time we spend together, and it shows to those who visit. At a time when most of the news is glum and the world beyond our campus seems so weighty, daily joy is an incredible gift.

INCLUSIVE

At fifteen years, Pacific Ridge is here to stay, here to lead, and here to thrive. As we look back with appreciation and forward with confidence, I am grateful to be a part of this amazing community. Thank you for being part of it.

Over the past fifteen years we have grown in this area, and I am proud of our efforts to welcome diverse personalities, backgrounds, and ideas. Mostly, I am grateful to the students, teachers, and families who have held us accountable and helped us become better through education, patience, and tough love. Pacific Ridge is more than any one type of person, and it is the rich tapestry of our community that makes us who we are.

Winter 2022 3

Milestones and Moments FROM PACIFIC RIDGE SCHOOL’S FIRST FIFTEEN YEARS

2007: First day of school!

2007

ENROLLMENT:

First Day of School on 7.5-acre campus Sept.5, 2007

108

YEAR 1

2008

2009: First global trips to D.C and Northern

225

YEAR 2

288

2009

5 additional acres purchased

YEAR 3 Athletic Field opened

2008: First global trips to China and Marin 2009: First School Musical Once Upon a Mat tress

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Sierras

2010: First international exchange student, Mari Alapappila from Finland (at left) 2013: First middle school musical, "The Boyf

Mullady Hall opened

2010

YEAR 4

2011

YEAR 5

505

487

432

363

riend"

2012

YEAR 6

2013

Athletic Center opened

2010: Mullady Hall Opened

2011: First Graduating Class

2013: Track and Field added

Winter 2022 5

YEAR

2014: PRS gains a sister school in Taiwan

2016: First Near-Space Balloon Flight in Conceptual Physics

Guinness World 2014: PRS breaks st African dance Record for large

527

ENROLLMENT:

AR 7

2014

YEAR 8

577

570

2015

YEAR 9

2016

YEAR 10

2017

Middle School and Arts & Tech bldg. opened

2014: Global Vant age wins top Columbia Scholas tic Press award

2015: Entire school cheers Boys Varsity Basketball to CIF Championship win

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2016: Ice Hockey program launched

2019: Galapagos & Ecuador: Over 60 countries visited since school’s founding 2017: Service learning group A Million Knots visits school it founded in India

YEAR 11

634

2018

YEAR 12

626

617

616

589

2021: Zoom learning , tents, and social distanc ing

2019

YEAR 13

2020

YEAR 14

15

2021

years and going strong!

Innovation Center & Library opens

2018: Fuego the Fir

ebird mascot intro

2020: Drive-In Commencement at Petco Park duced

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ENGINEERING YOUR WORLD Putting the new Innovation Center to good use The opening of the Innovation Center and Library in 2021 has generated excitement in the Pacific Ridge community – among students, families, and among science teachers. Knowing the incredible promise of the new facility, members of the science department have been eagerly exploring new course opportunities and uses for the center’s labs, equipment, and maker space.

A perfect course for an innovation center?

Engineering.

Engineering a new curriculum Aspects of engineering have been part of Pacific Ridge science courses for years and are woven throughout the new science curriculum for grades 7-10. It was time for a dedicated engineering course to help students explore the field in a more advanced way.

“An engineering course had been in the making for at least 5 or 6 years, but with the opening of the Innovation Center & Library, we saw it as the perfect opportunity to introduce this type of course to Pacific Ridge students,” explained science teacher Tristan Green.

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Tasked with turning that opportunity into a reality, Ms. Green thoroughly researched potential engineering curricula before finding a program called Engineering Your World. Developed by Nasa engineers and engineering professors at the University of Texas at Austin, the year-long course is designed to expose students to multiple engineering fields and thought processes.

“This class is a great introduction to engineering design. Students can engage in and reflect upon the design process in the context of various areas of engineering,” said science teacher Justin McCabe, who teaches the class alongside Ms. Green.

“The goal is that the students leave the class knowing if they want to study engineering in college and if so, what type.”

Dr. McCabe and Ms. Green took an intensive training course in the summer of 2021 to prepare for the program’s launch. They will attend a week-long, in-person training in Austin this summer to continue their education on aspects of the curriculum.

Students responded enthusiastically to the new course offering. Over thirty students signed up, creating two large sections for Ms. Green and Dr. McCabe to teach.

What kind of collaborator are you?

An important aspect of the engineering process is teamwork. Understanding how they think and work in relation to others is an asset aspiring engineers can bring to any project. The Engineering Your World curriculum helps students explore this concept through a hidden experiment.

“At the beginning of the course, the students were asked to complete ‘personality quizzes’ to help identify what type of worker they are,” explained Ms. Green.

Building a prototype

“Without their knowledge, the students were then grouped according to the results. During one unit they were paired with students who have similar work styles. In the next unit they were paired with those who have opposite work styles. At the end of the projects, we discussed what worked and what didn’t within the different pairings. That exercise gave students a great opportunity to examine their learning through a different lens,” she said.

Putting it all together Students in Engineering Your World have been hard at work on a number of interesting projects. Their first assignment was to design and build a camera obscura, a device that can be used for photography, illustration, and to observe eclipses without looking directly at the sun. Their next task was to develop a flashlight that would meet the needs of several, distinct target audiences. During a chemical engineering unit, they helped a fictional coffee company develop a new medium/ light brew. Currently, students are exploring civil engineering by designing buildings for India that can withstand earthquakes AND support the weight of heavy snowfall.

Testing prototype buildings on an earthquake simulator

According to Ms. Green, the year’s grand finale (a surprise!) will call upon all the skills students have developed.

“It’s been awesome watching our students get excited about the projects and grow throughout the course. I can’t wait to see them come together for the final project.”

Trying out the camera obscura

Adjusting multi-story buildings for stability Winter 2022 9

Embracing the Journey OF MIDDLE SCHOOL

By Luke Michel, Head of Middle School

I’ve been a middle school educator for twenty years and have gotten quite used to the variety of recollections parents have of their own middle school experience.

Many have strong negative associations or have even intentionally or subconsciously blocked it out of their memory. It doesn’t have to be that way!

Students enter middle school at an important and complicated developmental moment. While they are curious and engaged, ready for new challenges, to make new friends, and have more independence, they are still developing a sense of who they are. They lack confidence, the skills they need to handle new situations, and a fully-constructed

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frontal lobe. Children ages 10-14 are biologically prone to make mistakes and poor decisions. On top of that, they enter an unfamiliar school environment with new teachers, peers, schedules, expectations, and physical campuses.

It is stunning to think about the thousands of decisions middle school students make every day trying to navigate their worlds - what to wear, who to say hello to, where to sit at lunch, how to act in class for a teacher wanting a behavior that some potential friends might think is not cool. And we haven’t even talked about social media!

Given this complex, exciting, and challenging moment, how do we provide for these students?

3 ESSENTIALS FOR A SUCCESSFUL MIDDLE SCHOOL PROGRAM Meet students where they are.

At Pacific Ridge, we do this by making sure students are seen, heard, and celebrated. Teachers work hard in August and September to get to know the students – what they like, who they are outside of school, and what challenges they may have. Our teachers meet weekly to discuss students, honoring who they are while also setting up support for their needs. It is also important to allow students to act their age. Designing time for play is essential for middle schoolers and ultimately creates students who are happier, more excited about school, and more willing to take risks.

Capitalize on middle schoolers’ energy, fun, and curiosity.

Help students develop strong academic, social, and emotional skills.

Too often we see schools and teachers seeking to control and stifle adolescent energy to the point that students lose interest and disengage. Children this age need to be moving and doing, so we create dynamic student-centered activities and projects based on relevant topics in their world. Students in grades 6-8 can handle heavy academic lifting if it is set up and supported properly. Energy and laughter are signs of a healthy learning environment and a thriving middle school consists of a community of adults and students that learn, grow and have fun together.

We work on analytical skills through Harkness discussions, papers, debates, and projects, and these activities also foster social and emotional skills as students work with others and take risks together. We also help students navigate their ever-changing social landscape in advisory and skills classes. With adult guidance and self-reflection, students can assess where they are in their school experience and work to problem solve and plan for the future. Unstructured time at recess, lunch, and study hall also provide important learning moments for students.

NEW 6TH GRADE! We are thrilled to be welcoming our first 6th grade

By focusing on these three key components, middle school helps students grow into valuable community members. Middle school is still hard, but the best environment allows students to make mistakes and hit rough moments while learning to work through and learn from them. Their journey is the key ingredient to being successful in high school and beyond.

class to Pacific Ridge in the 2022-2023 school year.

Middle School teachers have been hard at work developing an exciting curriculum focused on the concept of Wayfinding, with themed, problembased projects that connect to the local community.

Our youngest Firebirds will have a unique and honored place in the Pacific Ridge School community!

Winter 2022 11

HOW TO SUPPORT YOUR CHILD

AS THE PANDEMIC CONTINUES

By Erika Pike, Director of Student Support Center

The return to in-person classes, on-campus activities, and social interaction with peers has been a breath of fresh air for students after Zoom classes and lockdowns. However, adolescents have less life experience and coping skills than adults, so the emotional impact of the COVID-19 pandemic may be more pronounced for them. And, as we all know, we aren’t out of the woods just yet.

So how can you support your child as the pandemic continues?

HAVE REALISTIC EXPECTATIONS. School counselors everywhere, Pacific Ridge included, are seeing increased stress among students and regression in academics and other areas. Last year’s hybrid learning model and the support structures we put in place helped elevate the student experience and maintain learning, but many teachers are incorporating skills into their lessons in response to some skill regression and learning loss. The Student Support Center has met with individual students to support learning, studying, and coping skills. We also support skill building in the advisory curriculum and have offered counselor-guided skill building with some grade levels. We plan to do more of this through the end of the school year.

TALK TO YOUR CHILD REGULARLY. You know your child better than anyone. Talking to them can help you detect if they need additional support at home,

Having lost important developmental time, some adolescents

at school, or in other areas of their life. Paying attention to

are also experiencing challenges with stress management,

big changes in behavior and functioning is also important,

conflict resolution, and social skills. Parents can help their

especially if professional help may be needed to support their

children by adjusting their level of expectation for academic

mental health. Keeping conversations light daily will make

performance, extracurriculars, and even social engagement.

way for heavier conversations if and when you need to have

It will take time to build and rebuild skills in these areas,

them. As always, please reach out to the Student Support

and students need patience and support while doing so.

Center if you have concerns you would like to discuss.

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LISTEN AND VALIDATE. When we talk to our kids, we often jump into “fix-it” mode, reaching into our toolkit of life experience to help repair their problems. The trouble is, by doing so we can inadvertently magnify them. Taking on our child’s stress often makes it larger

USEFUL RESOURCES:

than it needs to be. What kids need most from conversations

STUDENT SUPPORT TEAM MEMBERS:

with their parents is validation of what they are going through,

Erika Pike, PPS; Viviana Maulit, PPS, LMFT;

empathetic listening, and space for processing. It is also helpful to make sure your child knows the various resources they have available to them at school and elsewhere. Do they know who to go to if they have a problem? You can help them destigmatize asking for support if that seems to be an issue.

TAKE TIME FOR YOURSELF. Between focusing on kids, jobs, and daily news from a weighty world, parents today are wrung out. If you are facing financial challenges, work overload, or other stressors, you may not be emotionally available for your child. It’s important – and completely appropriate – for you to take time to de-

Marcy Ryan, LMFT; Haley Rietman STUDENT SUPPORT CENTER: 760-579-4937 CALENDLY (for making appointments with Student Support Team members): http://calendly.com/prs-student-support VIRTUAL STUDENT SUPPORT CENTER (accessible in the Veracross Parent Portal) SAN DIEGO 24-HOUR CRISIS LINE: (888) 724-7240

stress and refuel. Consistently getting good sleep, taking a walk around the neighborhood, or talking to a close friend can have positive effects on your mental health. By taking care of yourself, and thereby modeling good self-care and positive coping skills, you can better support your child.

While we are all focused on “getting through” the pandemic, our response to it can influence how we will fare when it is no longer a primary force in our lives. Making positive, mindful adjustments in our family routines will benefit our children and ourselves, no matter what the future holds. As you support your child, please know that Pacific Ridge’s teachers, administrators, and the Student Support Team are just a call or email away. We are here for you.

Winter 2022 13

Artistic

TRANSFORMATION Pacific Ridge’s Oldest Building Becomes a New Home for Performing Arts Students

As parents and students drive onto campus each day, they first pass the L building, a somewhat unassuming structure that housed the library before its relocation to the Innovation Center. Most don’t realize that this humble building has an impressive resume and that it now houses two exciting new facilities for the performing arts program: the Black Box and the Digital Music Production Lab.

BLACK BOX Steve Dziekonski, Director of the Arts Program, has had his eye on the L building ever since he learned that the library would be relocated. The five-year-old Ogle Center for Arts & Technology has provided stunning spaces for dance, studio art, theater classes, instrumental and vocal music, and digital arts. However, when rehearsing for plays and musicals or performing smaller pieces such as one-acts, theater students have had to use public spaces such as Community Hall.

“Community Hall was a workable solution, but there is always high demand for it and rehearsals often needed to be relocated to smaller classrooms at the last minute,” said Dr. Dziekonski.

The new Black Box is a stage-sized, multipurpose space for large production rehearsals, small-scale plays with audiences, filmmaking, photography, and other uses.

Furnished with black-out curtains, a Marley dance floor, full-length mirrors on one side and rental stage lighting, the Black Box has already been used as a rehearsal space for the upper school musical, Footloose, and the middle school play, A Lighter Shade of Noir.

Sophomore Stella Witz, part of the Footloose cast, appreciates that the new Black Box creates a home for students during a production.

“The Black Box is a great way to unite the theater community because we’re together in a dedicated space that’s just for us. You feel like you are walking into a world of community that is still PRS, but its own little branch.”

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DIGITAL MUSIC PRODUCTION LAB The L building is deceptively large, and it became apparent when plans for the Black Box were underway that the renovation could meet more arts program needs, such as the increasingly popular digital music production classes.

“The Arts & Technology Building has a small recording suite, but it isn’t designed for digital music, which requires extensive hardware in addition to pianos and computers.

There just wasn’t space for it,” said Dr. Dziekonski.

The new Digital Music Production Lab contains 18 full-sized digital pianos, along with all the hardware and software needed to produce sophisticated music tracks. Four practice rooms allow students to record tracks on live or digital instruments and collaborate with their fellow musicians.

The lab is currently used for both middle and upper school digital music production classes, as well as group piano lessons, which are offered as part of the middle school arts rotation and in the After-School Extension Program.

For junior Kyan Barker, the new digital music production lab is a highlight of his day.

“It’s so fun to take an idea you have - maybe a melody or chord progression - and watch it evolve into something so much bigger. And, you’re sharing that with the class and getting ideas from other people’s work. It’s so conducive to creativity of all kinds.”

A SHORT HISTORY OF THE L BUILDING When Pacific Ridge opened in 2007, campus facilities consisted of four prefab buildings perched on half the acreage we currently enjoy. Over the years, all but one of those buildings have been replaced with beautiful, permanent structures.

The last original structure – the L Building – can also be considered the hardest working facility on campus. Over the past decade and a half, this building has been continually modified to house the Head of School Office, Admissions, the Business Office, Athletics, the faculty/staff kitchen, Nursing, Student Support, Philanthropy, and the library.

Whenever facility needs arise, the L building answers the call. Its new function as a hub for the performing arts will keep it busy until a permanent performing arts center can be built.

Winter 2022 15

Rashida Dzeketey with son Erick, daughter Solange ‘23, and husband Kuassi

A CONVERSATION WITH RASHIDA DZEKETEY, Trustee, P’23 ON WHAT DREW HER FAMILY TO PACIFIC RIDGE My husband Kuassi and I migrated to the U.S. to further our education, so education has always been an important focus in our lives. Our daughter Solange has a strong sense of ethical responsibility and we wanted to give her the right environment to nurture it, so Pacific Ridge‘s mission statement appealed to us. Having a place where she can share her passion with other students has been very fulfilling for her.

PRS provides a well-rounded education. The right balance of academics and extracurriculars allows students to explore areas that are not necessarily taught in the classroom but teach essential life skills. Through some of the projects she has worked on, Solange has gained the confidence and communication skills to be able to navigate most situations. She can advocate for herself and others.

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ON SERVING ON THE BOARD OF TRUSTEES I have always enjoyed volunteering at school because it keeps me close to my children. When I was asked to join the Board of Trustees, it felt like a natural extension of some of the work I was already doing at Pacific Ridge.

Moreover, after the social unrest that took place in 2020, I thought it was a perfect opportunity to bring my perspective to decisions that affect the school.

ON SUPPORTING THE ANNUAL FUND We support the Annual Fund because PRS gives so much to our family – we could not consider a PRS education without the generosity of this school. For that reason, we want to give back in our own small way.

Over time, I have learned how important the Annual Fund is to keep the school running. We all need to support the Annual Fund in whatever capacity we can.

I would encourage every member of our community, even if you receive tuition assistance, to contribute.

This is the way to show how much this experience means to you. There is no gift that is too small.

ALUMNI HIGHLIGHTS

A WICKED OPPORTUNITY

a wesome

Hannah LeBeau ’19 Performs with Broadway’s Kristin Chenoweth Most aspiring actors dream of performing with a Broadway star, but not many get to do it, especially when still in college.

However, for Hannah LeBeau ’19, that dream already came true.

A junior at Texas Christian University majoring in Musical Theater, Hannah had what she calls a “once in a lifetime opportunity” last fall when Kristin Chenoweth visited TCU. The Tony award-winning star hosted a master class and Hannah was one of ten students selected to participate.

She found the class exciting and the feedback helpful.

“She gave great critiques and was extremely generous with her time. I was surprised that someone at that level of celebrity was so gracious and down to earth,” said Hannah.

After the class, TCU’s Theater Department director approached Hannah, asking if she knew the words to “For Good” from the Broadway show Wicked. When Hannah said yes and asked why, the director told her Kristin had asked if she would perform it with her on stage the following night.

“I think I was speechless for a whole minute,” Hannah joked.

After a hectic 24 hours of listening to recordings of “For Good,” practicing, and pacing around her dorm room, Hannah arrived at the Coppell Arts Center in Coppell, Texas. She learned that Chenoweth’s performance was headlining the grand opening of the new facility.

Chenoweth performed several of her most famous songs,

then beckoned Hannah to the stage. She explained that the two just met and had not rehearsed together, then launched into the famous Wicked duet between Elphaba and Glinda. Those who were present can attest that Hannah more than held her own!

“I’m glad there is a recording, so I can remember it,” said Hannah.

“I was stunned the whole time, thinking it couldn’t be real.”

After watching the rest of the show and a quick backstage visit where she met some of Chenoweth’s family and friends, Hannah returned to TCU – like Dorothy returning to Kansas.

“I still can’t believe it happened,” she said.

Hannah plans to pursue a career in theater and music, and says she hopes to combine theater with her passion for social justice.

“I’d like to create works that emphasize stories that need to be told,” she explained.

If one Broadway star’s opinion of her abilities is any indication, Hannah can accomplish anything she sets her mind to!

Seen on Ca mpus!

Sam Canseco ‘17 (Kenyon College ‘21) has been working at PRS this year in several capacities. He is currently acting as a teaching assista nt in the middle school math pro gram.

Sam wants to pursue a car eer in education - we’re rooting for him!

Winter 2022 17

AT THE NEXT LEVEL ADVICE FROM THOSE WHO KNOW FORMER PRS GIRLS VOLLEYBALL CO-CAPTAINS ARI AND KRISH OFFER ADVICE TO STUDENT-ATHLETES KRISHNALEI SO’OTO ’20 Southern Connecticut State University, Journalism Major, Women's Volleyball My passion for volleyball has only grown in college. I have savored every moment of being a student of the game, both through setbacks as a team and the indescribable joy of a game-winning point.

I’d advise athletes to really make use of the College Guidance Office! For me, it was a huge resource. I had a couple of categories to focus on – volleyball, financial options and strong journalism and communications programs. Mr. Irving helped me organize my thoughts about what I wanted to get out of a school and helped guide me to get where I wanted to go.

ARIANA WHITE ‘20 Harvard University, Economics Major, Women's Volleyball This is my first year playing at the collegiate level and what an experience it’s been! My favorite memory to date was a tournament at Howard University.

I remember the crowd energy, which our team fed off, resulting in a huge win over Howard and a near upset of #11-ranked Oregon. The game was so much fun and reminded me why I fell in love with volleyball in the first place.

One piece of advice I’d give to future collegiate athletes is to start assignments early! This is essential so you can focus on your games without worrying about assignments. At PRS, I was always

I learned at PRS that your mental strength and well-being has to be okay before you try to interact in sports. I used to think it was all physical. It’s really important to take care of yourself and use the resources your school has to help you succeed. balancing volleyball, going to class, and handling my extracurriculars. It was easier to complete homework on time, focus while at practice, and schedule office hour time with my teachers. Going into college, I felt comfortable approaching my professors and knew how to make the most of my time with them.

Another piece of advice is to be thankful for the little things. Before the pandemic, I took for granted practicing every day with my friends and traveling across the country for tournaments. Also, cherish every moment of your collegiate experience – it goes by very fast!

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Another piece of advice came from Coach Jed. He said, “sometimes you have to put your full heart into something, knowing full well it could be broken.” Have courage on the court and play hard without knowing the outcome, but knowing you gave it your all. I try to apply this in my personal life, social life, and academic life.

Put your all into it and hope for the best!

Q. Melissa, how does your work dovetail with Casey’s?

CARING FOR THE FLOCK

When it comes to keeping Firebirds healthy and ready to play their best, Strength and Conditioning Coach Casey Wheel and Athletic Trainer Melissa Guney-Fryan have got our athletes covered. We sat down with them recently to talk about their important work. differently and assessed for other factors, like diet, sleep, and stress. I’m about treating the human, not just the injury.

Q. Casey, what is your approach to conditioning athletes?

Q. Casey, how would you describe the strength and conditioning program?

A. We focus on speed, agility, and strength. Speed is the biggest differentiator in most sports, so our athletes run trials every week and we track them for form and improvement.

We have similar tracking for agility training. We work on strength for power production, but it is just as much about injury prevention, which is critical to a good athletic experience.

A. I’m a firm believer in high quality work with plenty of rest. Consistency makes for intensity over the long term, especially for growing adolescents. For something like speed – tired is the enemy, not the goal. It’s the same with strength – good form and movement is more important than lifting as much as possible.

A. Casey and I talk daily about any injured student. I’ll evaluate them, determine their diagnosis and treatment plan, and start their initial rehab. Once they progress and need to incorporate strength, balance, and agility, we work together to return them to play.

Q. Casey, how do you like your new parttime role as an Admissions Associate?

A. I love talking to people about Pacific Ridge and meeting the kids. Because my coaching role is not with one sport, I can talk through the entire athletic program and connect students to sport-specific coaches when they are interested. It’s a lot of fun.

You tell me what you want to achieve and I’m going to help you work toward it. On the days when you don’t want to, I’m still going to help you work toward it.

- Strength & Conditioning Coach Casey Wheel

You can only be as successful on the field as you treat your body off the field. Physical and mental self-care is directly related to performance.

- Athletic Trainer Melissa Guney-Fryan

Q. Melissa, what is your philosophy about working with students?

A. Athletic training is an evidence-based practice. There isn’t a cookie cutter approach to treatment, especially for adolescents, who are undergoing a lot of physical growth that can cause imbalances and affect their biomechanics.

Every student needs to be treated Winter 2022 19

THE PARENTS ASSOCIATION PRESENTS

Table Talks on Neurodiversity THURSDAY, MARCH 17 @ 6:15 PM Save Your Seat Today!

15

years

6269 El Fuerte Street, Carlsbad, CA 92009

SCAN ME >

IMPORTANT DATES MARCH 26 Showcase of the Arts MARCH 31

Middle School Enrollment Celebration

APRIL 1

Upper School Enrollment Celebration

APRIL 9-17

Spring Break

APRIL 23

Prom

APRIL 28-30 Upper School Play MAY 16

Upper School Awards

MAY 20-21

Middle School Musical

MAY 28 JUNE 11

Global Travel

JUNE 14

8th Grade Promotion &

JUNE 16

Commencement

Middle School Awards

GLOBAL TRAVEL PROGRAM SPRING 2022: 7th GRADE Outdoor Leadership in Big Bear

8th GRADE Understanding U.S. Government in Washington, D.C. 9th GRADE Teamwork and Leadership in the Northern Sierras 10th GRADE Immersion in the Andes 11th & 12th GRADE Amazon: Rainforest Adventure; Barcelona: Architecture, Design, Culture; Denmark & Sweden: Sustainable Living; French Polynesia: Cultural Immersion & Marine Ecology; Galapagos Islands: Biological Wonderland; Maldives: Surf Adventure; Perú: Los Encantos del Valle Sagrado de los Incas; Southern Spain: Kaleidoscope of Cultures; Sri Lanka: Culture, Wildlife, & Service; Thailand: Cultural Immersion * All travel subject to COVID conditions.

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