Spring/Summer 2020 Periscope

Summer 2020

PLURALISTIC SCHOOL ONE

ALMOST 50 YEARS YOUNG! DECADE SPOTLIGHT: THE 1980s

Distance Learning Community Program

1980s LOOKBACK MOMENT

A Tribute to Barbara Strauss, PS1 Poetry Teacher, 1982–2000 Barbara Strauss was a poet and the grandparent of three students who, in 1982 asked permission to teach poetry to her grandson’s class. Her practice evolved to include every child in school and 18 years of PS1 Poetry Books. Barbara became a symbol of dedication and excellence at PS1 as a result of her work. During her tenure many families reported to us that they had enrolled because of the poetry program at PS1, saying they knew of no other elementary school that had every child writing and hearing poetry every week.

Barbara said:

Barbara was influential in the lives of many of our students. And the mere idea of every child in school writing poetry every week was certainly a revolutionary idea in elementary education.

—Ellie Pelcyger

In This Issue:

“My goal is simple. I wish for children to share my deep love for poetry. I try to use only the greatest poets to read to them and to have them memorize. My methods are also simple.

If they are very young, I tell them that I care about every word they share with me. I insist that this be a personal voyage inside of each child. No copying will be tolerated, and no talking during poetry hour. We honor poetry.

I keep coaxing all of the sensory perceptions, all of their sad, happy, secret, lonesome feelings out, and I demand that each and every child stand up and share his poem with the class because this will make them better writers. If someone can’t possibly share, they can be anonymous. I have found that they very quickly develop pride and act dignified and that their peers share in the pleasure I obviously receive from hearing their words.

Great music, great painting and deep feelings seem to inspire even the youngest child to do his or her best work. If I find someone stuck with ’I like the flowers because they are pretty,’ I just keep plugging away at sensory perceptions. They are responsive to metaphor and simile, as well as daring to be a little crazy, taking a few leaps here and there. When the teachers write poems for me in class with their children and share them, the whole class begins to write with more joy. If the teacher truly honors the poetry hour, I know we all will be soaring sooner or later.”

SPECIAL SECTION:

PAGE 1

PAGES 12-13

CENTERFOLD

Head’s Column

Alumni Corner

PAGE 2–3

BACK COVER

Traditions Old and New

Connect With Us!

Almost 5O Years Young!

Decade Spotlight: The 198Os

PAGES 4–11

Curriculum Connections

In 1992 Barbara’s students testified to her impact in her memory book: “I know you by the places you take me to in your poetry.

You took me to Africa, Asia, China, even Japan. I can’t tell you how much I thank you.”

“I see green when I think of you. Green is a wild color. I like poetry with you. I like when it’s quiet. You make me feel good.”

“When I think of you, I think of poetry and a wall of vines.

I think that you have the power to make everyone a poet.”

“You make me sprout like a seed…”

“You are an electric current zapping through a poetry battery.”

“When you walk in the room you make me feel like I’m going to write the best poem in the world.”

“You are strict like math.”

“I like the way you are a good listener.”

“You have helped me to uncover a whole new side of myself that I never knew I had.”

“I have jumped over flaming bushes, rolled fiery wreaths down a hill. With your help, I saved a little mouse.”

THE PERISCOPE Volume 30, Number 2 Editors: Amanda Perla Alan Ball Designer: Mary Cay Walp PS1 Pluralistic School 1225 Broadway Santa Monica CA 90404 (310) 394-1313 (310) 395-1093 fax

To learn more about our school, visit our website www.psone.org

Head's Column

All In!!!

Sam Levenson said: “As you grow older, you will discover that you have two hands: one for helping yourself, the other for helping others.” He was right.

We are being made to tolerate uncertainty at this moment in time— we have never been through a pandemic like we are now; we have never moved from upholding values as a non-racist community to building an anti-racist school and society; and we have never lived through a time when unemployment levels exploded as they did overnight. And yet I, like many others, remain hopeful for our future.

Why? Because more than ever, I feel we are closer to being able to reach for ALL IN! Our individual and collective eyes and minds have been newly focused on hate, institutional racism, bigotry, and strife. George Floyd unknowingly called out to the world—“I can’t breathe.” Just a few weeks ago, Robert Fuller was found hanging from a tree by the City Hall in Palmdale, California, a tragedy immediately labeled by authorities as a suicide and not as a crime scene until the public demanded an investigation into a possible lynching. I have not seen such public demands for change every single day since the 1960s.

During this time, we have also learned a lot about resilience, possibility, and human potential. Our PS1 community is in the beginning stages of deep and impactful work. 46% of our staff and faculty are people of color. We are hearing each other’s stories.

We have begun honest and difficult conversations. We are soul searching personally and through book reading this summer by staff and faculty with book titles including White Fragility, So You Want to Talk about Race, How To Be An Anti-Racist, and Between the World and Me. We are dedicated to translating our aspirations into institutional practice leading to sustained change.

ALL IN. The amazing work by faculty, staff, parents, and students in transforming our work overnight through our Distance Learning Community Program and the efforts now underway to be prepared for any and all changing eventualities in the coming months and year(s). Variations of traditions took place since March, including a virtual camping trip, treasure hunts, virtual field trips, Moving Up Day, and what turned out to be 27 virtual graduation ceremonies on Zoom that were intimate, emotional, memorable, and powerful to keep things as normal as possible. We learned whole new ways of staying connected through our work, parents turning themselves inside out to be available in many ways simultaneously throughout the day. Our students demonstrated resilience and an ability to work together with us all turning lemons into lemonade. The teachers and specialists and child care staff performed miracles in countless ways.

I hope and trust that my almost five decades of experience leading PS1, and my weekly writings and videos, have provided a degree of certainty, calm, and stability to our community in what has been a world-wide wilderness of uncertainty. It helped to be able to divide our planning into three often distinct though interrelated parts: Now, Next, and Later. What do we have to do now? What do we need to be thinking about in the near future? And how do we get ourselves most

ready for fall in full consideration of the health and safety of everyone who is a part of our school? We are on it! ALL IN!!

ALL IN—Next year is PS1 Pluralistic School’s 50th. The school’s success can be attributed to none of us giving lip service to our mission or ideals. Long before Apple came up with the slogan “Think Different,” we were doing just that. This issue of PeriScope celebrates alumni who attended PS1 in our second decade, the 1980s. Read their stories – you’ll see and feel the threads that have continued to this day in terms of the foundations for life and learning that PS1 provides.

Another way of saying ALL IN is Pluralism. Celebrate the many; build one. Pluralism is sometimes misinterpreted to mean that anything goes, to accept each person for who they are and their perspective. It is not. Pluralism means first and foremost to resist hate and bigotry and to rail against discrimination. It also means to be able to talk through and sometimes even embrace differences as long as all adhere to the most basic of human principles … do no harm. Indeed, the purpose of a pluralistic education is to contribute to the growth of democracy by fostering informed, proactive citizens. In that context, all voices can be heard, and we can all grow … together. (One way of having your voice heard—ALL IN—Vote by November 3rd.

Pluralism means to vote against division.)

Three years before we started PS1, I was a VISTA Volunteer (Volunteers in Service to America). I have lived my life according to their slogan ever since. It read: “If you are not part of the solution, you are part of the problem.” It is true about COVID-19 … and being actively anti-racist … and about working together … and helping raise the next generation of children and the next and the next. It starts with our coming together as an inclusive community—ALL IN!!

—Joel Pelcyger, Head of School

Indeed, the purpose of a pluralistic education is to contribute to the growth of democracy by fostering informed, proactive citizens.

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Traditions Old & New

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A PS1 Camping Trip (this time for the entire family!) took place in late May as originally scheduled … with some modifications from the usual life experience on the beach above Malibu!

There was something in this “trip” for everyone. For our students, it was a chance for them to reinforce the memory of a PS1 camping trip—sleeping in tents (or forts); gathering with their friends across all clusters; singing together as a school; joining with Joel in a rendition of the song “And the Green Grass Grows All Around” (a song that Joel’s Head Counselor led in his camp when he was a child and that he has led at almost every PS1 all school camping trip); attending a campfire that included many of the elements we always do; making the food that they eat (and cleaning up!); and reading and being read to after dark.

The Virtual Family Camping Trip is a perfect example of how staying at home gave our families an opportunity to be together, enjoy their surroundings in a different way, and create camping memories.

Students participated in colorful art projects, fort-building, nerf games, and cooking. Tacos and s’mores were on the menu, and so were outdoor movies with a snack bar. The variety show and campfire sing-along were not to be missed. Even family pets got in on the fun. The goal of the camping trip was to provide a means for fun and connection and it was a huge success!

For parents, it was opportunity to extend what their kids have learned while camping to all of the comforts of their homes (or backyards) and, this time, for the whole family. For the first time ever, it was their camping trip too!

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Distance Learning Community Program CURRICULUM CONNECTIONS

RED Youngers Cluster

“Community” is so easy to say. The word itself connects us. It describes an experience so common that we never really take time to explain it. It seems so simple, so natural, and so human. First and foremost, community is about people. It is beyond a place or a building.

Community is both a feeling and a set of relationships among people. People form and maintain communities to meet common needs. When PS1 transformed into a Distance Learning Community Program, our deeply held and mission-driven value for maintaining community did not change. Preserving community, connections, and relationships is a central focus of PS1’s DLCP. Translating the care that we put into relationship-based learning to Zoom meetings and through Google Classroom is no simple feat. I think that as you read the passages in this issue of Periscope, you will see excellent examples of teachers’ intentional and successful execution of a DLCP with an emphasis on community.

Nancy Harding, Ph.D. PS1’s Assistant Head for Teaching & Learning

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Lucia Gina

We are living in unprecedented times, maintaining our learning community while at a distance from our learning partners. At PS1, human and social connections are paramount. The most important part of creating a new Distance Learning Community Program is preserving that human connection.

Morning meetings are still a fundamental part of our school day. While we are no longer meeting on the rug each day for our morning meetings, now we greet each other virtually. On Monday mornings, we would often have an open share about anything and students often enjoyed talking about their weekends. That hasn’t changed. Students log on each Monday morning to tell us about what they have been doing, showing us their fuse beads, drawings, wiggly teeth, and favorite toys.

“Can I tell you something?” has turned into “Can I show you something?”

Small group meetings over Zoom allow teachers to listen to reading partners practice new books and meet with small groups to share writing pieces and practice new strategies. The goal is to continue to foster relationships between teachers and students and between students themselves. We continue to strengthen our learning community relationships by talking about books, sharing our feelings, and celebrating the learning that is taking place each day.

A big focus in our class this year was kindness. We read books, taught lessons, performed skits, and had class discussions on what it means to be kind to others. We even started a kindness jar where students would put notes in a jar for someone who did something kind for them. One of our most heartwarming small group meetings over Zoom was one where students got to give and receive compliments from their classmates. We wanted everyone to start the day hearing positive messages about themselves to bring the idea of the kindness jar to their homes. Hearing students tell each other how much they appreciated their kindness, helpfulness, and friendship helped us all focus on the importance of shared community.

Youngers Cluster ORANGE Youngers Cluster Holly S. Preethi Theresa

The Orange class has been taking a closer look at coins, coin values and coin combinations. Students use their understanding of counting by 5s and 10s to demonstrate their purchasing power. Using a read aloud that tells the story of a family of pigs collecting change from around their house called Pigs will be Pigs, students virtually visited the Pigs’ favorite restaurant: Enchanted Enchilada. Using the restaurant’s menu printed in the book, Orange students looked at different combinations of coins and considered if they had enough money to buy certain Enchanted Enchilada items.

We then thought, “Why don’t we open our own restaurants?” Students brainstormed and came up with two venues: The Sushi Restaurant and The Diner (which specializes in all things french fries). Students drew and named menu items, prices were set, and we opened for business. Each “menu” consisted of a Google Slideshow.

Besides having Orange students patronize these businesses, we thought that asking the Yellow and Red classes to join could broaden our choices and palates. The two other classes developed and opened their own restaurants in the same format.

YELLOW Youngers Cluster

Youngers teachers and students were sharing, connecting and collaborating as we usually do at school, just in a new format. Our Youngers learning community bonds remain strong across this new digital landscape.

Bonnie Julie

Setting up Zoom etiquette flowed naturally as the Yellow students followed their familiar routines. By preserving our class routines, students felt an immediate sense of connection to our academic goals. While we could not greet each other with a hug or eye contact, we still calmed our bodies with the sound of the chime. We still waved and greeted our peers. We still explored the number corner, making calendar pattern predictions and counting the days of school. We just did it all on a screen. The students adapted seamlessly, as flexibility, patience, stamina, and open-mindedness have been class goals throughout the year. This was especially evident when the students collaborated offline to show their appreciation for each other online, ending a Friday morning meeting by standing up with heartshaped hands and saying “Thank you.”

CURRICULUM CONNECTIONS

In the Yellow classroom, our distance learning is continually evolving while our sense of community remains firm. Throughout the year, every morning meeting, small group project, center time activity, and moment of conflict resolution were anchored by our Class Promise. We promised to take care of ourselves and to take care of our community. With this foundation in place, our sense of community carried over into our Distance Learning Community program.

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Bridge Cluster GREEN Bridge Cluster McKendree Maren

One way Green students stay connected is through Film-It-Fun Friday! Every Friday, students work on a new, fun project and document part of it in a video. All of the videos are uploaded to our Google Classroom so students can view each others’. This allows them to see each other and try some of the activities their classmates created. Our first Friday Film-It- Fun involved using cardinal directions to create a treasure hunt in their favorite room in their house. In the next project, students got their creative juices flowing and invented their very own game to help cure those boredom-blues. They filmed a demonstration of their game and/or a commercial to advertise it. Up next was building their very best fort. Students then listened to a podcast inside of the fort about superpowers and let their imaginations run wild, sharing whether they would prefer invisibility or flying superpowers. Our latest Film-It-Fun was a rendition of “Chopped” in which students made a dish with a ‘star’ ingredient and encouraged others to get creative with whatever is in the fridge. Students have been loving viewing each other’s videos. It creates one more opportunity for students to be seen and heard and in so doing, staying connected and feeling valued.

BLUE Bridge Cluster

CURRICULUM CONNECTIONS

Billy Keondria

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As we embark on this newfound learning path together in our Distance Learning Community Program, it is comforting to know that we are doing it all together. As a way to further extend our community building, while still fostering human connectivity, the Blue students have been engaged in thematic Morning Meetings. Our themed “Show and Share Fridays” have been a big hit with students in our class. There has been a wide array of items shared that brought smiles to all of our faces. Some shared that their pets bring them joy and comfort, while others brought books, photos, and vacation mementos to the camera. We have also had administrators and Specialists join us for the Friday Fun. In the image above, students reenacted a work of art at home to share with the class!

It is in these moments of shared experiences and connection that we are able to foster and balance each others’ feelings with accepting each others’ differences. These are examples of what makes the Blue class radiate and thrive. As we move onward, we will continue to engage in academic endeavors, explore new wonders, and develop new skills. It is the human connection in whatever form we have that can lead us to develop as a unified community.

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Memories of the 1980s Abbie Perttula, Long-Time PS1 Teacher, Innovator, Influencer and Friend to Many — Abbie is now working as the school archivist.

It was an electrifying time to be in the forefront of teaching and learning.

Howard Gardner’s theories about Multiple Intelligences and teaching to all of the variety of ways children learn supported and reinforced the PS1 philosophy and pedagogy. I attended classes and workshops about integrating these new theories into my practice and sharing them with other teachers.

Highlights of the 80s included expansion in all areas of the school: the campus, the student body and the new and innovative teaching and learning methods.

In the later part of the 80s PS1 embarked on an exciting model program that mainstreamed hearing impaired students in a conventional hearing classroom. This was in conjunction with Tripod; an educational organization dedicated to serving hearing impaired children.

At this time, there weren’t many educational opportunities for hearing impaired children in Los Angeles and certainly none like the one in which we were about to embark. As part of preparation, Joel and I went to see an integrated school in British Columbia to get ideas for our program.

This was the beginning of having two teachers in a classroom. I team taught with Libby Snyder, a creative dedicated young teacher for the hearing impaired. The first year, we had three hearing impaired students in a class. We taught side by side and independently. Kids learn new languages so quickly. It was amazing how

soon the hearing students were fluent in ASL. Hearing students used ASL to talk to their hearing impaired classmates, and began signing with hearing kids too.

Students were communicating with each other across the room and because it was done soundlessly, it didn’t disturb anyone.

Our faculty was learning ASL and were offered after school sign language classes.

It was exciting and challenging to learn a new language. I began to teach more creatively using a plethora of modalities.

We hearing teachers often rely on auditory teaching methods and don’t always take into consideration the visual learner.

Another highlight from the 80s was the many plays and performances in which individual classes and the whole school participated. We often reserved the stage in the community auditorium at the Santa Monica Library. One year Susan Madley wrote and directed the play Johnny Appleseed. This was a huge production including songs and dances and the whole student body. Students, teachers and parents designed and made all of the props and costumes. It was a monumental undertaking and a huge success.

I am a strong believer in outdoor education including camping and outdoor field trips. Outdoor Ed. was an integral part of our curriculum. One year we hired an outdoor education organization to lead the all school (this included the youngest students too) camping trip to Leo Carrillo State Beach. The children had planned their meals, purchased the food at the local Vons, packed their gear and were ready

for a giant sleepover adventure with their teachers and classmates. As the buses departed for the campground it just started to drizzle lightly. The rain didn’t let up and by the time the buses pulled into the campground the rain had escalated into a torrential downpour. The kids charged off the buses and began to gather their gear.

Some of the kids didn’t have any rain gear.

The rain was so monstrous even the kids who had rain gear were drenched. The tents that were already set-up by the trip leaders were flooding. Everyone’s gear was completely drenched. We had no choice but to recall the buses and return to school. The next decision, which turned out to be a silk purse out of a sow’s ear, was for everyone to have a mock camping trip on campus.

The 80s saw the physical campus grow exponentially. The little house on 1447 Euclid got a facelift and a second story. As the facility grew there was now space for the student population to increase. We decided to expand the school to include all of the elementary school years. Soon after the first remodel, we purchased and remodeled the bungalow across the street which included several apartments. This became known as The Annex, located in the area where the Youngers Cluster now resides.

I often reflect on how the 80s were PS1’s tween and teen years. Giant strides were made in building a well-respected innovative learning community for families, faculty and staff.

Faculty Memories

Bruce Pachtman I remember every child who was in the three classes I taught at PS1. They’ve led commendable lives. One of the Older students who later graduated from medical school often asked me to join him when he was playing basketball at lunch.In every game I’d aggravate an injury in my arm, and he would point it out. I may have been the first person he ever diagnosed. He is now a vascular surgeon and still has the same mischievous smile. Improvisation was something I taught the students in my classes. They became very adept at it which turned out to be a very valuable tool in many ways. I now teach a combination storytelling/theater/video class in local afterschool programs and co-produce Solo Sundays, a solo performance series that just celebrated its tenth anniversary.

Diana Conovitz I was fortunate to find my way to a little house on Euclid Street to help out a friend who needed a sub for her Olders class. This was the beginning of one of the most rewarding periods of my life.

I can attest first hand that PS1 is a very special and authentic place where young learners are valued. It is a community of caring and dedicated professionals. I had amazing partners. Libby, Nancy, and Jody each brought their special magic to our classroom. I have memories of Barbara and her pearls, both figurative and literal, who with Ellie brought us poetry, Abbie leading the circle time songs, Joel challenging us with math problems, and voting on our menus for camping trips. There are so many wonderful memories … even crying in front of all those kids when the dog dies in our read-a-loud Where the Red Fern Grows.

Martha Mendoza Every morning at PS1 we started our day with singing. All day long we celebrated; we were creative; we were collaborative and we were ambitious. I taught for that year as a budding journalist interested in covering education, but also toying with the idea of life in a classroom. When I was at PS1, my boyfriend Ray Mendoza would listen to my stories about my students, what we were doing, and how we felt. Ray and I have been married 27 years. We have four kids. Our oldest, Raymond, teaches Kindergarten in Washington D.C. I recently visited his classroom and watched him teach. It was thrilling.

Leslie Pruce I enjoy walking down memory lane of PS1, my first teaching job. This experience instilled in me the love of teaching. Home visits were so eye opening and such a great way to connect with my future students and their parents. For me the best learning experience was working with a group of hearing-impaired students. PS1 and an organization called Tripod joined together to make this happen. Joel, Ellie and Abbie were my mentors. They took me by the hand and taught me the true meaning of being a teacher.

Libby Snyder Being a part of the PS1 community has truly been one of the most special chapters of my life. Due to my unique role as coteacher and interpreter, I was often where the action was. What fun! I especially loved the All School camping trips ... (and the extra camping that was mandatory in “AbLib’s” class.) I will forever cherish these memories.

A Timeline of the 1980s

by Eleanor Pelcyger

Circe Mirano, 1979–1983 I remember learning how to properly use a broom and dustpan at PS1, because we were taught life skills as well as academics.

I remember my dad installing the bathtub koi pond in the front yard of the school and I remember being chased by a rooster in the backyard (fleeing to the monkey bars to escape) because the school was more like a home than an institution. I remember seeing someone have an epileptic episode at school, and even though it was scary, I remember having it explained calmly to me by a comforting teacher. We were always made to feel safe and respected.

Josh Berger, 1985–1990 I always have a special place in my heart for PS1! A few of my memories include handball, spelling, a group project focused on the brain, sharing our feelings, writing poetry for the annual anthology, walks to Memorial Park as well as the public library, our warm and dedicated teachers, singing, rock climbing on retreat, a love of learning, graduation day speeches, Chowder Call, and playing endlessly with friends. (Note: Josh has joined the PS1 Board of Directors beginning in the 2020–21 school year!)

Jake Ehrlich, 1982–1989 I have many fond memories of PS1 in the 80s. One of my favorites was the “Invention Convention.” I set out to solve the problem that every kid in Southern California has of needing to know if it’s raining without either looking or going outside. I rigged up (with my dad’s help) a gigantic lever system where one side would fill up with water and ring a bell as the other side shot up. As useful as a 10-foot contraption like this sounds in Southern California, I remember it only triggered the alarm once after 3 days of a torrential downpour. Nevertheless, I loved presenting my machine at the “Invention Convention.” It was one of many great events and activities at a truly unique and wonderful school.

Café McMullen, 1988–1989 I have such great memories from PS1 – they are a testament to the amazing school it is! I remember our rainforest unit so fondly, and recall our field trip to San Diego and turning our classroom into a rainforest. I made a civet out of paper mâché, and remember playing a lot of basketball!

1980–81 • 43 Students • We held a school-wide multi-cultural study.

• On our first Grandparents’ Day we listened to the stories of their lives.

• Our Youngers mapped their homes and streets, Olders, their community and the United States.

Witney Seibold, 1983–1990 There was a large fig tree behind the smaller building on Euclid that was ideal for climbing. The library was perfect for reading scary stories and playing card games.

Handball was frequently popular, complete with its own set of esoteric rules that grew as the years passed (no slicies, no watermelons, no chocolate chips, etc.). The older kids in my group invented a game called Killer Rugby, which was a combination of football (complete with tackling) and soccer. The PS1 camping trips were highlights. One camping trip took us on a hike past a dry river bed that had become soft with mud and rotting plants—trudging through the sludge was exhilarating at age 8. My Grad final camping trip to Boojum was particularly fun, as it was just the oldest kids, and it felt like we were really, finally growing up. First moving into The Annex (which has since been transformed into the main campus) was exhilarating. It felt like it was “ours.” I have a fun memory of Abbie reading to us about telescopes and mentioning seeing heavenly bodies with the naked eye. The word “naked” made the room of 8-year-olds chuckle.

1981–82 • 47 Students • Having realized that we must grow larger, we added another teacher, and a fourth class for 5th and 6th grade.

• A remodel of our building was done in the summer, financed by family and friends’ loans, later paid off on time and with interest.

• Warren Dohemann (one of the designers of educational pluralism) worked with parents and staff to set educational goals for our expanded school.

1982–83 • 49 Students • Our newly remodeled building was dedicated on November 21, 1982.

• We had four classes for the first time.

• Melissa Walker was hired as the new teacher of the new Olders Class.

• The students published a quarterly newspaper called Kids Today; created a model of a California Adobe Mission; and planned and took their own separate camp-out as a group.

Morgan Rana Strauss, 1983–1990 It’s entirely possible that because of Joel, my friends and family still call me “Mo.” I’m often reminded of how PS1 and our parents had to nurture us through some big concepts like AIDS and this intangible possibility of WWIII and nuclear war. I remember pottery and glazes and red and gray clay and the kiln and of course camping trips to McGrath, Leo Carrillo and Sycamore Canyon —Abbie driven activities—and whole school camping trips (not as fun as Abbie’s class trips). PS1 was always there, constant and safe.

Annie Killefer, 1988–1992 Memorable moments: Having the sweetest coolest friends and all wearing matching Converse sneakers, getting to play “killer rugby” (which is kind of hilarious), feeling really nurtured by my teachers to be myself and watching them nurture others. It’s truly an environment where kids felt safe to be themselves and felt encouraged to grow in their own way, on their own terms, and however that kid wanted to grow. The world could use a lot more of that.

1983–84 • 53 Students • We got our first classroom computers.

• We put on a School Readiness Conference at Connections for Children.

• Three specialists now taught music, dance, drama, and poetry.

• Our first all-school poetry book was published.

• Our graduates went to Windward, Crossroads and local public schools.

• Ghostbusters was our fundraiser at the theater on Montana Avenue.

• In January the newly formed PS1 Board of Advisors met for the first time.

Dustin Bath, 1985–1992 Love the 80s and love PS1! I really feel like I had all the love, attention and support I needed to have an amazing childhood experience.

When I have kids I really hope they can have the same experience! One thing I remember is all the school trips. I really loved the camping trips to Joshua Tree and Sycamore Canyon, singing around the campfire, as well as hiking and exploring. So much fun and some great memories!

1984–85 • 59 Students • Joel became a full-time Director (and not teacher/Director) of the school and moved to “transform us from a mom & pop operation to an important educational force in the community.”

• Santa Monica Arts Council granted us $1,500 for community theater performances.

• Every classroom now had a computer.

• Joel and Ellie married and held an all-school reception at PSl.

1985–86 • 61 Students, 9 Staff • Two classes were team-taught, and the Olders class curriculum was revised.

• We had a student council that met monthly.

• We purchased and remodeled 1448 Euclid (The Annex) in June, 1986.

• Tripod/PS1 mainstreaming project began, and utilized team teachers, spoken and sign language (ASL).

• Joel asked the Board of Advisors for help in running the school as two teachers and one administrator took emergency leaves for several months.

Hallie Hobson, 1980–1984 I think fondly back on my days at PS1, collecting stickers, drinking kefir, making an egg from the coop for lunch if we forgot our lunch, the fig tree, and feeding the goat next door through the fence. And learning!

Morning circle, learning cursive. I remember doing a play where my line was something to the effect of “You stink!” because the play was about hygiene (or lack thereof) throughout the ages. I also loved that in Joel’s class we did the newspaper puzzle as a team—that was fun and made me feel very powerful!

Zack Ehrlich, 1986–1993 I remember much focus on creativity during my time at PS1 in the 80s. The Invention Convention was quite the memorable experience for me and my dad. I think the first year (maybe ‘87) we made a ‘Spy Box’ which was basically a big cardboard box that I could hide in. I placed the box inconspicuously in the middle of the room, then I’d use the spy holes and ‘monocular’ (TP roll) for spying.

In ‘88 my band Powerstrike played our first show at Circle Time and I discovered my love for playing in bands and playing shows.

I’m incredibly thankful to PS1 for keeping my childhood meaningful and creatively focused, which I will be happy to pass along to my daughter.

1986–87 • 71 Students, 6 Teachers, including one ASL teacher and five hearing impaired students • The whole school began to learn sign language.

• We operated on two sides of Euclid, hired an office manager and assistant director.

• We became landlords for six apartments, and the “Annex” was dedicated in May.

Ariadne Thompson, 1986–1992 I have the sweetest memories of PS1, and the whole landscape of that school is still fresh in my mind. Special times include memories in Bruce, Abbie, and Leslie’s classes. My wife and I have been taking long walks during this shelter in place. One day we came upon a big bush of honeysuckle, and I had a strong recollection of being in the Big Yard at PS1—standing under the honeysuckle bush there with my friends and sucking the honey out of the flowers. I feel like we always went there first to see if there were any new flowers! In the other yard on the newer side of campus, I vividly remember enthusiastic and competitive games of handball, which I haven’t played since, but were so fun.

1987–88 • 76 Students, 12 staff • The Board of Directors and Advisors considered expansion of the school.

• Abbie’s class toured the local cemetery in social studies curriculum.

• Alumni returned to tell current families about Life After PS1 in middle school.

• Annual Giving was established.

1988–89 • 84 Students, 7 teachers in five classrooms • PS1 identified the need for a unified, spacious campus.

• The whole school performed Johnny Appleseed musical at the Public Library.

• Most students learned sign language, and it was used daily in two classrooms.

1989–90 • 87 Students • Our first Parents Guild was created.

• The PS1 Community held a Vision Conference and a Town Meeting to plan the school’s future.

• Tripod’s hearing impaired partnership was dissolved by mutual agreement.

• We renewed our dedication to the essential attributes of educational pluralism, diversity among students, small classes, emphasis on competency in academic and life skills, and a nurturing community environment.

• A strategic plan for the controlled growth of a still-small school emerged.

Alexi Glickman, 1986–1993 A couple years ago David Jacob sent me a copy of our band’s first cassette that we recorded when we were nine years old and just learning how to play. It sounded so cool.

Zack Arnstein and I picked out contrapuntal lines on one guitar string while David played synthesizer chords in up and down patterns.

Zack Ehrlich tapped beats on his toms and snare which were assembled in a straight line because we didn’t know any better. The tunes were Cro-Magnon and had an amazing early-nineties home studio fidelity. We would talk endlessly at school about bands and songs and sounds that would get filtered into our weekly practices. It was our PS1 teachers that expanded our creative sensibilities by teaching us how to navigate the process from inspiration to drafting to final product.

Abby Rossmoore, 1987–1994 The Tire Swing was the best. I have great memories of it being a team effort to get to the honeysuckles at the top of the bushes.

Or when we walked to the park and ripped pieces of “paper” from those trees. I most favored the trips to Leo Carrillo State Park, catching tadpoles in the stream, walks to the beach, campfires, S’mores, sleeping bags and Truth or Dare. And then there was always Joshua Tree, rock climbing, Cactus Karma, spiders and Adam Sandler. I remember Joel being more like a mentor than a principal.

And the one memory that stuck with me the most was doing Poetry sessions with Barbara Strauss. She brought in all sorts of inspiration for us; photos, magazine pictures, objects, and we would often just free write.

It was amazing. Most of all when things got rough I remember us always being there for each other.

Jim Starr, 1985–1992 I am old and bald now and barely grew more than a few inches since graduation day. My fondest memories outside of Abbie’s classroom of course was running around on the basketball court. I remember Joel organizing an NBA fantasy draft of sorts that was a lot of fun and very ahead of its time! Since PS1 I have lived in Italy and Japan and opened 14 different businesses, selling everything from t-shirts to donuts. Most recently I opened the 3rd location of our pizza restaurant Prime Pizza in Burbank.

Joe Willis, 1980–1985 I had Abbie for 3 years in a row and she was just great. PS1 let me learn at my own pace through creativity in the classroom and very stimulating teaching! What am I up to? My wife Shayna and I own City Threads children’s clothing, locally-made in L.A. since 2002. Right now we are making cotton reusable face masks!

PS1 1980s Alumni Joseph Abrahams, 1989–91 Casey Adler, 1982–88 Noboru Akimoto, 1988–91 Reed Albergotti, 1987–88 Jonathan Alder, 1985–91 Laila Ali, 1985–86 Emma Andersson, 1989–94 Zach Arnstein, 1985–92 Victoria Aronson, 1989–93 Jeremiah Bal, 1979–86 Mathew Barreira, 1989–95 Dustin Bath, 1985–92 Jennifer Battistello, 1987–92 Robyn Bell, 1982–84 Josh Berger, 1985–90 Elana Besserman, 1989–96 David Blair, 1973–80 Joseph Blitzstein, 1984–89 Andy Blumberg, 1977–82 Brandon Bogajewicz, 1987–94 Jo Bonardi, 1989–96 Jenny Bosustow, 1985–86 Nicole Bosustow, 1982–84 Trevor Brainin, 1980–85 Chanai Brewster, 1989–90 Steve Brown*, 1987–94 Ryan Browne, 1987–94 Ryan Browning, 1982–83 Suzannah Broyles, 1987–91 Rebecca Butz, 1980–82 Noah Caddis, 1989–94 Jamila Cantor, 1979–83 Jesse Cantor, 1978–82 Joe Cantor, 1975–83 Sara Carnochan, 1989–91 Brad Carpenter, 1984–88 Fred Chandler, 1988–95 Brad Cohen, 1986–89 Max Comess, 1987–89 Samantha Counter, 1977–82 Nathan Couturier, 1989–95 Courtney Cowan, 1980–86 Natasha D’Antin, 1980–82 Eric Danziger, 1989–92 Abra Darigan, 1985–86 Max Davidson, 1985–92 David Dolan, 1976–80 Jason Doyle, 1988–92 Inome Drobney, 1983–84 Michael Dukoff, 1987–88 Benedict Duncan, 1979–80 Hans Edwards, 1987–88 Rachel Egan, 1986–89 Jacob Ehrlich, 1982–89 Zachary Ehrlich, 1986–93 Anna Eickmann, 1980–85 Martha Eickmann, 1980–85 Nicole Elgrably, 1988–89 Jessica Elliot, 1977–82

Kristina Elliot, 1986–89 Sarah Elzas, 1984–89 Stephanie Elzas, 1986–93 Defne Enc, 1984–88 Adrian Engel, 1989–90 Claire Evans, 1981–84 Josh Fiedel, 1984–88 Lucas Finnegan*, 1986–88 Courtney Fishman, 1989–92 Nick Frankel, 1989–95 Hannah Franks, 1987–88 Dexter Friedman, 1989–93 Lisa Furst, 1982–83 Ben Gales, 1983–90 Giles Gifford, 1985–88 Jessica Gijon, 1980–86 Lalo Gijon, 1985–86 Erin Gilbeau, 1985–87 Max Girteit, 1984–90 Alexi Glickman, 1986–93 Em Goodman, 1977–80 Ione Gray, 1982–83 Josh Greenberg, 1984–89 Tondi Greenberg, 1984–88 Emily Greenfield, 1987–93 Joanna Greenfield, 1988–94 Ross Greenman, 1989–93 Edan Gross, 1986–90 Yair Gross, 1988–93 Jackson Hamilton, Jr., 1984–87 Will Hamilton, 1985–89 Stephen Harwood, 1982–89 Shaman Haupt, 1979–80 Pavel Havlicek, 1980–82 Paul Henry, 1988–94 Douglas Herman, 1988–90 Hallie Hobson, 1980–84 Rebecca Holzman, 1979–84 Peter Hopelain, 1980–87 David Jacob, 1986–92 Michael Jacoby, 1980–85 Michelle Jacoby, 1984–86 Brandi Johnson, 1985–90 Gwyneth Jones, 1989–93 Lucas Kavner, 1989–95 Ariel Kaye, 1989–93 Kaleena Kiff, 1979–80 Anne Killefer, 1988–92 Joe Killefer, 1989–96 Brian Kim, 1988–95 Ryan Klein, 1980–85 Whitney Klein, 1980–85 Matthew Knoedelseder, 1984–88 Andy Lee, 1982–83 Jasmine Lee, 1980–83 Danny Levene, 1985–92 Gabriel Lopez, 1989–90 Adam Lowitz, 1982–83 Justin Lucero, 1988–89

Ben Madley, 1977–82 Cory Madley, 1986–89 Lincoln Madley, 1988–89 Erin Marcotte, 1987–89 Jacey Margolis, 1985–88 Robyn Marion, 1984–85 Daniel Mark, 1988–94 Brandi Matheson, 1985–90 Camille McClendon, 1985–92 Marla McClure, 1983–87 Conor McHugh, 1989–93 Timothy McKee, 1982–83 Café McMullen, 1988–89 Annabelle Miller, 1985–92 Circe Mirano, 1979–83 Jasmine Molina, 1989–90 Heidi Moore, 1981–87 Jeff Morgan, 1979–82 Jenny Morris, 1988–94 Niani Morse, 1986–88 Casey Mortensen, 1983–90 Whitney Moss, 1978–82 Daniel Nathan, 1983–85 David Nathan, 1984–85 David Newhouse, 1978–83 Maggie Ney, 1987–88 Ian Noble, 1985–88 Todd Norris, 1984–85 Adam Olsen, 1979–82 Cholla Oneness, 1980–83 Saguaro Oneness, 1981–85 Elliot Pachulski, 1988–92 Sari Pastore, 1988–93 Lyrissa Paz, 1980–83 Nicole Peli, 1982–83 Charlotte Perebinossoff, 1989–95 Gabriel Perez, 1979–83 Lia Pernell, 1986–91 Joshua Perttula, 1975–80 Tavi Perttula, 1981–89 Owen Pollock, 1982–86 Katie Purtill, 1987–93 Thomas Purtill, 1989–94 Bonnie Rainey, 1982–87 Robert Rainey, 1983–85 Sean Raleigh, 1987–91 Violet Ramis Stiel, 1982–85 Minka Rehwald, 1988–89 Seth Remis, 1984–85 Ariane Remond, 1986–87 William Rodriguez, 1988–93 Prarthna Roles, 1983–85 Megan Romano, 1989–93 Adam Rosen, 1985–87 Andrew Rosenfeld, 1987–94 Jenny Rosenfeld, 1986–88 Abigail Rossmoore Halverson, 1987–94 Brian Roth, 1987–95

Juliana Sabinson, 1989–92 Brian Saitzyk, 1986–87 Alexis Saloutos, 1988–90 Ian Schultz, 1989–90 Erin Seibert, 1984–86 Witney Seibold, 1983–90 Jared Seltzer, 1984–86 Caitlin Shamberg, 1982–88 Jacob Shamberg, 1986–89 Jared Shapiro, 1987–89 Julia Shapiro, 1989–93 Jonathan Sheldon, 1977–83 Sonia Shipley, 1985–91 Paula Shulman, 1983–84 Tashia Sirota, 1977–82 Yasmina Small, 1980–82 Ariana Smeraldo, 1977–82 Erin Smith, 1983–87 Jhon Smith, 1982–83 Monica Smith, 1984–86 Rachel Smith, 1980–84 Renee Smith, 1984–88 Laurel Smylie, 1987–89 David Spyder Rosenthal, 1989–90 James Starr, 1985–92 Nick Starr, 1983–90 Aria Starus, 1987–92 Murphy Stein, 1984–87 Michael Stewart, 1977–80 Noah Stone, 1978–80 Robert Stone, 1979–82 Lily Strauss, 1988–91 Morgan Strauss, 1983–90 Jackie Szpiro, 1987–89 Celene Temkin, 1985–92 Josh Temkin, 1985–87 Ariadne Thompson, 1986–92 Paul Thompson, 1986–90 James Thorburn, 1982–83 Amber Tidwell, 1983–85 Gabriel Trop, 1981–86 Whitney Trugman, 1989–92 Alexander Tuggle, 1986–87 Salina Tuggle, 1985–86 Jasmine Vaverka, 1986–87 David Waary, 1987–89 Suzanne Waary, 1983–89 Elijah Wallechinsky, 1988–91 Sarton Weinraub, 1983–85 Joe Willis, 1980–85 Max Wolf, 1981–84 Marisa Wu, 1987–90 Amber Wuchitech, 1979–82 Anthony Yannatta, 1977–80 Scott Yellin, 1981–87 Sasha Ziman, 1982–83 Nico Zimmerman, 1988–90

Please let us know if we have omitted you or included the incorrect dates. We are always working to update our files.

*deceased

Middles Cluster INDIGO Middles Cluster Kayla Sam

In Indigo, we continued to adapt, evolve, accommodate, implement, reflect, and most importantly connect through our Distance Learning Community Program. Our Zoom meetings provided a basis for continuing our community building where we share our experiences, ask questions, and laugh over parts of life that bring us joy during this time.

One of our most memorable moments, thus far, was when our Indigo parents banded together with their child to create a memorable surprise for the teachers. During one of our morning meetings, the students showed appreciation by creating wonderful thank you cards and filled our Zoom gallery screen with such thoughtfulness and beauty. We have so much to be thankful for and thoroughly enjoy each meeting where we get to see “our” kids.

The Indigo students have applied themselves with great effort to start new book clubs despite the physical barriers. We have shared audio and digital copies of Roald Dahl’s novels The Twits and The Magic Finger.

Students happily engage with these imaginative stories and share their opinions about the range of interesting characters and events as they unfold. The books have inspired some incredibly detailed character descriptions and many humorous moments during our daily check-ins.

While we are so proud of the Indigo Class community for the way we have come together during this time, we can’t wait to reconnect with all of you in person soon.

VIOLET Middles Cluster The Violet class keeps connections with students going strong through our Distance Learning Community Program. One important way we do this is by continuing with themes and topics from the physical classroom. Upon starting the DLCP, students were able to easily navigate through lesson objectives as they strengthened their individual skills. Violet students maintained a strong sense of community as teachers began each day with the usual connection of an opening meeting.

Every month teachers invite parents whose children had birthdays to the classroom to join an opening meeting. Family stories are shared and cards created by peers are read aloud to the birthday students.

Violet teachers decided to continue this tradition virtually. Parents were deeply moved by the special messages students shared using Google Slides to create a slideshow of birthday wishes. It was at the first virtual celebration that teachers realized that this was one way of maintaining and even strengthening the sense of community and connection with parents and among students.

CURRICULUM CONNECTIONS

Kitaka Kelly

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LH OLDERS 4 LiAnne Holly F.

CURRICULUM CONNECTIONS

At the start of the year, LH Olders embarked on a study of dystopian fiction, novels in which the world as we know it has gone awry and communities have developed new ways of being and interacting. None of us imagined that seven months later, we would be experiencing a topsy-turvy world in real life, and that we would be the ones who now needed to adjust to a new set of circumstances that involved staying at home and seeing many of our friends and family members only at a distance.

But although we’re physically apart, we’re also a community, and one thing that has become abundantly clear during this experience is that the students in LH Olders are capable of and invested in supporting one another through this experience.

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We’ve continued our social-emotional learning through ongoing Council sessions, sharing of “Roses and Thorns” (the highs and lows of a day or week), and other small and large group sharings. Students have created and shared projects, and had the opportunity to give and receive feedback with their classmates. Technologically savvy students have helped their classmates (and even sometimes the teachers) navigate different online features to support communication. Students check in with one another about meetings, school assignments, and general well-being. The chat stream in our Google Classroom, which was used periodically throughout the school year, has now become a heavily used space for students to ask and answer each other’s questions, often chiming in even before a teacher. Recently, a student who was having Internet difficulties arranged to FaceTime another student during the class meetings, and then “sat beside” his friend, with the phone taped to the chair and facing the computer screen.

Through all of these experiences, we have learned that while sometimes things can be awry in the world, we know that we can count on our friends, classmates, and learning community to help us stay connected and find our way.

Olders Cluster JA OLDERS 5 John Aarika

In a school largely predicated on experiential learning, the concept of a Distance Learning Community Program may seem at odds with our philosophy. What we have found instead is a learning environment that is a natural extension of what we were doing on campus.

From making PSA’s and recreating ancient Greek artifacts with the support of our learning specialists, our community comes full circle. Although our laboratories have changed, the foundation of experience and cooperation ensures that we haven’t missed a beat.

CURRICULUM CONNECTIONS

Perhaps what set the stage for this was the fact that one of our first experiences on Zoom was the presentation, orally, of scientific research we had just completed on campus. This was the springboard for many projects to come. For example, in a math project, students created forts and used the indirect measurement approach to find the height using a mirror and learned problem-solving skills by working together to make a Caesar salad. In another math class, the students reimagined geometric principles by finding supplementary and complementary angles and cylinders and spheres in the architecture of their homes. These were uploaded onto Google Slides and then shared through Zoom with lively dialogue among classmates.

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Specialists

Art

Music

with Lina

with Virginia

When the Distance Learning Community Program began, I learned new technology every day and embraced a growth mindset.

Because of that, I continue to build strong connections with my students virtually.

I have learned so many new ways to teach and reach out to my students.

It is in times of duress that artistic revelations occur. The Renaissance became a welcoming platform for fine arts and the performing arts. It is thought that William Shakespeare wrote “King Lear,” “Macbeth,” and “Antony and Cleopatra” while avoiding The Plague in Europe. The Mexican artist Diego Rivera’s famously erected public murals depicting anti-capitalist, proletarian, and revolutionary images during The Depression of the 1930s. The 1940–60s marked the beginning of the Black Arts Movement, which exploded as a result of the Civil Rights Movement. The AIDS epidemic in the 1980’s inspired theatrical works such as “The Normal Heart” by William M. Hoffman and “Rent” by Jonathan Larson.

CURRICULUM CONNECTIONS

Through Google Classroom, I connect with my students daily. The highlight of Google Classroom for me is when I receive submitted artwork and can observe each student’s creation. This also gives the students the ability to receive personal feedback, an important element of learning and improving art skills. On Zoom meetings, I love when I see my students’ faces, answering questions and sharing artwork and ideas. It was a great moment for teachers and students alike when all my students held up their artwork at the same time during a Zoom meeting, creating a live art gallery for everyone to view! It’s amazing that despite these difficult times, our spirit and love of art remains vibrant!

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The children of PS1 will remember “Staying Home” and how their reality suddenly and dramatically shifted. They are the artists, actors, playwrights, authors, poets, choreographers, dancers, composers, and musicians of tomorrow. Look for their interpretation of this global, human experience in the arts today, and in the near future. This is the dawn of our children’s artistic revolution.

Our final music lessons spotlighted how music is being used as a form of medicine all over the world. Our children can give and receive the gift of music, dance, and theater from anywhere and at any time regardless of what is happening in the world beyond. I encourage you all to find a way to bring the arts into your lives every day as a medicine to heal your soul and lift your spirits.

PE

Library

The Studio

with Pedro

with Christina

with Chris

Teaching physical education in a Distance Learning Community Program has been very interesting as we want to keep every child physically active and engaged while being at home.

The good things don’t change. Our Distance Learning Community is, after all, our community.

The human moments I experienced through PS1’s Distance Learning Community Program came together when my home life and my school life were no longer two separate worlds, from my eight-month-old being a part of my specialist Zoom calls to reading to my three-year-old, Benjamin, while he sat on my lap during the first PS1 Zoom book breakfast. Not to mention our family house cat Ollie crashing most classroom meetings and watching the little faces light up as she walks across my keyboard like she is entering a stage.

Some of our lessons have consisted of exercises that engage our students in a variety of opportunities, and through lessons such as dance, fitness, stretching, fun, energized, challenges, teamwork, and leadership activities.

Also, we encourage our families to join in as well so that we all keep our bodies in motion.

I now find myself in front of a camera, in my living room or in my backyard still doing what I love to do, which is to encourage, motivate, and inspire every child to be active and engage with physical activities.

We are trying every possible way to make each student’s experience positive.

Stay healthy, active, and inspired. Keep on moving.

I have been reading stories to my laptop, which is definitely not as sweet (or wellbehaved) as the PS1 faces, and doesn’t really inhabit the territory of the story, as do Those Faces, and it never has a question or a comment or a notice about what we have just shared. But, thanks to that photo, I can remember what that looks like and speak to that reality, happening out there in the world when Those Faces press play and settle in for a story.

Watching students’ videos of their simple invention projects has been a favorite morning routine for my family. For example, “bucks of fun and the family airplane challenges.” I embraced and fostered this new world organically. PS1 is my place where I “learned how to be.” Whether at school or at home, we are a community.

And, when we reZoomed our Book Breakfast programs, I was tickled to see that pets could come, too. So, Zoom makes some parts of Library Times even better.

It made me feel so much better to realize that everyone in our community was bringing themselves to the screen. At the same time, it made my heart sing to see Those Faces, because they are all the Real Deal, in front of, or away from, a screen.

CURRICULUM CONNECTIONS

It has been a creative process to find resources, display slideshows, and see the students face to face in Zoom meetings to assist them with their participation, comments, and questions.

I was (thankfully) made aware of this the very first day of our Distance Learning Community Program. A PS1 parent sent me a picture of her son looking at his computer, watching a video of me reading a story. He had the same transported and captivated and just completely adorable face I have seen on the Library stairs, laser-eyed on the book at hand!

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The PS1 Alumni Association

Class of 2019 Reunion

AlumniCorner We try to include as many Alumni updates as space allows. If you were not included in this column, and you sent us an update, please look for your feature in an upcoming issue. We love hearing your news!

Ryan Browning, 1982-83 Ryan is a life coach living in Nevada with his wife Jessica and their child. He studied Psychology at Union College (New York) and attended the Institute for Life Coach Training.

Minka Marcom-Rehwald, 1988-89 Minka is a marriage and family counselor in Santa Monica, right near PS1!

Marisa Wu, 1987-90 Marisa is the owner at The Salty Road, a Brooklyn candy factory. Previously she worked at Bedford Cheese Shop, was a baker at Four & Twenty Blackbirds, and a candy maker at Liddabit Sweets. She studied at SUNY Purchase College in NY. Sara Lily Strauss, 1988-91 Lily works at Moon River Farm in Oregon.

In 2012 she started her WWOOFing (willing workers on organic farms) adventure in New Zealand. After working on a small biodynamic farm for 2 months, she returned to the States to continue her work on coastal farming projects.

Megan Romano, 1989-93 Megan wrote in about the birth of her daughter Ella (now about to turn two).

After living in Austin, TX for five years and teaching yoga, she recently moved with her family to upstate NY. Adriane Quinlan, 1990-96 Adriane is the head writer for VICE News Tonight on VICE’s cable channel, helping to fine tune reports about conflicts and cultures all around the world. She lives in Brooklyn, NY with her husband Andrew.

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Noah Brandy, Class of 2019

Naomi Nevitt, 1990-97 Naomi is the Director of Social Advocacy at Calvin Klein. She is an award-winning editor and content marketer who helps brands develop digital strategies for innovative multimedia storytelling, community building, and data insights.

Elijah Tilghman-Eddings, Class of 2004 Elijah visited PS1 this winter and reminisced with PS1 staff and faculty! She says, “PS1 changed my whole entire mind frame of how I look at life, how I think, how I adult. This school helped me hear my own voice and make sure to never let anyone dim my light.

This school gave me unforeseen strength to unapologetically be me.”

Maya Van Peebles, Class of 2005 Maya currently works at Kaufman legal group, a political compliance law firm in Downtown Los Angeles that does election reporting. They represent most of the Democratic candidates in California (city, county, and state) as well as a few national candidates such as Adam Schiff and Brad Sherman. She was recently promoted to a political accounts supervisor and has her own clients whose election reporting she handles.

Makai Andrews, Class of 2010 Makai recently graduated from Ithaca College with a BA in Writing (Nonfiction concentration) and Psychology with a minor in Counseling. Makai will begin graduate school in the fall at University of Denver, Graduate School of Social Work with a concentration in Mental Health.

Delaney Michaelson (right), Class of 2014

Gemma Brand-Wolf, Class of 2012 Gemma wrote in about her experiences as a counselor at Kingsley Pines summer camp. She was the director of the ceramics program last summer, and plans to continue working there. She also sent us her portfolio of ceramics work, sample pictured above.

Gemma attends Brown University.

Farid Adibi, Class of 2013 Farid launched a charity project called “Bracket of Hope,” a website where people donate money on behalf of their team on the bracket that would have been used in this year’s NCAA tournament. 70% of the money goes toward Direct Relief’s efforts to supply front-liners with medical supplies, while the rest goes to the winning team’s charity of choice.

Delaney Michaelson, Class of 2014, Maggie Marks, Class of 2014, and Delilah Freund, Class of 2015 were all featured in the January edition of Marlborough’s student paper, Ultra Violet.

For her work in environmental activism and the creation of a composting program at Marlborough, Delaney won the Global Youth Award for “Environmental Rejuvenation.”

Delaney says, “It’s my duty to help everyone understand the consequences of climate change because we’re all impacted by it, and we should all do something about it.”

Maggie contributed an article about the culmination of her high school experience and reflected back, often humorously, on her years at Marlborough.

Delilah was featured for her honors research project focused on a new treatment for small cell lung cancer. She has been interested in biology and biomedical engineering since starting Marlborough in 7th grade.

Alumni Bowling Party

Elijah Eddings, Class of 2004, and Maggie Marks, her younger brother stopped by for a Class of 2014 tour and visit with Joel and Evelyn!

Nicole Gurzeler, Class of 2014 Nicole recently graduated from Marlborough where she played competitive club volleyball and varsity volleyball.

The PS1 Class of 2014 zoomed in this spring for a Virtual Reunion before they graduated from high school!

Some of the colleges and universities our Class of 2014 Grads will be attending in the fall include Barnard College, CSUN, Harvard University, Hamilton College, Lewis and Clark College, New York University, Occidental College, Skidmore College, The New School, UCLA, and Utah State University.

The Alumni Bowling Party in February was a blast!

Parents even enjoyed their own dedicated lane where they could reminisce (and bowl) with old friends.

Almost the entire class of 2019 gathered by Zoom for a reunion among friends in May. Students, teachers and administration shared in reconnecting with one another— it was a time full of laughs, smiles and connections!

Sogna Louie, Class of 2016 In February, Sogna participated in the Archer School’s Night of Dance at The Broad Stage and was featured in three stunning dance performances.

Class of 2014 Reunion

Makai Andrews, Class of 2010

Marisa Wu, 1987–90, photo from Brooklyn Paper

Gemma Brand-Wolf, Class of 2012 Ceramics

Noah Korngute (Class of 2018), Maya Acutt (Class of 2019), Lauren Weiskopf (Class of 2019), Uma Nambiar (Class of 2019), and Conner Perry (cohort Class of 2020) can be seen and heard with their Acapella group, Squad Harmonix, which recently was featured on John Krasinski’s YouTube show, Some Good News.

Noah Brandy, Class of 2019 Noah is enjoying his new school, St. Raphael Catholic School, and cherishes the support PS1 has given him. He is involved in football, basketball, volleyball and soccer and is growing his passion for history through his current studies of ancient and middle ages history.

Uma Nambiar, Class of 2019 Uma attends the Archer school with her twin sister Miya, cohort Class of 2019. She says, “PS1 helped me understand that I can be whoever I want to be and that I am strong and can continue on my way even if it feels hard. I will be forever grateful for that.”

Max Langer, Class of 2019 and Henry Langer (current student) Max and Henry are part of a team who recently launched www.joinamani.com, a website featuring a character named Amani, a blue leopard on a mission to make the world a better place – and an original, kid-friendly animated handwashing song.

Alongside this they created a series of public health products for the home – bathroom mirror handwashing decals, door hangers, and magnets. These products will not only help remind kids to wash as they sing along to Amani’s song – but a portion of the proceeds will be donated to Doctors Without Borders for their lifesaving work.

FACULTY SPOTLIGHT

Martha Mendoza Since leaving PS1 Martha worked both as a news reporter and a teacher. Her journalism has prompted Congressional hearings and new legislation, Pentagon investigations and White House responses. She was part of a team whose investigations into slavery in the seafood sector led to the freedom of more than 2,000 men. She recently collaborated on FRONTLINE/PBS to report on the detention of migrant children, and in 2010 launched a 105-country Freedom of Information request that shows regimes using anti-terror laws to crack down on dissidents. Martha also continues to teach, although more often for universities including Princeton University as a Ferris Visiting Professor, and UC Santa Cruz’s graduate Science Communications program for more than a decade. She has been guest lecturer at numerous universities and always say yes to requests to talk to elementary school classes, as she did at PS1 two years ago.

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Non-Profit Org. U.S. Postage PAID Mercury Mailing Systems Inc.

1225 Broadway Santa Monica CA 90404 www.psone.org

Graduation for the Class of 2020 was memorable indeed!

Since we couldn’t gather together as a community, we developed a creative way to continue our long-standing tradition of graduation speeches. Each child was honored in an individual “event” where Joel presented his speech and the graduate presented theirs, all via Zoom. This intimate experience was incredibly moving as the graduates shared their words of wisdom before heading off to middle school.

Grads were also honored with a drive-by parade, complete with a photo wall, splashes of color everywhere, and a stilt walker!

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ALUMNI SPOTLIGHT

Annie Killefer 1988–1992 Annie works for an NGO as the Humanitarian Advisor supporting refugees and internally displaced persons in Iraq, Syria, Jordan, Afghanistan and Yemen. They are currently sprinting to scale up their responses due to COVID-19. Annie’s experience at PS1 helped her frame how she works with displaced refugee children. Her goal is always to make humanitarian programming child-friendly, with specific attention to the rights of girls. She is proud to work with young women on their way to change the world!

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(photo, above) Annie at the Cox Bazaar refugee camp in Bangladesh— currently the largest refugee camp in the world