Winter 2025 Periscope

Winter 2025

Community and Environment

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

Ga Ga for GaGa!

THE PERISCOPE Volume 35, Number 1 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

Head’s Column

At PS1, pluralism is the belief that a community is enriched when individual differences are understood, respected, and welcomed.

This issue’s theme of “Community and Environment” has never been more relevant, as we have seen the strength of our community in the face of environmental challenges. Just last week, we welcomed students and families to our State of the School and Open House night. It was a powerful moment of connection, reminding us of the resilience and generosity that define our community. In the past month, we have faced obstacles together—navigating the impact of the fires as well as broader societal changes. Through it all, the resilience of our PS1 community has been evident. With the leadership of our Parents Guild and Community Service Committee, we have seen acts of kindness that reflect our deep commitment to one another. Whether through small gestures or significant support, we continue to uplift each other, reinforcing the sense that we are never alone.

As we look ahead, our strategic planning process has given us the opportunity to lean into and celebrate our core values while identifying ways to refine our messaging. Pluralism remains at the heart of our school, and we have clarified what this means to us: At PS1, pluralism is the belief that a community is enriched when individual differences are understood, respected, and welcomed.

The theme of “Community and Environment” is central to the way we empower students at PS1. We believe in cultivating critical thinkers who engage with real-world issues, making connections between human societies and the natural world.

For example, our Youngers Cluster is currently exploring the role of bakeries in their community—learning not just about what a bakery does, but also how it can serve communal needs (in addition to experimenting with how to bake their own bread!). Adding in real world issues, particularly those that are place-based, creates experiential opportunities for young children to localize issues of equity and collaborative civic

agency, to be citizen scientists and change agents, grappling with global issues while advocating in their local communities.

A key tool in bringing these ideas to life is Imaginative Inquiry, an approach that immerses students in their learning by inviting them to take on expert roles. This past summer, all of our teachers participated in a training with the Institute for Imaginative Inquiry, learning techniques that make science and social studies more personally meaningful. By stepping into the shoes of historians, scientists, and community leaders, students engage with topics in a way that fosters deeper understanding and engagement. Many of our educators have already been incorporating this approach into their classrooms for years, and we are excited to expand its use across our school in the years to come.

At PS1, we believe that empowered learners become empowered citizens. The work we do in Community and Environment, integrating social studies, science, cultural competency, equity and justice, alongside the skills developed through SEL, helps students cultivate a sense of agency and apply that agency in meaningful ways. Agency—the ability to identify a goal and take the necessary steps to achieve it—is an essential lifelong skill. By fostering this in our students, we are not just preparing them academically; we are helping them discover their full selves, honor our lived experiences, and be part of something bigger.

As we move forward, we remain committed to these values, ensuring that PS1 continues to be a place where students learn and grow with joy, curiosity, and a strong sense of purpose.

Susannah Wolf, Head of School

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TR ADITIO N S

Book Fair & Family Fall Festival Students, families, faculty, staff, and friends immersed themselves in the joy of reading at our week-long Book Fair, a beloved PS1 tradition. Curated by Westchester’s independent bookstore The Book Jewel, the Book Fair took center stage during our Nov. 10 Family Fall Festival.

The Sunday festival was packed with fun for all ages, featuring carnival games, crafts, slushies, popcorn, pizza, and prizes—truly something for everyone!

This festive event highlighted PS1’s vibrant, family-centered community as we came together to celebrate the fall season and the joy of connecting on campus.

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Old & New

Community Service Projects This fall, our Community Service and Student Leadership Committees led several impactful projects that brought students and families together in the spirit of giving. From designing and building toys for the Santa Monica Animal Shelter, to collecting over 750 pounds of food for the Westside Food Bank, to donating gifts for the PAL Gift Drive, our community exemplified PS1’s core value: Be Part of Something Bigger.

These efforts not only strengthened connections within the PS1 community but also made meaningful contributions to the world beyond.

International Human Rights Day Circle Time

Morning Math This fall, we continued our Morning Math program, offering a joyful and stimulating enrichment opportunity designed to nurture problem-solving skills and foster a growth mindset. Students and families can choose from a wide array of math activities, each aimed at strengthening mathematical thinking and exploring diverse approaches to problemsolving. With varying levels of “spice” to stretch each learner, every session introduces fresh ideas and exciting math games. Morning Math creates a lively, collaborative space where students and families can explore, play, and grow their mathematical creativity together.

International Human Rights Day Circle Time has become an annual Circle Time tradition, where we honor the day by discussing its history and making connections to Pluralism and to our work at PS1. This year, students shared the importance of International Human Rights Day, and each classroom focused on dedicated activities to brainstorm, discuss, and showcase the Human Rights that we value and cherish - rights such as health, housing, food, clean air and water, clothing, friendship, and education.

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Traditions Old & New

Winter Concert & Holiday Sing-Along This year’s Winter Concert, A World of Music: A Celebration of Our Universal Language, brought the magic of music and the power of community to life through the talents of our kindergarten through sixth-grade students. Through captivating songs and instrumental performances, they shared the fruits of their hard work and collaboration, taking the audience on a journey that celebrated how music connects us all.

This heartwarming event showcased the unity, joy, and harmony that music inspires, reflecting the spirit of togetherness that makes our school community so extraordinary.

Holiday Gift Exchange Each year, PS1 hosts a cherished Holiday Gift Exchange, where every student creates a handmade gift for a pre-assigned peer. This tradition encourages children to appreciate the thoughtfulness and care behind a homemade gift rather than a store-bought one. On campus, we celebrate the joy of giving and receiving together. Students had a wonderful time crafting and exchanging unique creations like recycled cardboard designs, fuse bead art, jewelry, hand-sewn pillows, pottery, snow globes, and so much more. The creativity and heart behind each gift make this tradition truly special!

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In addition to the Winter Concert, we hosted a Holiday Sing-Along, where we sang and played a repertoire of holiday favorites. Families joined us in their pajamas, drank hot chocolate, brought their voices and instruments, and came together for a fun and festive (and snowy!) evening of holiday cheer, including a performance by current and alumni parent band, The Pluralistics!

Community and Environment

Curriculum Connections At PS1, education is not confined by traditional subject boundaries. Instead, we embrace a dynamic, integrated approach that reflects our commitment to fostering meaningful and innovative learning experiences. Under the unified umbrella of Community and Environment, we’ve reimagined traditional disciplines such as Social Studies, Science, Social Justice, History, and Environmental Studies.

This approach allows students to engage deeply with the world around them—exploring their identities, understanding their roles within their communities, and developing a profound respect for the natural world. By connecting the dots between social, historical, and environmental perspectives, we cultivate learners who are not only informed but also inspired to make meaningful contributions to their communities and beyond.

In this issue of Periscope, each cluster and Specialist highlights how Community and Environment comes to life in their classrooms. From art projects that reflect personal and environmental connections to science investigations of ecosystems and history lessons rooted in civil discourse and social justice, this curriculum weaves together the threads of knowledge, curiosity, and action.

Through this lens, we empower students to see themselves as part of a greater whole—leaders and changemakers with the tools to shape a more connected and sustainable future.

Deirdre Gainor, Director of Teaching & Learning

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YOUNGERS CLUSTER (GRADES K-1)

Red

Orange

Yellow

BILLY | LUCIA

HOLLY S. | MEGHAN

BONNIE | MELVA

Do you know what ingredients you need to make bread? Flour? Sugar? Chocolate? The Youngers cluster explored breadmaking through the lens of chemistry and our senses. We created a variety of loaves, including cheese, chocolate, and classic recipes. Some of us even made butter from scratch, and after a lot of effort, we transformed the cream into solid butter just by shaking a jar. Students were amazed that they could change buttermilk (liquid) into butter (solid) through this simple process, gaining a first-hand understanding of how physical changes work.

Breadmaking is an excellent way for kids to experience chemical and physical reactions firsthand. Yeast creates bubbles and helps the bread rise; ingredients mix to form dough, and the heat from the oven completes the process to produce a finished loaf. For young scientists, planning and conducting investigations to answer questions or test solutions builds on prior experiences.

This leads to simple experiments that provide data to support explanations or design solutions. Observing these transformations helps students connect science to everyday life.

All the bakers were eager to start as we wrote recipes and gathered ingredients. We chose the best tools for the job: bowls, whisks, measuring cups, and spoons.

Classes worked together to make dough, hopeful for a delicious result. Along the way, students discovered the importance of precision in measurements and teamwork in the kitchen.

Finally, we saved the best part for last: our taste test of the bread and butter. Children shared their thoughts, saying things like, “It smelled like chocolate,” “It felt like a cookie,” “It sounded crunchy,” and “It tasted like it would go well with jelly.” The excitement and pride in their voices were infectious. We look forward to making more bread this year, discovering new flavors, and exploring its role in our community.

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Curriculum Connections Curriculum Connections

For young scientists, planning and conducting investigations to answer questions or test solutions builds on prior experiences.

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BRIDGE CLUSTER (GRADES 2-3)

Green

Blue

DANIELLE | MAREN

GINA | MCKENDREE

Indigo ELLEN | JOSEFINE MADELINE

To introduce our year in physical and earth science, Bridge students began their exploration of the Earth by investigating the fundamental concepts of states of matter and magnetic forces. Students were encouraged to think imaginatively as they pretended to be different states of matter themselves. As solids, they experienced how molecules are packed tightly together. As gases, they felt how molecules are much farther apart, moving freely to occupy more space. In addition to studying matter, our young Bridge scientists explored magnetic forces. They discovered that opposite poles attract, and that the magnetic field we call the “North Pole” is actually the south magnetic pole, and the “South Pole” is the north magnetic pole! Students were eager to ask questions, test their hypotheses, and share observations with peers. Like all scientists, they learned to make observations and analyze and share their findings.

Bridge students continued their study of Earth by studying the layers: the inner core, outer core, mantle, and crust. Did you know that it would take you nine days straight to reach the upper mantle? And 56 days to walk to the lower mantle? Students collaborated to teach each other what they discovered about the Earth’s layers. As part of their hands-on learning, they built models of the Earth’s layers using materials such as Model Magic and Legos. By constructing these models, they visualized the relative sizes and positions of the Earth’s layers, bringing the concepts they studied to life.

Students also had the opportunity to visit the California Science Center, where they participated in a Big Lab focused on erosion. They investigated how erosion shapes the land over time. Then they were challenged to design a way to protect a house from a flash flood! This real-world problemsolving activity gave students a way to apply their knowledge about the forces of nature.

Looking ahead, our study of the Earth will explore weather systems and their impact on the environment. Students will investigate phenomena like landslides, hurricanes, tornadoes, and much more. By understanding the forces that shape the planet, students will gain a deeper understanding of the Earth itself and also how these systems affect the land, animals, and people around the world.

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Curriculum Connections

By understanding the forces that shape the planet, students will gain a deeper understanding of the Earth itself and also how these systems affect the land, animals, and people around the world.

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MIDDLES CLUSTER (GRADE 4)

Violet ANNA | KELLY | MILICA

Violet scientists are investigating a curious phenomenon from the early 2000s involving waves, a container ship, a storm, and Doritos!

In this study, students build their understanding of wave properties and how the structure of the ocean floor affects how waves move objects.

Students will grow their knowledge of the phenomenon by reading news articles and analyzing and interpreting maps, charts, and diagrams of the weather patterns, ocean currents, and maps of the ocean floor.

They will develop and test ideas using large wave bins with water and paddles and learn scientific language to describe their findings, such as crest, wavelength, and amplitude. Through the study, students will craft individual models of the situation, which they will continue to revise, in order to demonstrate their developing understanding. They will work to create a class consensus model as well. By the end of the unit, students will put all the pieces together. They will be tasked with using their models of wave characteristics and ocean-bottom shape to explain how so many bags of chips could land on the beach. They will then apply their knowledge to other scenarios where waves in oceans or swimming pools move objects.

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Curriculum Connections

Through the study, students will craft individual models of the situation, which they will continue to revise, in order to model their developing understanding.

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OLDERS CLUSTER (GRADES 5–6)

West Oak

North Oak

East Oak

KAYLA | MICHAELLE

HOLLY F. | JOHN

LIANNE | YVONNE

As we have every four years since 2000, the Olders cluster conducted a virtual presidential campaign and election to run concurrently with the actual United States presidential campaign and national election. The process is an experiential activity that is part of the Storypath process of presenting social studies curriculum. After visiting a presidential campaign headquarters where the students met with a local campaign organizer and observed such things as phone banks, campaign merchandise, and volunteerism, the students were divided up into three political parties in each of our three Olders classrooms. Concurrently, we learned about the history of the presidency, the process of selecting candidates, the function of national conventions, the qualifications to run for the office, the evolution of campaign commercials, the impact of social media, the specifics of the popular vote and the electoral college.

In this context, each group named their party, created a symbol and logo, wrote and researched a multi-point party platform, and then designed a headquarters of their own. The students divided up responsibilities (candidate, campaign director, art director, treasurer, speech writer) and then worked collaboratively to register voters (the other students on campus) and campaign as though they were actually running to become the president of the United States.

A hallmark of the unit is how it creates, emphasizes, and fosters community building—community within the party, within the class, and within the school. Campaign events bring together a multitude of students, as was the case when much of the electorate gathered in the MPR to hear the impressive speeches our presidential candidates enthusiastically delivered. On election day, a polling place was set up with voting booths, built collaboratively in the Studio, where our students came together to vote. It was truly a community event, a microcosm of the workings of a democracy.

In a time when campaigns have become contentious, it behooves us to emphasize civil discourse and respect for our system of selecting leaders. In the years since we introduced this methodology we have been delighted to hear from alumni when they first vote in the actual election and how Storypath impacted their desire to do so. Additionally, we have had students become involved in political campaigns whose interest to do so was first born on our campus.

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Curriculum Connections

A hallmark of the unit is how it creates, emphasizes, and fosters community building—community within the party, within the class, and within the school.

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SPECIALISTS Art LINA

Collaboration between specialists and classroom teachers is a cornerstone of our approach and is reflected in several art projects throughout the school year, integrating social studies and science concepts.

In the Living Art Room, we nurture a strong sense of community and a meaningful art curriculum that enables our students to thrive as artists and global citizens. Collaboration between specialists and classroom teachers is a cornerstone of our approach and is reflected in several art projects throughout the school year, integrating social studies and science concepts.

Youngers explored the theme of identity in their home classrooms and expressed this through self-portraits in art.

Inspired by Claude Monet’s connection to nature and gardening, students imagined themselves engaged in their favorite outdoor activities. This project connected their personal identities to the natural world and inspired the garden we are now cultivating on the art patio.

Together, we are growing pumpkins, flowers, and corn while learning about the sunlight, water, and care plants need to thrive—connecting art, science, and stewardship of the environment.

Bridge students explored sustainability by creating biodegradable art sculptures with natural materials. Using wooden sticks and recycled yarn, they are building three-dimensional geometric shapes while incorporating their unique ideas. This project challenges students to think creatively about how art can be both beautiful and environmentally friendly, encouraging them to use materials that align with sustainable practices.

For Middles, the art room serves as a space to deepen their connection to their neighborhoods and communities.

Through collaborative collages, students are exploring themes of personal identity and local awareness by drawing self-portraits, examining the buildings and landmarks in their neighborhoods, and reflecting on their role within their community. This project highlights the importance of understanding one’s

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surroundings while fostering pride in and connection to their local environment.

Olders students are currently studying animals from around the world and their habitats, which they are bringing to life through three-dimensional sculptures in art. These sculptures not only depict the animals but also their ecosystems, emphasizing the relationship between creatures and their environments.

This project bridges art and science, encouraging students to consider the impact of environmental changes on wildlife and the importance of preserving habitats.

Curriculum Connections

Library CHRISTINA

Tracy K. Smith, former United States Poet Laureate, has spoken about her response to the over-asked question: does poetry matter? Her response?

Does mystery matter? Does awe matter?

Does resilience matter? Does courage matter?

And she goes on (this in a talk given to the Harvard Radcliffe Institute earlier this year) to say that poetry seeks “to awaken you to a fuller reality,” speaking to you “on a soul or a heart level” and to be “present in the real.”

Now, I would say (besides brava!) that these exact beautiful words can also be applied to story, as we experience it during Library Time in the PS1 Library. We always have a poem and a story (many of those reading this will remember!).

The students and I are sitting together, hearing the same words and experiencing all the feelings to be found in that space.

What that looks like/sounds like is: students responding to a sumptuous book about Matisse’s garden (full of BIG colors and shapes and lots of light) with spontaneous applause. Or, a collective “aaaaaaaaahhhhhhhh” of wonder when they see a book pop-up. Wide-eyes.

Laughter. Philosophy (adding to see/ hear/speak no evil: do no evil). And the there-is-nothing-better-than sound of children laughing in pure and sweet delight.

Heart level. Soul level. Present in the real.

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SPECIALISTS Physical Education PEDRO

Integrating social studies and science into the Physical Education curriculum enriches students’ learning and facilitates a better understanding of body movement.

The integration of social studies into Physical Education helps PS1 students appreciate the culture, history, and social aspects of sports, while the integration of science informs students about the process behind body movement.

Social studies teaches our students the origin and time of games. This gives students a better understanding of sports and encourages them to appreciate their diversity, plus the connections between different cultures. It also helps students understand teamwork, leadership, and ethics in sports. It promotes values such as fairness, cooperation, and respect for others, which are important both on and off the playing field.

Additionally, science has made one of the greatest contributions to our Physical Education program through the study of human anatomy. Learning the mechanics of movements provides insights into how muscles, bones, joints, and the cardiovascular system work and helps students gain a better understanding of how the body responds to physical exertion.

Integrating social studies and science into the Physical Education curriculum enriches students’ learning and facilitates a better understanding of body movement. It encourages an appreciation for the social and cultural elements in sports.

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Curriculum Connections

The Studio CHRIS

The skate park design project provided students with an opportunity to apply interdisciplinary skills while making meaningful connections between social studies, science, engineering, and technology.

In The Studio, Olders students applied their understanding of social studies and science to design a skatepark using Tinkercad, a 3D modeling software. The project not only allowed students to explore the intersection of our community of skaters and the environment, but also provided them with hands-on experience in critical thinking, engineering, and design.

They learned how to use 3D design tools to represent their skatepark concepts accurately. This experience not only helped them gain familiarity with the software, but also introduced them to the basics of digital fabrication, bridging the gap between virtual designs and real-world structures.

Students explored the social aspects of designing a public space. They considered how a skate park serves as a gathering spot for different groups, including skateboarders and residents.

Students learned how to incorporate community input into their design, ensuring the park would meet the needs of all groups.

Students applied engineering concepts such as balance, force distribution, and stability when designing ramps, rails, and other elements of the skate park. They experimented with different shapes, sizes, and angles to ensure each component was functional, safe, and feasible for construction and fun. Through trial and error, students learned how theoretical principles of physics and engineering come to life in the design process.

Once the designs were finalized, students presented their skate park concepts to the class, showcasing their 3D models and explaining their design choices.

Some students also built models of their parks with cardboard and wood.

The skate park design project provided students with an opportunity to apply interdisciplinary skills while making meaningful connections between social studies, science, engineering, and technology.

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SPECIALISTS

Spanish GABY

In the inaugural year of Spanish at PS1, we explore themes of Community and Environment through the lens of language, culture, and world-toself connections. During Hispanic Heritage Month, students engaged with the lives, backgrounds, and contributions of influential figures in Latin American culture. This thematic unit provided a unique opportunity for students to develop emerging Spanishlanguage skills while deepening their understanding of diverse communities.

A few students presented at our Community Circle Time gathering, reading short biographies in Spanish to share with the school community.

Students also learned about the flags of different Spanish-speaking countries, reviewing colors and verbs. The integration of grammar, vocabulary, and cultural elements supports students in building foundational Spanish skills while anchoring their learning in a broader social context.

Additionally, students focus on building connections within the classroom community. By asking and answering questions in Spanish, they use language as a tool to foster relationships and strengthen their sense of belonging.

Through interactive activities, students not only practice their language skills but also engage with cultural expressions.

These activities create a dynamic and engaging environment where students are encouraged to communicate, collaborate, and learn from one another. This participatory approach deepens their understanding of both the language and the cultural context in which it is spoken. We will continue to see the integration of Community and Environment with Spanish language and culture as the program grows and evolves.

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The integration of grammar, vocabulary, and cultural elements supports students in building foundational Spanish skills while anchoring their learning in a broader social context.

Curriculum Connections

Music CARISSA

By allowing students to influence their musical experiences, we foster confidence and a sense of ownership in their contributions to the community of PS1.

This year, our Music program has focused on the theme of community, with a special emphasis on student initiative during Circle Time (a beloved community event).

During these moments, students take the lead, guiding their peers in rhythmic activities, songs, and discussions that showcase their creativity and unique perspectives. By allowing students to influence their musical experiences, we foster confidence and a sense of ownership in their contributions to the community of PS1.

In and outside the music classroom, students participate in collaborative activities such as singing, exploring rhythmic patterns, composing original

pieces, and playing of instruments. These shared experiences strengthen bonds across classes and clusters, illustrating how teamwork can create something greater than the sum of its parts.

With artistic perception, cultural understanding, and aesthetic appreciation integrated into the music classroom, PS1’s Music program nurtures creativity, practical skills, and cultural awareness. It cultivates a supportive and connected community where student voices and leadership play a vital role in shaping the music—and the experiences— we create together.

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Alumni Corner Alumni Spotlight:

Alumni Updates: Harley Wertheimer, Class of 1999 opened CASTLE, a gallery he runs, which has exhibited rising artists from around the world.

Jazzi McGilbert, Class of 2000 is the owner of Reparations Club or Rep Club, a bookstore in West Adams, which also features music, art and community events.

Robert LaPorta, Alumni Parent (Ian, Class of 2019 and Elio, Class of 2020) was part of the Montana Ave. Art Walk in late September and has an upcoming show as well.

Anisa Al-Sayed, Class of 2019 is busy with photography at New Roads School.

Olivia Fishman, Class of 2014 recently graduated from Occidental College, Class of 2024. Her family has a long, storied history with PS1. Her grandmother, Joyce Sachs, was the first grandparent to join the PS1 Board of Directors. She went on to start the Grandparent Memoir Club, now known as Grandparents Live! Current and former grandparents are still enjoying the program started by Joyce.

Olivia is continuing to build on her experience in the arts and her Art History degree with various internships and jobs at Auction Houses, Art Galleries, Museums and as a Gallery Administrator. Her career choices have been informed by the power of her arts education from PS1. She is interested in aspects of the business such as selling, curating and handling estates.

She fondly recalls Lina bringing out the ability to create in all students. Olivia also fondly remembers Holly F. and happened to guess her daughter-to-be’s name before Annie was born! Olivia sees this as an exciting time in the art world in Los Angeles with the expansions of The Broad Museum and LACMA. We are excited to see what she does next!

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Noah Brandy, Class of 2019 attends Helen Bernstein High School and is the VP of their BSU. He also plays baseball for Cal State’s recruitment league.

Taj Britton, Class of 2021 is skating and playing varsity volleyball for New Roads School.

Blaise Gardner, Class of 2021 is active in track and theater, including performing in homeless shelters and senior homes in the Bay Area for Crossroads School.

Violet Lieberman, Class of 2021 attends Archer and performed at the Whisky a Go Go and is in a band with fellow PS1 alumnae from the Class of 2022, Indie Bickle and Grace Nordling.

Esme Marks, Class of 2021 competed in Track and Field on behalf of Marlborough School at the Angelus League Finals, where she earned personal records in her events.

Owen Smith, Class of 2021 participates in STEM and is part of the New Roads School Robotics Team.

Ciahna McNairy, Class of 2019 is a senior at Geffen Academy and her volleyball team recently won the Coastal League Championship. She is the team captain and also plays basketball and participates in dance.

Luca Hayutin, Class of 2022 is active in debate and sports at Windward School.

Olivia Rose, Class of 2019 is currently attending The American School in London and keeping busy with dance classes, volunteering at a Charity Shop and with the National Honors Society.

Derien Kanashige, Class of 2023 is playing tennis, soccer and joined the debate team at New Roads School.

Adam Smiley, Class of 2019 has been busy playing guitar and attends New Roads School.

Sam Gardner, Class of 2020 is involved in acting and robotics at Windward School.

Asamino Spong, Class of 2020 plays baseball and is also interested in art; specifically ceramics and sculpture, as a student at New Roads School.

Eian Beale, Class of 2021 attends New Roads School and has been busy skiing.

Halina Avery-Stead, Class of 2023 is playing guitar in her band, Velvet Bay and is a student at New Roads School.

Marius Kumpata, Class of 2023 is excited to be part of the cast of “High School Musical 2” at New Roads School.

Rayan Chibane, Class of 2024 competed in cross country and is currently playing soccer for New Roads School.

Nahla Smiley, Class of 2024 displayed her artwork alongside her middle school peers in the exhibition “Between the Seasons” at Wildwood School, which features works of watercolor, textiles, photography and painting created by middle school students.

Alumni Visit to New Roads!

Tisa Habas and John Waldman visited our alumni students at New Roads School on November 15th, which included a special surprise guest appearance by Joel!

Grad Alumni Party!

On November 1st, the annual Grad Alumni Party was celebrated in customary fashion with a DJ, MC, photo booth, tacos and cookie decorating.

Life After PS1 panelists

Life After PS1!

Once again we hosted a fantastic panel of returning alumni Grads for Life After PS1. Students in grades 9-12 spoke about their experiences in an array of area independent and public schools and how PS1 ensured they were well prepared for middle and high school.

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Ga Ga

for GaGa!

The Class of 2024 gift was a GaGa court for PS1 students. Having been on the Grads’ wish list for many years, we were thrilled they were able to bring this dream to fruition.

Pedro introduces the Gaga court during PE in the MPR!

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