Spring 2023 Periscope - Highlights

In This Issue

Carlson,

In the 2022–2023 school year, PS1 began to feel like itself again. Our school emerged from the distancing and masking, the remote and hybrid learning of the pandemic, craving our sense of community. Once again, the warmth of PS1, the hugs and smiles indicative of our joyful learning environment, shone through. Students of all classes and clusters shared the yards and play structures. Parents gathered on campus before school, at DEAR time, and for numerous events and volunteer opportunities. Just as PS1 aspires to support each student to be their best selves, this year, our school expressed its best self.

This was the first year of PS1 without co-founder Joel Pelcyger leading our community. So much of what was established and cultivated over 51 years endured. All faculty members returned from the previous year, an extraordinary retention rate that signifies a deep connection to our school’s mission and program, the faculty’s professional culture, and the family community’s generous support. The teachers continued to be committed to the deep understanding of each student—a fundamental tenet of pluralism. They inspired the students with relevant, creative lessons and, with pandemic restrictions eased, reinvigorated field trips which allowed students to see their city as a learning resource. Cherished traditions from the entire community gathering amidst the bubbles on Opening Day to All School Camping Trips contributed to the vibrant memories of our connected and caring community.

In my one year at PS1, I experienced our school culture and program through a prism of previously leading a number of elementary schools. One element of PS1 that stands out is the confidence of the students. While other schools may feature a selection of students who display confidence, at PS1 it seems nearly universal to all students from Kindergarten to 6th grade. The students move about the campus freely with purpose and a spirit of exploration and imagination. They converse with the adults on campus naturally, believing that every adult is

someone who can be helpful. This year the students demonstrated that they have something to say with our new Classroom Reporters program. Every single student had the opportunity to speak about an aspect of their learning to the entire school community at Circle Time. The confidence of our speakers derived not only from their preparation, but also from their belief that every other person in the audience has their back. Success begets success; the students will hold their positive experiences at the microphone this year and aspire to develop what they choose to share and how they will present as they anticipate being a Reporter in future years.

Looking ahead to 2023-2024, as the headship transition progresses into its new phase of welcoming Susannah Wolf, the forces for continuity and stability at PS1 are impressive. The Vision Statement— Celebrate the Many; Build One—is as valid and urgent now as ever. We welcome each student and family to bring their full identity into our community, where we are committed to learning about one another, from one another, and for one another. Our teachers and administrators design for a “radically student-centered” program where students’ individual socialemotional and academic capacities are developed with precision. The changes at PS1 next year reflect a more refined pursuit of these long-standing ideals. For example, our community rallied together in our Annual Fund this year to make possible a new position for 2023-2024—our Math Specialist. Our Math Specialist will work with teachers, students, and families to provide an even more differentiated mathematics experience throughout the grade levels.

I am confident that PS1’s founding principles, the strength of our community, and the expertise of faculty and administration will continue to provide an exceptional elementary experience for our students, who see themselves as contributors and difference-makers in their ever-expanding communities.

We welcome each student and family to bring their full identity into our community, where we are committed to learning about one another, from one another, and for one another.

Erik

Interim Head of School

PS Serves

Over the last several years, our community service program called PS Serves has held strong. At the start of the Pandemic we wondered how best to provide service to our neighbors at Turning Point. We asked ourselves, “if not now, then when?” We persevered over Zoom, created digital slideshows, and used online options whenever possible.

This year, we were thrilled to be back in person. We hosted our most successful sock and underwear drive to date, decorated and filled reusable bags with fresh fruit, and assembled hygiene and snack packs. While we were still unable to enter the Turning Point facility or cook for the residents, PS1 students enjoyed walking to Turning Point to hand-deliver their projects.

PS Serves has provided a wonderful opportunity for parents and students to engage with the greater community. PS1 parent volunteers Jade Duell and Taura Mizrahi have led PS Serves for the past six years, and we offer them our gratitude for such dedication and hard work as they become alumni parents.

Traditions Old & New

Camping

Camping Trips are a highlight of the year, when students embrace being in nature, learn self-sufficiency and interdependence, live with others, and join with a group they trust. Building an inclusive school community is central to the PS1 mission. PS1 has had an all-school camping trip every year the school has been in existence. Even during the Pandemic, we maintained the tradition - first by presenting a Virtual Camping Trip for families, and then an all-day trip for the entire school last May. This year, we were able to camp overnight once again, and expanded our horizons to a new campsite called Brandeis in Simi Valley. Due to the flooding this winter, Leo Carrillo was closed. We welcomed the team from WOLF (Wilderness Outdoor Leadership Foundation) to partner with us in planning and organizing the trip. Students participated in hikes and outdoor science throughout each day, ate meals together, camped in tents, and celebrated with joyous songs and skits around the evening campfire. Click to see many more photos of the trip!

Learning Expeditions

At PS1, learning is not limited to that which takes place within the borders of our campus. In fact, our students use the entire city of Los Angeles and beyond as their extended campus, linking concepts and ideas from the classroom to the community. We were thrilled to be able to bring back such a breadth and depth of Learning Expeditions this year. Visits to the Santa Monica Pier, California Science Center, Baldwin Hills Scenic Overlook, International Printing Museum, Solstice Canyon, Kenneth Hahn Park, Theatricum Botanicum, Moonwater Farms (and more!) enriched the curriculum, enhanced student learning, and provided real-world context to so many class projects.

Annual Fundraising Gala

The PS1 community had an unforgettable night at the Annual Fundraising Gala on April 22. Thanks to our amazing parent volunteers and generous donors, we were able to raise funds to support the Financial Aid Endowment, which benefits the entire PS1 family. This year’s Monte Carlo theme brought together our incredible community for a night of excitement, friendship, and giving back. With over 250 Silent Auction items, fantastic LIVE Auction items, exuberant paddle raises, and lively casino games, the atmosphere was electrifying and the joy was flowing. But most of all, we were grateful to see our PS1 families, teachers, and staff come together and support each other. Join us again next year - we can’t wait to see you there!

Highlights from the 2022-23 School Year

Looking Back, Looking Forward

If asked to write about the school year’s highlights, I can easily talk about the fantastic interdisciplinary projects that students experienced:

• Rebuilding the Santa Monica Pier to be ecologically sound;

• Creating the set and costumes for a Readers Theater; and

• Researching primary sources to become citizens of early Boston.

I could quote lines of text from outstanding fantasy stories students wrote and in-depth mathematical conversations about the many ways to divide fractions.

In addition to these, I find myself wanting to write about small moments that are milestones in students’ lives: A student breaking the code and realizing that they were reading. A student who in the past struggled with field trips now happily leading their classmates on a hike. A student who was challenged to see another’s perspective now confidently guiding a conversation to create compromise. A Grad working with one of the Youngers classes and figuring out how to mentor them. A student in Art with chalk-covered hands proudly showing off the work they created with only natural substances.

There are so many large and small representations from this school year. We hope you will enjoy reading more about them from the teachers’ perspectives.

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

Creating hands-on (and fun!) experiences for the students to hypothesize, build, test, and record during science is an integral part of the learning process.

Young scientists in the Red class have been learning about different forces. We started with several experiments using push and pull. As we talked more about forces in nature, students were eager to share what they know about gravity. They mentioned that without gravity we would float and not stay on the ground. We discussed how gravity is a force and they were challenged to protect a mystery object from the force of gravity. In partnerships, they looked at some of the recycled materials available for building, drew a sketch of their idea, and shared it with the group. Once they were told that the mystery object was an egg, they had time to go back to their design to rethink and make changes. When their design

was ready, they built their project from recycled materials.

Students were most excited to test their project with a real egg. The class cheered each time an egg survived. Some of the projects that were able to protect their egg included cushioning or a parachute. Creating hands-on (and fun!) experiences for the students to hypothesize, build, test, and record during science is an integral part of the learning process.

Red LUCIA | GINA

Orange HOLLY S. | MEGHAN

As a kick-off to our neighborhood study, the Orange class took a closer look at the neighborhood right around PS1. We observed buildings that contained businesses: a car repair shop, a place to buy cars, a furniture store, a yarn store, a gas station, and a “plate and cup” store. Students also noticed houses and apartment buildings. We then had a chance to visit several places nearby to have a deeper understanding of the needs in our community, the people who work there, and the jobs they do. On one of our visits, we discovered that firefighters live at the Santa Monica firehouse so they will be ready immediately in an emergency. In addition, what they wear to protect themselves weighs 100 pounds! We also went behind the scenes at a local restaurant and learned how many jobs are needed to make meals happen. Students had a chance to go into the kitchen and even the walk-in refrigerator! As a culmination, Orange students developed and ran two businesses in the classroom. These simulations resulted from their research and demonstrated their understanding of community and interdependence.

As a kick-off to our neighborhood study, the Orange class took a closer look at the neighborhood right around PS1.

This year, students of the Yellow class worked very hard to strengthen their number sense by recognizing, writing, and organizing numbers. When analyzing the “100” number chart, they quickly realized and identified number patterns and continued counting past 100, 200, and even 500 and beyond for some! As we explored our appreciation of mathematics and counting, students developed the concept of grouping, which allowed them to learn to divide and organize objects into equal groups or sets. On the 100th day of school (a special celebration to commemorate the milestone of completing 100 days), students were motivated to apply the skills learned to create a counting collection of 100 objects of their choosing! This activity supported the place value system, developed concepts of counting and quantity, and served as a creative way to make counting explicit, hands-on, and fun for our students!

2,4,6,8… What do we appreciate? COUNTING COLLECTIONS!

Green BILLY | DANIELLE

We visited Moonwater Farms in Compton and the Ishihara Park Garden in Santa Monica to see how different parts of our city grow food and how we can take care of local communities through farming.

The Green class studied basic human needs in our Social Studies unit. Students decided that our basic human needs are shelter, family, and food. We engaged in an in-depth study of where our food comes from and how farmers’ needs are being met. We visited Moonwater Farms in Compton and the Ishihara Park Garden in Santa Monica to see how different parts of our city grow food and how we can take care of local communities through farming. Students helped with mixing compost, used worm tea to enrich soil, pruned sage brush, pulled weeds, and planted marigold. They learned the benefits of urban farming for both the environment and our nutrition. We then decided to grow our own herbs and vegetables.

Students planted rosemary, lavender, basil, mint, thyme, tomatoes, and arugula. The green thumbs of the Green Class have been in charge of watering the plants each day. We are excited to harvest our food and create a culinary treat. The students shared their joys of gardening, “I like gardening because of the feel of dirt on my hands and it helps me be calm. Also, it helps me connect with nature and even other people. Gardening is fun and mindful.”

BRIDGE CLUSTER

The Blue class explored fractions in a variety of ways, from equal sharing (8 burritos shared by 3 friends, how many burritos will each friend get?), to joining multiple groups (6 teachers eat ¾ of a banana each for snack, how many bananas are eaten?), to separating multiple groups (it takes ⅔ jar of paint to paint a toy, if you have 6 jars of paint, how many toys can you paint?). We also explored the value of fractions. Recently, we pulled out a large canvas tote full of chocolate bars and shook it. We asked the students if they would rather have a half or a whole. As you may have guessed, many of the students said a whole. We passed out whole mini chocolate bars to those who said, “Whole,

please,” then pulled out giant chocolate bars, snapped them in half, and handed halves to the few who said, “Half, please.” Again, as you may have guessed, there were many, “Wait, what?” and, “I changed my mind!” As we all indulged in a mini Hershey bar (we saved the giant for camping s’mores), we discussed how it’s important to know what the whole is when working with fractions, as ½ of a giant candy bar could be more than a whole mini! In order to compare fractions, we need to know what the wholes or halves are. Not only was this delicious treat, it was a rich conversation.

Here is an example of a fraction riddle:

MCKENDREE | MAREN

Madeline ate ½ a pizza. John ate ½ of another pizza. Madeline said that she ate more pizza than John, but John said they both ate the same amount.

Use drawings, words, or numbers to explain how Madeline could be right.

Students pondered how could this be… a half is the same as any other half… or is it?

Book clubs are an important aspect of the literacy program in Indigo. Through Book Clubs, students have been delving into both fiction and non-fiction books. The purpose of these Book Clubs is to develop a deeper, more nuanced understanding of literature by engaging in discussion, and analytical thinking. The collaborative work in Book Clubs builds upon our culture of reading and reveling in books at PS1. In fiction Book Clubs, students participated in an author study of Roald Dahl and were introduced to the roles of Superb Summarizer, Discussion Director, Literacy Luminary, Artistic Artist and Morphology Word Wizard. After reading the assigned text, each student was responsible for completing their role independently and then coming together as a group to share their discoveries and questions. In non-fiction Book Clubs, students learned about “Changemakers” including Coretta Scott King, Michelle Obama, Rachel Carson, Ruth Bader Ginsburg, and Malala Yousafzai, and reflected upon the role of Activists and Changemakers in our society, and how these figures ignited their individual desire to make a change for the greater good. Throughout Book Clubs, students practiced the skills of inferencing, annotating, connecting and summarizing, and mostly importantly, continued to cultivate their love of reading!

Indigo KAYLA | PETE

The purpose of Book Club is to develop a deeper, more nuanced understanding of literature by engaging in discussion, and analytical thinking.

Violet KELLY | ANGI

Spring semester has given students a chance to understand that the history of America is all around them… even in walking distance of their own school.

In Social Studies, the Violet class explored Santa Monica’s Broadway neighborhood as “caretakers of history.” Based on research from the Santa Monica History Museum’s Broadway to the Freeway exhibit, students explored the people and buildings of the past in order to understand how changes over time influence the present. The construction of the 10 Freeway’s extension to the sea in the late 1950s represented a significant change in the social, political and economic demographics of the Broadway area that was once a thriving multicultural neighborhood community. From a Black-owned church that remains to this day to a synagogue that was once a Jewish deli, to a site where an interracial public school once stood and more, the Violet class has walked the neighborhood and made detailed architectural sketches. They created a map of the

present and models of Broadway buildings, circa 1950. They have mapped migration patterns of Black American, Jewish American, and Mexican American individuals. As informational writers, Violet class members wrote essays about former community members who made valuable contributions to Santa Monica’s history. The project helped them understand and apply terms such as the Great Migration, institutional and structural racism, opportunity, inclusion, community, and more. This project could easily be a year-long endeavor but the Spring semester has given students a chance to understand that the history of America is all around them…even in walking distance of their own school.

As a part of this unit, our goals have been not just to acquire knowledge about our planet’s four spheres (the geosphere, hydrosphere, biosphere, and atmosphere) and the impact of human activity upon them, but to also reinforce the scientific method and the skills needed to successfully think and act like a scientist.

Students in Olders 4 are investigating how human activities impact the environment. As a part of this unit, our goals have been not just to acquire knowledge about our planet’s four spheres (the geosphere, hydrosphere, biosphere, and atmosphere) and the impact of human activity upon them, but to also reinforce the scientific method and the skills needed to successfully think and act like a scientist. We started with our observations and scientific sketches of life (plants and animals) around our campus. We carefully recorded our observations in drawings and notes, which then gave rise to questions and hypotheses. A field excursion to the Santa Monica Pier and Heal the Bay Aquarium taught us about some of the equipment and methods used by scientists to gather data, and further research back on campus led us to investigate how

creating, using, and disposing of some of our favorite everyday items (ranging from soccer cleats to pasta to drawing pens) can impact the earth’s soil, water, atmosphere, and living beings. Students are compiling their research and observations into interesting and thought-provoking infographics that help educate us all about the impact we have on our shared planet.

Olders 4 LIANNE | HOLLY F.

OLDERS CLUSTER

Students could be seen around campus memorizing their lines, practicing their scenes, and honing their craft. After also watching the play at the Will Geer Theater, the culmination was two brilliant productions of A Midsummer Night’s Dream on our campus.

For many years now there has been an end of the year Shakespeare Festival on our campus. It consists of the production of two plays presented by the students in the Olders Cluster and performed for the parents of these students and the rest of the school. Last year, after studying Ancient Greek and Roman history, we chose Julius Caesar. This year we decided on A Midsummer Night’s Dream. Following the heaviness of one of the Bard’s historical dramas, a comedic love story was in order. As part of our preparation we immersed the students in the life and times of Shakespeare. This included four separate seminars in which all the Olders students participated, including Queen Elizabeth and her impact on Shakespeare’s time, the science and

technology of Shakespeare’s time, the flora in A Midsummer Night’s Dream, and sonnet writing and iambic pentameter. After round table readings, the students wrote to the teachers about various roles they would like to play. Upon being given their parts, the real fun began. Students rehearsed entire acts and specific scenes as they grew into their roles. They learned the subtleties of the language and the humorous personalities of the characters. Students could be seen around campus memorizing their lines, practicing their scenes, and honing their craft. After also watching the play at the Will Geer Theater, the culmination was two brilliant productions of the play on our campus.

Olders 5 JOHN | MADELINE

Library CHRISTINA

April is such an important month in the world of the PS1 Library: National Poetry Month! Spring!! Earth Day! But, most important of all: Library Week from April 23 - 29! Of course, we celebrate it all! I have read poetry from the book that made me fall in love with poetry (Reflections on a Gift of Watermelon Pickle, edited by Stephen Dunning, et. al.) and we have shared stories pertinent to the month.

Ah-may-zing May gives us ever more bountiful joys: Asian American and Pacific Islander Heritage Month and Jewish American Heritage Month, as designated by the Library of Congress. The Library of Congress designates these months of acknowledging heritage in order to “pay tribute to the generations who have enriched America’s history and helped form the fabric of American history, culture and society, as well as being instrumental in our future success.”

With so many people to celebrate, as well as celebrating Mother’s Day, the Olders’ Shakespeare presentation, and camping, I chose Library programs for the students with a poem, for example, from a book of poetry written by Japanese children. Titled “Mom” (by Tanaka Daisuke) and a colorfully written, picture book biography of Sandy Koufax.

While attending the ceramics program all students at PS1 had the opportunity to learn where clay comes from and what it is made out of. We discussed the importance of not wasting earth’s natural resources while we share it. After each student had an opportunity to sculpt with clay, they discussed one huge benefit of using clay for making pots and containers is that the clay vessels will decompose making them an eco-friendly alternative to steel and aluminum cookware.

The students were excited to find out that the recyclability of clay is 95%. Furthermore, the students discussed the challenges that come along with creating clay pots, for example how much energy is needed in each firing and what type of energy is being used. The students learned that if the energy we use when firing clay was made from fossil fuels, clay vessels would no longer be as eco-friendly as we first learned.

During this clay study the students used their critical thinking skills and analyzed both the benefits and drawbacks of using clay to create vessels we use. The students were very proud of their sculptures. They were amazed to create bowls that they can eat out of every day, mugs for hot chocolate, flower pots for plants, clay and plaster fossils, birdhouses and vases.

During this clay study the students used their critical thinking skills and analyzed both the benefits and drawbacks of using clay to create vessels we use. The students were very proud of their sculptures.

Art LINA

During the school year, the physical education program emphasizes both sports and sportsmanship, where team spirit, personal responsibility, cooperation, and honoring differences are some of the top priorities. Our program not only contributes to students’ physical fitness, but it also presents so many opportunities to foster social-emotional growth and well-being.

When we begin a new unit, students are taught the basic skills, rules, and strategies of the games. Children love sports and are naturally competitive, so it’s easy for them to get caught up in a game and become focused only on winning. Therefore, we assist children to understand the value of sportsmanship while ensuring they have a safe, fun, and successful sports experience. Sportsmanship is one of our primary sources of teaching, it helps us model fair play, respect for others, teamwork, integrity, and ongoing learning. The end goal is that our physical education program is enjoyable, fulfilling, challenging, and helps each student feel proud of their endeavors.

PE PEDRO

The Studio CHRIS

In The Studio, students came up with ideas and plans for a new playground structure and playground area on the Euclid Yard. This was a very exciting and engaging project, as students were inspired to use their imaginations to create incredible playground designs for everybody in our community to see and enjoy.

Creating inviting playgrounds for kids and young adults of all abilities was our primary goal for this project. We were inspired by The Harper’s Playground model which are “radically inclusive through three levels of inviting.” The first level is: Physically Inviting. We asked, “Is the playground design accessible? Can everybody can get everywhere and to everything?” Adaptability means everything in the structure is designed to suit different conditions or needs. Then we considered the second level: Socially inviting. “Are the materials natural? Are there open, communal spaces that allow kids to gather, connect and share?” Last we considered the third level: Emotionally inviting. “Is the playground thoughtfully designed with art and music elements?”

With these goals in mind, our students had a voice and platform to express their vision. They created and drew plans, collaborated on their ideas, and brought their visions to life on paper.

Students are excited to share their thoughts, ideas, and plans with our school administrators before the new construction begins.

Play is a very important piece of the educational program at PS1. It’s how we learn and grow. Play strengthens our bodies and minds. It teaches us how to communicate and even solve problems. Play builds self-esteem and confidence. It helps us develop the skills we need throughout life. In The Studio, we are inspired to create incredible student-driven playground designs for everybody in your community to see.

Music VIRGINIA

This spring the Youngers Cluster studied The Blues. They worked hard to write a song for Moving Up Day that has been titled MUD Blues. Students also learned the repertoire of songs that we sing around the campfire on our annual camping trip. These songs include Down By The Bay, Three Little Birds, 2nd Story Window, The Lion Sleeps Tonight and many more.

The Bridge Cluster crafted recycled instruments for their Cluster Circle Time, which focused on the Landfill Harmonic, Stomp, and environmental Artivism. They made drums from coffee cans, maracas from Easter eggs, and tambourines from ribbons and metal scraps. Students also choreographed original movements to the song Youth Climate Anthem - Long Forgotten Road.

The Middles Cluster prepared for their own Cluster Circle Time, which featured ukulele, recorder, xylophone and vocals. The Violet Class prepared the cannon Round and Round the Earth is Turning while the Indigo Class presented the partner song Yonder Come Day, based on the traditional Georgia sea island spiritual.

The Olders Cluster practiced for their performance of A Midsummer’s Night Dream with acting games, vocal improvisation, one act plays, and movement exploration. Students also wrote an original environmental anthem using ukulele, recorder, xylophones, guitar and voice to share during their Cluster Circle Time. Their Circle Time demonstrated the music technology software they have been using, and a montage of the environmental music videos they created in the beginning of 2023.

Alumni Corner

Daryn Foster, Class of 2001

Daryn is a senior marketing executive at J.Crew in New York, responsible for all outbound email and text marketing. You can see her work in your inbox daily by signing up for J. Crew email or texts! She is expecting her first child in June of this year.

Daryn’s mom Lisa recently published a new book, Bag Lady: How I Started a Company for a Greener World and Changed the Way America Shops. Many alumni parents may remember her efforts to bring reusable bags to the US in the early 2000s. The book is an account of purpose-driven entrepreneurship and how one person really can make a difference in the world. She hopes it inspires others to take a few bold steps in the direction of their dreams.

Andie Dinkin, Class of 2004

Andie received her BFA with honors from Rhode Island School of Design in 2014. Her artwork has been featured in the New Yorker Magazine, the Lucas Museum of Narrative Art, and more. She recently exhibited a solo show at Half Gallery in Los Angeles, which opened May 11.

James Werner, Class of 2010

James has been keeping busy since attending Crossroads and Vassar College. His interests include DJ’ing, acting, filmmaking, producing, drumming and playing guitar. He has also worked on tv shows, movies, in offices for production companies and has written and performed sketch comedy and improv.

Farid Adibi, Class of 2013

Farid’s school journey has taken him from PS1 to Mirman School, Harvard-Westlake and George Washington University. He currently lives in Rockville, MD and works in Alexandria, VA, having graduated from college a semester early.

He was in his second semester of his freshman year when the pandemic began. While he was completing remote schooling, Farid took advantage of this time by interning at financial firms in L.A. and Orange Counties and a real estate agency in Beverly Hills. His initiative provided him with experience across a range of industries.

Farid is the President of Left-MiddleRight, a media outlet dedicated to fighting polarization and partisanship. Their social media channels, including Instagram and TikTok, have received 70 million views. The site is growing by the day and features “man on the street interviews” on college campuses. Learn more about LMR here . He also works for a start-up influencer agency that promotes influencers with political initiatives.

Farid’s hobbies include working, going to the gym every day, playing basketball and seeing stand-up comedy. He has fond memories of Pedro and John, playing soccer on the field, and reminisces about the sense of inclusion at PS1.

Eve Jackson, Class of 2014 Eve is making history as part of the first ever NCAA Division 1 Clemson Gymnastics Team. Watch for the inaugural season on ACC Network January 2024!

Luca De Lorenzo, Class of 2017

Luca graduates from SAMO High this spring where he was a member of the Lacrosse team. He is thrilled to be attending the University of Michigan in the fall.

Eze Baum, Class of 2020

Eze is a student at Harvard-Westlake. He is a guitar player and has played Magic the Gathering since first grade. He runs a website called This Week Media , which includes film news, reviews, interviews, features and trailers. He has loved movies forever, and the summer between 7th and 8th grade began writing film reviews for his school newspaper. He attended the South by Southwest festival this year, and is now working on recording a podcast for his website. His favorite local movie theater is the Aero because it is close to home.

Eve Jackson, Class of 2014

Eze Baum, Class of 2020

Daryn Foster, Class of 2001

Farid Adibi, Class of 2013

Lisa Foster, P’01

Click or scan the QR Code to give us an update!

Alumni Parent Coffees

Our alumni parents were thrilled to reconnect with each other as well as share their incredible experiences with prospective families on how their kids fared after graduating from PS1.

New Roads School Visit

LiAnne and Tisa kicked off the new year with a visit to New Roads School on January 9 to have lunch with PS1 alumni students in middle and upper school. They were also treated to a tour of the New Roads campus by Zahir Robb, Director of Admissions.

Archer School Visit

Tisa and Holly F. were overjoyed to visit our awesome alumnae now attending The Archer School for Girls on April 19.

Middle School Visits

PS1 + StoryCorps

PS1 has teamed up with NPR for the Storycorps program. Click here for instructions on submitting your story. Click here to listen to PS1 community member stories.

Marlborough School Visit

John and Tisa had a fantastic visit with our alumnae at Marlborough School on April 12.

Brentwood School Visit

John and Tisa visited Brentwood School on January 30 to have lunch with PS1 alumni upper school students. They were also treated to a tour of the new Middle School building by Emily Manning Ellis, Director of Alumni Engagement. It was especially meaningful for John to visit as his children Melina and Louis are alumni of PS1 and Brentwood, and he was received with open arms.

Alumni Bowling Party

It was great to see our 7th and 8th grade alumni students and parents at Bowlero on March 3! Check out the pics here.

Save the Date

Save these dates for the start of the 2023-24 school year:

Aug. 29

Make New Friends Day (Youngers)

Aug. 30

First Day of School

Celebrating our 25th Anniversary Grads!

The graduating class of 1998 is listed below! If anyone wishes to visit campus to reminisce, please contact Tisa

Courtney Applebaum, Danny Barreira, Danny Brown, Aaryn Costello, Marlow Fox, Nora Frankel, Will Greene, Jamie Hall, Justin Harris, Rem Koning, Zachary Meredith, David Perlman, Liza Preminger, Mitchell Ratinoff, Taizo Tachibana, Rachel Wagner.

Class of 2017 Reunion

May 9, 2023

We were thrilled to welcome back many of our 2017 graduates for their class reunion on May 9, before they graduate from their high schools and head off to colleges and universities around the country.