Spring 2025 Periscope

Spring 2025

SPRING ‘25 HIGHLIGHTS AND SPOTLIGHT ON MATH

In This Issue

PAGE 1

Head’s Column PAGE 2

Traditions Old and New PAGE 5

Curriculum Connections PAGE 20

Alumni and Community News BACK COVER

Camping Trip Collage

THE PERISCOPE Volume 35, Number 2 Editor: Amanda Perla Designer: David Mellen Design 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

A Year of Growth, Discovery, and Mathematical Joy

Head’s Column

What an exciting year it has been! From adding Spanish to our curriculum, to roasting marshmallows on the camping trip, to showing our PS1 pride on school spirit days, to applauding our Olders on stage in their three Shakespeare performances, this year has been rich with learning, joy, and community. As we head into summer, I want to take a moment to celebrate some of what we’ve accomplished together, especially the incredible strides we’ve made in mathematics.

This year marked the launch of our newly aligned K–6 math curriculum, based on the National Council of Teachers of Mathematics, California State Standards, and the Principles of Mathematical Instruction. We’re especially proud of how this curriculum encourages productive struggle, a hallmark of the entire PS1 program. Students are learning that mistakes are not something to avoid, but opportunities to grow. We’re working hard to build positive math identities, helping students feel empowered to take risks, revise their thinking, and see themselves as capable problem-solvers. There is so much joy to be found in making sense of math, especially when we create a space that values the process as much as the answer. You will see examples of this in the following pages, highlighting some of the most memorable math investigations from each grade level over the past year.

In Kindergarten through 5th grade, students have been exploring their deep understanding of Big Ideas, Strategies and Models through Contexts for Learning Mathematics, while our 6th graders have been diving into a highly middle school structure using Illustrative Mathematics. Both programs (as in the structure to be followed) are deeply rooted in the belief that all students are capable, competent mathematicians who can learn and grow. Our use of these tools has brought an added layer of excitement and depth into our classrooms and helped us build a more cohesive and engaging path toward the mathematically powerful community we intend to be.

So, what does this look like in practice? Our classrooms are filled with conversation, problem-solving, and curiosity.

Students work through real-world investigations that are designed to spark critical thinking and promote mathematical reasoning. They share their work with classmates in what we call Gallery Walks—an exercise that encourages students to present their thinking and get feedback from their classmates. Students

We’re working hard to build positive math identities, helping students feel empowered to take risks, revise their thinking, and see themselves as capable problem-solvers.

design and create posters that are brought to the Mathematical Congress, an opportunity for students to showcase their strategies, ask questions of themselves and others, and collaborate to elevate their shared understanding. These posters require clarity and are windows into student thought and deep understanding. They are part of a broader classroom practice in which students learn to share, reflect, refine, and defend their strategies. Teachers, meanwhile, are constantly assessing, not just at the end of a unit, but every single day. They gather insights in the moment by listening to student dialogue, observing approaches, and joining in conversation as students work, using all their gathered data to guide next steps for individuals and for the group.

Number Strings are another element of whole group classroom practice that elevates our understanding of number relations and works to build fluency with arithmetic skills. Children use number facts they know to solve complex equations, similar to how many adults grew up solving complex equations with traditional algorithms. That our students can do it aloud, can explain their thinking as they go, can pick an appropriate strategy for the type of question being solved, and can relate their strategies to those of classmates demonstrates the deep connection students are building between operation and conceptual understanding. Fact-based work is further supported by opportunities for work at home in DreamBox and with games and activities that have been made available to families.

As we look ahead to summer, we encourage families to keep the momentum going. Summer is a time for play, exploration, and creativity - all things that connect seamlessly with mathematics. Whether it’s estimating totals at the farmers market, measuring ingredients for a recipe, or noticing patterns on a walk, math is all around us. These small moments help keep skills sharp and curiosity alive.

With gratitude,

Susannah Wolf, Head of School

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TR ADITIO N S

Aftercare Aftercare at PS1 is where the fun keeps going long after the school day ends!

We take a two-part approach to our afternoons: First, we create a warm, neighborhood-style space where kids can unwind, explore, and let their imaginations run wild. Our Aftercare team leads playful, open-ended activities that offer just the right mix of structure and freedom—because we know the best ideas happen when kids feel free to be themselves.

Then there’s Clubhouse, the extra-sparkly side of Aftercare!

PS1 teachers and outside experts lead exciting 9 to 12-week classes in everything from Theatre and Dance to Music, Chess, and more. The lineup changes every semester, so there’s always something new to try and skills to grow. A highlight this year was the spring theatre arts production of Inside Out! Aftercare isn’t just a program—it’s a place where students, families, and teachers connect, create, and, most importantly, play!

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Old & New

Math Mornings

Spring FUNdraiser

Math Mornings at PS1 are a celebration of curiosity, community, and joyful learning occurring twice each month. Whether we’re diving into Pi Day with inspiring math challenges (and plenty of pie, of course!) or exploring multi-level puzzles designed to engage every learner, these mornings bring students and families together around the excitement of problem-solving.

With just the right “spice” to challenge each participant, Math Mornings build confidence and stretch our thinking. Through these mornings, we remember that math is not just about numbers, it’s about connection, creativity, and fun.

The PS1 community saddled up for a dazzling night at the Annual Spring Fundraiser on March 22. With the incredible support of our parent volunteers and generous donors, we raised essential funds for the Tuition Assistance Endowment.

This year’s “Rhinestone Rodeo” theme brought out our sparkle and spirit, blending western charm with PS1 flair. But more than the boots, bling, and barnyard vibes, the real magic was in the warmth and unity shared among families, teachers, and staff.

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Traditions Old & New

Camping Trip Each spring, the PS1 camping trip offers students a chance to step outside the classroom and into a shared adventure in nature. It’s more than just sleeping under the stars—it’s about learning to care for one another, problem-solve as a group, and take initiative in a whole new setting. This year’s return to Sycamore Canyon brought all of that and more: students pitched tents, prepared meals, and supported one another through hikes, beach explorations, s’mores, and campfire performances filled with laughter and song. These moments strengthen friendships and build confidence; they reflect PS1’s inclusive, hands-on approach to learning. It’s a tradition that keeps growing right alongside our students.

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Curriculum Connections

Spotlight on Math and Specialist Highlights PS1’s math curriculum is designed to foster a positive math identity and empower students with a deep understanding of mathematical concepts. All students are known as competent mathematicians and are learning to construct meaning of mathematical concepts through critical thinking, problem solving, meaningful discourse, and creativity. Above all, students find joy in making sense of the math that is all around them. Read ahead to learn more about our math curriculum throught the clusters!

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YOUNGERS CLUSTER (GRADES K-1)

Red

Orange

Yellow

BILLY | LUCIA

HOLLY S. | MEGHAN

BONNIE | MELVA

Counting in Action!

The Kindergarten students were inspired by the story The MaSloppy Family, where Nicolas solves a household dilemma by counting and labeling his belongings.

Taking a cue from him, we became the “MaSloppys” and tackled the challenge of organizing and counting items around our classrooms. Students brainstormed the most efficient ways to count and decided to group items into tens and ones. Working in pairs, they counted a variety of classroom objects—some even creating groups of hundreds! We extended our thinking by counting the same collections in fives and ones, then recorded and analyzed our results.

Throughout the investigation, students developed a deeper understanding of place value, addition strategies, and equivalence with multiples of ten. A highlight was our inventory challenge, where students figured out how many more items would be needed for everyone in the class. They shared strategies, noticed number patterns, and reflected on which methods were most effective.

Throughout the investigation, students developed a deeper understanding of place value, addition strategies, and equivalence with multiples of ten.

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Curriculum Connections

Measurement The first-grade mathematicians focused on linear measurement during a unit titled Farms and Fences. Students compared the lengths of fences around several farms to help develop an understanding of the measurement of linear distance as a series of iterated units and to understand the need for a standard unit of measure. Initially, they used their feet as a unit of measurement, but soon realized that foot sizes are different, so they concluded that a standard unit of measurement would be needed to fulfill the job of designing and building the farmers’ fences. Next, students explored how to measure accurately in feet using a ruler. They used Cuisenaire Rods to design “fancy” fences using sections of various lengths and colors. To determine the lengths, they applied different strategies by comparing the new sections to ones they already knew and combining shorter pieces to see if they matched the new ones. Through this process, students deepened their understanding of equivalence by learning how different combinations of fence sections could be exchanged to create new designs.

This unit was an engaging and interactive experience for students to learn to measure accurately and to problem-solve with their peers.

Students compared the lengths of fences around several farms to help develop an understanding of the measurement of linear distance as a series of iterated units and to understand the need for a standard unit of measure.

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BRIDGE CLUSTER (GRADES 2-3)

Green

Blue

DANIELLE | MAREN

GINA | MCKENDREE

ROBYN

Indigo ELLEN | JOSIE MADELINE

Second Grade: In this second-grade math unit, students explored measurement and graphing through fun, hands-on activities that helped them better understand and represent data.

We began by looking at a silly picture of animals shown in the wrong sizes—like a tiny elephant or an oversized rabbit. This sparked great conversations about size and scale. From there, students worked on making more accurate comparisons by using a child’s height as a unit of measurement and placing animals on a one-meter number line.

Next, students learned to use value bars, a visual way to compare different lengths or amounts. This helped them clearly see relationships between sizes and prepared them for more advanced graphing. They also began to understand proportions—how one quantity relates to another—which deepened their ability to make meaningful comparisons.

Throughout the unit, students collected and organized data. They measured animal heights and jump lengths, created bar graphs, and made line plots to show things like how often a number was hit in a game or how many students fell into different age groups.

By the end of the unit, students weren’t just making graphs, they were analyzing patterns and shapes in the data and drawing thoughtful conclusions.

This unit built a strong foundation in data interpretation, measurement, proportions, and mathematical thinking.

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Curriculum Connections

Third Grade:

By the end of the unit, students weren’t just making graphs—they were analyzing patterns and shapes in the data and drawing thoughtful conclusions.

In the third grade, students are learning how to collect, organize, and represent data using different types of graphs.

Building on what they’ve learned in earlier grades, students are now working with scaled bar graphs and line plots. They’re learning how to place data on a graph where the intervals (spaces between values) are equal and proportional to the data set, which is key for accurate interpretation.

To make learning exciting and meaningful, students took on the role of Shark Week scientists! They’re exploring real-world data about shark lengths, tooth sizes, and lifespans. Along the way, they learned how to identify the mode of a data set—remembering that “mode is the most”—and how to spot and think critically about outliers (data points that are much higher or lower than the rest).

Students discussed how including or excluding outliers can change the story their graphs tell.

As part of this process, students applied their knowledge of number lines and measurement, including how to divide things into equal parts. This helps them better understand how graphs work and how to compare different sets of information.

This unit connects closely with earlier work on fractions, multiplication, and measurement, helping students make meaningful connections across topics.

By the end, students will be able to create and analyze graphs with confidence— skills that are valuable both in math and in everyday life.

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MIDDLES CLUSTER (GRADE 4)

Violet KELLY | MILICA ANNA

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In Violet’s latest Context for Learning Math (CFLM) unit, we welcomed back Muffles, the chocolatier, who returns with exciting new challenges for the students!

Many of our fourth grade students fondly remembered Muffles and his delicious truffles from last year, so they were thrilled to jump into this year’s unit, Muffles’ Measurement Models. This twopart unit focuses on measurement, and through it, our students have been honing important skills such as converting larger units of measurement into smaller units and vice versa, scaling up or down, and using proportional reasoning (ratios) to support Muffles’ expanding truffle business. This unit builds directly on previous work with fractions, so our students were already primed and ready for Muffles’ return.

Each CFLM unit is designed around several Investigations, and every Investigation kicks off with a whole-group “Number String” activity. This activity gets students engaged by encouraging them to share strategies for solving a series of related problems that gradually increase in complexity. It’s the perfect mental math warm-up before diving into the heart of the story problem. This year, Violet students were thrilled to work on conversion tables for Muffles’ truffle recipes and to solve problems around time and customer lines. For each investigation, students created posters to clearly explain their reasoning, including the “claim” they were making and the “evidence” that supported it. The students displayed a variety of models—such as tables, charts, and double open number lines—to show how they were thinking about unitizing and equivalence. They worked on converting measurements like liters to milliliters, pounds to ounces, inches to feet, and minutes to hours.

In Part 1 of the unit, students focused on the US Customary system of measurement, while Part 2 shifted to the metric system, providing more opportunities to explore place value and base-10 multiplication and division. After completing their math posters, students participated in a “gallery walk,” where they gave and received constructive feedback on their work. This was followed by a math congress, where pairs presented their work to the class, explaining how they arrived at their conclusions. To wrap up the unit, Violet students celebrated all their hard work by making their own batch of truffles at PS1!

Curriculum Connections

The students displayed a variety of models— such as tables, charts, and double open number lines—to show how they were thinking about unitizing and equivalence. They worked on converting measurements like liters to milliliters, pounds to ounces, inches to feet, and minutes to hours.

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OLDERS CLUSTER (GRADES 5–6) Fifth Grade:

West Oak

North Oak

KAYLA | MICHAELLE

HOLLY F. | JOHN

One of the more memorable units in math this year was the Subways and Surveyors unit and the accompanying Architecture Project which offered fifth grade students a dynamic, real-world context for exploring geometry, area, volume, LIANNE | YVONNE and mathematical reasoning.

As part of this integrated unit, students took on the role of architects working within a fictional architecture firm. Their design challenge: create 24-story office buildings with rooftop sundecks that have a fixed perimeter of 36 units. Through this scenario, students expanded their focus by exploring prisms with fixed perimeters and heights. They noticed a compelling pattern: when the perimeter of the base remains constant, the surface area of the vertical sides does not change—even when the base shape does. This led to rich discussions and further conjecture, showcasing how students apply logical reasoning and geometric insight to solve complex problems.

By anchoring abstract math concepts in meaningful design work, Subways and Surveyors and the Architecture Project exemplify our commitment to inquirydriven, applied mathematics. Students are not only learning geometry—they’re experiencing how mathematics helps us understand and shape the world around us.

East Oak

By anchoring abstract math concepts in meaningful design work, Subways and Surveyors and the Architecture Project exemplify our commitment to inquiry-driven, applied mathematics

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Curriculum Connections

Through visual models, collaborative tasks, and meaningful discussions, students gained confidence in comparing, operating on, and reasoning with fractions.

Sixth Grade: This year, our 6th grade students dove into Illustrative Mathematics with curiosity and confidence, and two units stood out as clear favorites: Algebra and Fractions. These foundational topics sparked enthusiasm as students discovered how mathematical thinking applies to the world around them.

In the Algebra unit, students explored expressions, equations, and the power of variables. Many enjoyed solving real-world problems and uncovering patterns using algebraic reasoning. They especially loved balancing equations and tackling multi-step word problems that challenged their logic and perseverance.

Fractions, often considered tricky, became a source of pride as students deepened their understanding of division, ratios, and proportional relationships.

Through visual models, collaborative tasks, and meaningful discussions, students gained confidence in comparing, operating on, and reasoning with fractions. This unit helped them build number sense and fluency that supports learning across all areas of math.

These engaging and rigorous units not only strengthened students’ skills but also built a strong sense of accomplishment and collaboration in the classroom. As one student put it, “I didn’t know I liked math this much until we started algebra.” Sixth grade math at PS1 is more than just numbers—it’s about discovering how capable our students truly are.

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SPECIALISTS Art LINA

How to Make Art Using Math Throughout the school year the students in the Living Art Room at PS1 familiarise themselves with fundamental mathematical principles such as geometry, symmetry, proportion, and perspective. These concepts form the foundation of the mathematical aspects of art.

For example, the students in Youngers explored the basic concepts of proportions while first drawing tiny circles in the background, gradually changing into medium sized circles in the middle ground, and giant circles in the foreground, creating an illusion of movement.

Some students challenged themselves by drawing trees instead of circles, creating an illusion of depth in a landscape.

Bridge students focused on cutting out geometric shapes to be used in a collage. The outcome demonstrated how students used symmetry to create a certain balance in their composition.

Middles students explored linear perspectives with geometric shapes, creating more complex geometric forms in their artwork, such as cityscapes from a bird’s eye view.

Olders students had a lot of fun exploring grayscales and gradients.

Value in art refers to the range of lightness and darkness of an object, which is evident in the spheres that students shaded with different color progressions of gray.

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…the students in the Living Art Room at PS1 familiarise themselves with fundamental mathematical principles such as geometry, symmetry, proportion, and perspective.

These concepts form the foundation of the mathematical aspects of art.

Curriculum Connections

Music CARISSA

One of this year’s most joyful and meaningful curricular moments was our student-led songwriting unit. This project invited students to explore music as both a creative outlet and a collaborative process. Using Soundtrap for Education, students composed original songs—writing lyrics, building melodies, layering loops, and recording vocals. Several students took their creativity even further by directing and producing their own music videos, adding a powerful visual storytelling component to their work.

Along the way, students developed skills in ear training, rhythm, and music theory, while also strengthening their ability to give and receive feedback, make artistic choices, and work as a team.

What made this unit especially powerful was watching students find their voices— literally and figuratively. From the shy student who stepped into a solo role, to the group that turned a shared idea into a fully produced track and video, each moment celebrated personal growth, expression, and collective effort.

Though the project was grounded in music, it wove together elements of storytelling, collaboration, and digital literacy—highlighting how the arts can nurture the whole child. Our classroom truly became a studio, a stage, a production house, and a community.

What made this unit especially powerful was watching students find their voices—literally and figuratively.

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Curriculum Connections

SPECIALISTS

Students estimate, measure, and record their performance during our unit of track & field

Physical Education

The Studio CHRIS

PEDRO

STEAM (Science, Technology, Engineering, Art, and Math) challenge: Designing and Testing Paper Shoes!

This project was not only exciting but also a great way for PS1 students to practice measurement, critical thinking, and real-world testing.

Why Paper Shoes?

Using simple materials like paper, tape, glue, and cardboard, our students can explore how everyday items are engineered and tested in The Studio. By designing shoes that they can wear and walk across the room in, students learn the basic principles of structural strength, weight distribution, and design thinking.

Math isn’t just about numbers on a page, it’s about moving, collaborating, and thinking on our feet. Physical Education integrates math into games and activities in a creative and fun way that challenges both the body and mind.

For warm-ups, we use popsicle sticks as lap counters. Every time a student completes a lap, they collect a stick, then count and compare totals, or sometimes the groups are challenged to find the sum of everyone’s laps or figure out how many more they need to reach a class goal.

Students estimate, measure, and record their performance during our unit of track & field with the high jump, long jump, relays, and distance event.

One favorite is the dice game, where students roll two dice, then either add or multiply the numbers to determine how many laps they need to run. This gets students practicing math facts while

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exercising. We’ve also used playing cards for team-building challenges that involve matching values, creating number patterns, or solving puzzles together.

These activities require communication, problem-solving, teamwork, and strategic thinking.

Math might look a little different in Physical Education than in the classroom, but it’s just as rich and engaging.

Whether we’re rolling dice to add or multiply in a fast-paced running game, using playing cards for a team-building strategy challenge, or counting laps with popsicle sticks to track progress, students are constantly using numbers as they move their bodies. Students are discovering that math is everywhere, even in Physical Education, it’s handson, active, joyful, and filled with many learning opportunities.

Measure and Plan The students started by measuring their feet. How long and wide are they? Students recorded the dimensions in their Studio, then sketched a shoe design that would fit their feet. We asked questions like: Where will the paper need to fold? How will it stay on their foot? Will it need straps or a tongue?

Then the students started building their shoes. Using the materials, they helped each other cut and fold the paper according to their plan. They needed to try a few different shapes or layers to make the sole stronger as they found out. As they discovered, reinforcing the bottom with a piece of cardboard was a great way to increase durability.

Once the shoes were built, it was time for the big test! Students carefully put on their shoes and walked across

Studio Learning Outcomes for Students: Measurement and math skills: Using rulers and calculating size Engineering thinking: Solving problems and building a prototype Scientific observation: Testing and noting real-world performance Creative design: Bringing imagination to a structured challenge

a hard surface of the Studio floor. I encouraged them to walk slowly and they recorded what happened. Did the shoes hold up? Did they slip? Where did they tear or fold?

We talked about what worked and what didn’t. Students wrote and drew their observations. Some students improved the design to make the shoes stronger or more comfortable. This encourages iteration—a key part of the engineering design process.

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SPECIALISTS

Spanish GABY

…students are not only building foundational language skills but also discovering the confidence and excitement that come with using a new language in real-world ways.

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This year marked an exciting milestone— the launch of our new Spanish program!

With a focus on building confident and curious language learners, students dove into Spanish through engaging, hands-on experiences. One highlight was a skit project where Bridge, Middles, and Olders students worked in pairs to develop short dialogues using vocabulary from throughout the year, including greetings, emotions, weather, and clothing.

It was inspiring to see students bring their creativity to the forefront as they wrote and performed their original skits. Many presented with remarkable prosody, showing an impressive grasp of pronunciation, rhythm, and expression.

Their performances reflected both a joy for language and a deepening comfort with Spanish.

To cap off the project, students transformed their skits into colorful digital comics, combining visual storytelling with written dialogue.

This step allowed them to reinforce vocabulary while adding another layer of meaning and fun.

As the first year of our Spanish program comes to a close, it’s clear that students are not only building foundational language skills but also discovering the confidence and excitement that come with using a new language in real-world ways. We can’t wait to see how they continue to grow!

Curriculum Connections

Library CHRISTINA

Reading is not a passive skill but a dynamic, lifelong engagement—one that shapes how we see the world and ourselves within it.

The Art of Reading Reading is a kind of art. We participate in making meaning.

In Library Time, we listen. Listening is an act of focused, imaginative attention that opens the door to story and meaning. Reading demands more than passive reception; it requires a kind of creative collaboration. The reader builds the world described on the page, hears the characters’ voices, feels their dilemmas. The story or poem invites us into another world.

Books do not just tell stories; they invite us to co-create them. We also listen to one another in class discussions. The students express the feelings and ideas they have just discovered and see clearly enough to say them out aloud. Listening is a creative act, making the words sing and shimmer and dance inside your own imagination. Listening is a creative act: speaking a truth you have found out loud. Reading is not a passive skill but a dynamic, lifelong engagement—one that shapes how we see the world and ourselves within it.

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Emily Beck-Hallstrom, Class of 2015

Alumni Corner Alumni Spotlight:

Pippa Bryan, Class of 2023 Meet Pippa Bryan, a student at Windward School.

It was a smooth transition from PS1 to middle school for Pippa, as other students from her class also matriculated to Windward. She says it was comforting and helpful to know people when she entered in seventh grade.

Pippa plays volleyball at Windward and her team made it to the championships last season! She also plays tennis as a fall sport outside of school. In addition, she is a figure skater and practices at Toyota Sports Performance Center in El Segundo.

Pippa is currently in a rock band at school and plays guitar and piano. Fortunately, Windward has many opportunities for performers to showcase their work, including their Coffee House events.

Pippa has continued her Admissions Ambassadorship which she started at PS1.

Now she helps to guide families through the admissions process at Windward. She is active in student leadership, which helps run morning meetings and provides input on decisions through the Middle School Leadership Council. Pippa also gives back to her community by tutoring students at Mar Vista Park.

Some special memories from her time at PS1 include the Grad camping trip and having John and Madeline as her teachers in Olders.

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Rie, Scott Tamaki, Class of 2004, and John Waldman

Alumni Updates:

Alumni Parent Spotlight:

Scott Tamaki, Class of 2004 We were thrilled to welcome alum Scott Tamaki and his partner, Rie, all the way from Japan for a campus visit to reunite with his favorite teachers! Scott also recently met up with former PS1 classmate Sami Shapiro, when she unknowingly signed up for Scott’s walking tour of Tokyo.

Tisa caught up with alumni parent, Bria Silbert, who was eager to share her experience as a PS1 parent. Her son, Graham, Class of 1996, attended PS1 when it consisted of two buildings. Bria remembers Barbara Strauss’s poetry lessons and the books students published each year.

Scott shared, “We reminisced about the impact PS1 had on our lives—how it nurtured our curiosity, creativity, and enthusiasm for learning in ways most other schools didn’t. Sami shared how PS1’s positive encouragement made her actually excited for test-taking afterward, as it had taught her to embrace challenges with confidence and enthusiasm in response to learning.”

Bria lives in Northern California and recalls the tenderness contained within PS1. Bria remembers longtime faculty like LiAnne and Deirdre fondly. She sums up PS1 in one word, safe.

Lucas Haimes, Class of 2012 is living in Brooklyn and working in NYC at Goldman Sachs.

Olivia Fishman, Class of 2014 is working for Sotheby’s after graduating from Occidental College. She stopped by campus in January to drop off donations for our drive for those who experienced losses from the fires.

Emily Beck-Hallstrom, Class of 2015 is a Cinematographer, studying at USC, and recently shot a film on PS1 campus property.

Max Haimes, Class of 2016 attends Brown University and is currently studying overseas in a Spanish language immersion program.

Asamino Spong, Class of 2020 is a student at New Roads and plays on the baseball team..

Kiley Cazún, Class of 2024 is a student at Crossroads and is on the swim team and track team.

Azumi Nomoto, Class of 2024 is a student at Harvard Westlake and volunteered on campus recently.

Graham lives in LA and has been involved with the Santa Monica Playhouse writing, directing, acting and producing for numerous years. After PS1, he attended Crossroads, New Roads and eventually graduated from Hamilton High’s magnet program which inspired his passion for theater arts.

Asamino Spong, Class of 2020

Kiley Cazún, Class of 2024 , and Christina Garcia

Photo credit (LA Times/Apple)

Azumi Nomoto, Class of 2024

Alumni parent and former Advisory Board Member, Bill Broyles, was interviewed in the Apple TV documentary “Vietnam: The War That Changed America.”

Harley Werthheimer, Class of 1999 and his dad, Alan, returned to campus to join us for a Community & Connections dinner for first year families.

Four alumni/current PS1 families traveled to Morocco together over spring break. (Dylan ‘23 & Joshua ‘25 Hyun, Ford Wilson ‘23, Olivia Fite ‘23, Watson ‘23, Bowen ‘25 & Doanie ‘26 Turner)

Abbie, Ellie and Joel celebrate Abbie’s birthday at the Ahmanson Theatre.

The kids learned how to convert US Dollars to Moroccan Dirhams and were constantly making calculations as they negotiated for the best price in the Souks. They toured ornate historical Palaces, rode camels in the desert and enjoyed cultural shows, but the best part was being together again and sharing such an amazing experience with their friends.

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Camping Memories

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