Highlander Winter 2018

WINTER 2018

Educating Hearts and Minds

The Tartan Road to College

College-Level STEM Research at UCI

Faculty Profile: Sparking the Student Culture

Remembering the Life of David Boyle

CONT E N T S DEPARTMENTS

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TA R TA N SNA P SH OTS Learn the latest news happening around St. Margaret’s, from Preschool to Upper School.

FE AT U R E S

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17 P E R SP ECT IVE Academic Dean Jeneen Graham explains why St. Margaret’s dedicates ample resources to quantify difficult-to-measure elements like non-cognitive skills and faculty culture.

20 FACULT Y P R O FI LE In the Middle School, six faculty members double as grade-level deans, shaping students to reach their potential as people.

26 A LUMNI P R O FILE Jessica Tollette ’04 is a Fulbright Scholar with three Ivy League degrees and a passion for enriching others—and herself—in diverse communities around the world.

28 C L A SS NOT ES AN D ALU M NI U PDATES Learn the latest from your classmates, and read a letter from new Tartan Alumni Association president Mark Risner ’86.

34 TA R TA N SCENES What’s happening in the St. Margaret’s community? Check out photos from the latest events on and off campus.

On the cover St. Margaret’s Preschool students engage in deep learning in natural settings like the outdoor classroom, where they investigate, discover, interact and express their findings within the world around them.

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Wisdom with Purpose The life-changing aspect of St. Margaret’s lies in its Episcopal identity and dualfocused mission on the hearts and minds of students. Here’s how those principles shape the curriculum and student program.

Becoming a UCI Researcher in STEM Through a partnership with the University of California, Irvine, St. Margaret’s students work on science and engineering projects each summer in an intense college environment.

The Reggio Emilia Experience Members of St. Margaret’s Preschool faculty spent 10 days in Italy, closely studying a world-renowned approach to early-childhood education.

A New Home For Visual Arts The Johnson Wallis Visual Arts Center opened this fall to high acclaim, offering a dedicated space for all kindergarten – grade 12 visual arts classes.

The Tartan Path to College St. Margaret’s College Counseling Office works to help students find college environments that best fit their strengths, skills and interests. Here’s a look at the five-year plan that college counselors implement with each student.

Giving Update Executive Director of Advancement Jonathan Tufo offers updates on the annual fund, Endowment, Tartan Alumni Legacy Endowment and other efforts backed by St. Margaret’s generous community.

Remembering David Boyle St. Margaret’s remembers the immeasurable impacts and contributions made by founding faculty member, retired Associate Headmaster and Faculty Emeritus David Boyle.

GUIDEPOSTS

Message from the Head of School

WINTER 2018

ST. MARGARET’S EPISCOPAL SCHOOL Will Moseley, Head of School EDITORIAL DIRECTOR Anne Dahlem MANAGING EDITOR Ryan Wood GRAPHIC DESIGN Sarah Kustera COPY EDITOR Jennifer Perez

Dear Friends, As we honor and reflect on the legacy of Martin Luther King Jr., this month, I offer a passage from his essay, “The Purpose of Education,” which he wrote when he was just 18 years old for the Morehouse College student newspaper in 1947.

“The function of education is to teach one to think intensively and to think critically... Intelligence plus character – that is the goal of true education.”

These powerful words align well with our mission at St. Margaret’s to educate the hearts and minds of our students, recognizing that one without the other is an incomplete endeavor.

This Winter 2018 Highlander Magazine explores our dual-focused mission and how it nurtures our students and their extraordinary talents to their full potential. We present our unique preschool grade 12 programs and dedicated faculty that together cultivate our students’ moral foundation and character to learn and grow as positive forces of good in the world.

Travel to Italy with the Preschool faculty for an extraordinary professional-development experience immersing into the renowned Reggio Emilia approach to early-childhood education.

Learn more about the important college-level STEM research that Upper School students conducted alongside UC Irvine professors last summer, and view the stunning new Johnson Wallis Visual Arts Center that is already stoking the creative energies of our students across the school.

We visit with accomplished alumna, Jessica Tollette ’04, whose “wisdom with purpose” is working to bring together cultures and interdisciplinary studies at the collegiate level in Spain. Lastly, we honor St. Margaret’s founding faculty member David Boyle, who, sadly, we lost in November. Mr. Boyle’s life’s work was dedicated to students and the mission of St. Margaret’s Episcopal School for more than 30 years and leaves an indelible mark on our school.

These stories reveal many thoughtful aspects that contribute to the incomparable learning experience that comprises our everyday at St. Margaret’s. With our students’ hearts and minds in clear focus, we are excited to continue advancing this extraordinary work.

Happy New Year, Tartans!

EDITORIAL BOARD Jeannine Clarke, Anne Dahlem, Ryan Dahlem, Jeneen Graham, Will Moseley, Ryan Wood CONTRIBUTORS Roland Allen, Lora Allison, Owen Beitner, Jeannine Clarke, Katie Cooper, Anne Dahlem, Ryan Dahlem, Robert Edwards, Lore Fredette, Jeneen Graham, Jillian Gray, Jeff Jablonski, Tony Jordan, Sarah Kustera, Cris Lozon, Will Moseley, Jennifer Perez, Mark Risner, Jennifer Ross-Viola, Cori Samskey, Jesse Standlea, Jessica Tollette, Jonathan Tufo, Isabela Valle, Amy Warren, Ryan Wood

Highlander Magazine is published biannually by the Communications Office as a St. Margaret’s Episcopal School community magazine.

St. Margaret’s publishes responsibly. Highlander Magazine is printed on Forest Stewardship Council certified paper, using soy-based inks, made from renewable resources such as natural pigments and vegetable oils.

St. Margaret's Episcopal School does not discriminate on the basis of gender, race, color, religion, sexual orientation or national and ethnic origin in the administration of its educational, admission, financial aid, hiring and athletic policies or in other schooladministered programs.

ST. MARGARET’S EPISCOPAL SCHOOL 31641 La Novia San Juan Capistrano, CA 92675 949.661.0108 www.smes.org

Will Moseley, Head of School HIGHLANDER

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Tartan Snapshots

Service Learning Undergoes Paradigm Shift in Upper School Grade 9 students embarked on a revamped service-learning requirement in the Upper School this year, designed to deepen empathy, connections and the impact of their service. Students have begun to forge a consistent relationship with a nonprofit organization to support ongoing service needs through volunteering. Working within their advisories, students will focus on one specific organization, developing a partnership that could last up to four years.

St. Margaret’s completed phase one of a multi-phase remodeling project of the Upper School to include new technologies, classroom environments, furnishings and commons places.

Humanities and math classrooms were renovated with new flooring, ceilings and IT infrastructure improvements this summer.

As part of an expanded emphasis on service learning, students also will have dedicated school time toward serving their designated organizations. Advisories met with their nonprofit partners in October for the first of five half-day visits during the school year.

STUDENTS TEST AR TECHNOLOGY FROM GOOGLE St. Margaret’s invited Google to campus so faculty and students could preview its augmented-reality prototype in the Lower School ICE Lab. Google brought about 40 mobile devices equipped with Google Expeditions AR, a program in development that brings a mobile augmented-reality experience into classrooms. The mobile devices use Google’s AR technology to map the classroom and place 3D models within it for student interaction.

The expeditions included content related to the circulatory system, World War II, Renaissance art, ancient Roman life, Leonardo da Vinci, the solar system, the rock cycle and the ecosystem of a coral reef.

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MIDDLE SCHOOL DEVOTES SCHOOL DAY TO SERVICE St. Margaret's Middle School students devoted a school day to service in October, reaching out to several organizations around Orange County. The outreach to places like Head Start, Laura’s House, Camp Pendleton and Brookdale Senior Living was consistent with each grade’s service-learning theme for the school year.

“Getting off campus, seeing aspects of our community they may not have known about then putting in time to making things better are all great things for a student to experience,” Middle School Principal Jeannine Clarke said.

St. Margaret’s Mixing Disciplines Through Innovative Interdisciplinary Grants St. Margaret’s faculty members collaborated this summer to create interdisciplinary curriculum that integrates content and skills across disciplines and illuminates new connections between academic subjects.

Assistant Head of School for Strategic Initiatives Ryan Dahlem and Academic Dean Jeneen Graham offered Innovation Summer Grants to faculty willing to partner with a colleague from another department to develop interdisciplinary curriculum. More than 40 faculty members from every division and academic department submitted proposals. Funding was provided to develop the interdisciplinary lessons and units that were piloted on campus this fall.

NEW MIDDLE SCHOOL ELECTIVES OFFERED TO ST. MARGARET ’S STUDENTS The Middle School revamped the structure of the enrichment and elective course offerings this year. For the first time grade 7 students are able to choose a semester-long elective in studies such as film production, studio art, coding and robotics, design and fabrication, creative writing and Model United Nations.

“They can have the exposure to the enrichment courses in grade 6 and then make an informed decision as to what they want to focus on in grade 7,” Middle School Assistant Principal Mike Allison said.

In grade 8, a world religions elective has been added, fulfilling an Upper School religion graduation requirement.

Grade 6, meanwhile, experienced a change in the rotation of enrichment classes, most notably the addition of a quarter-long faith and spirituality course.

STUDENTS INTERACT WITH RENAISSANCE ART THROUGH VR St. Margaret’s AP European history class used virtual reality as a research tool, exploring visual elements of the Renaissance through VR content that provided an up-close look at classic works from the time period.

“Art and architecture are such important elements of the Renaissance,” History Department Chair Simon Fellowes said. “I wanted the students to get a more interactive experience with the art than simply looking at a picture of it. This is a really interesting alternative when the artwork is so far away.”

ST. MARGARET ’S STUDENTS SERVE SPECIAL CAMP THIS SUMMER Special Camp for Special Kids completed its 26th year as the groundbreaking summer day camp for children and teens with disabilities. The camp has become a cherished tradition for the St. Margaret’s students who serve as counselors for traditional camp activities.

More than 120 Tartans were involved in one of four week-long sessions this summer.

The work of St. Margaret’s students—as well as more than 100 other volunteers including many Tartan alumni—provided over 220 campers from across the region an opportunity to enhance social development and communication skills in a traditional summer day camp setting.

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Tartan Snapshots NEW STEAM BLOCK BLENDS SUBJECTS FOR NEW AVENUES OF LEARNING IN LOWER SCHOOL The Lower School created a 90-minute STEAM block this year, where grade 5 students work on units that include elements of science, technology, engineering, math and art. The class is co-taught by Lower School science teacher David Beshk, ICE Lab teacher Angela Mackenzie and art teacher Mary Mayer-Grubb.

It takes place weekly in both the ICE Lab and the adjoining science classroom, allowing students access to all of the tools needed in each space.

The curriculum centers around grade 5’s STEM theme of water, which includes an extensive interdisciplinary project that lasted through much of the fall.

In the “Home Water Consumption Challenge,” students measured personal water usage at home by tracking gallons used in the bath faucet, kitchen faucet, shower, toilet, dishwasher and washing machine. Students will experiment with the best way to measure water use in each appliance, use math concepts to convert figures to a common measurement, then use art and technology concepts to design a tool that can be used to conserve water at home.

Grade 6 Tartans Explore Family Heritage The interdisciplinary “Heritage Cookbook Project” between grade 6 English and world history explored and celebrated each grade 6 student’s unique lineage. Students asked relatives about beloved family recipes, then further traced their family’s cultural and geographical roots. English concepts were utilized as students interviewed family members and organized their findings into a public-speaking presentation. History concepts were utilized through a study of the physical and human geography of their roots to be shared with their classmates.

Recipes were submitted to be part of a Heritage Cookbook that was compiled from all the submissions. Many were prepared for a Family Feast Day in October, where dozens of dishes were tried by all grade 6 students.

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KINSALE HUESTON NAMED NATIONAL STUDENT POET St. Margaret’s senior Kinsale Hueston is one of five students across the country honored as a National Student Poet, one of the highest honors in the United States for youth poets presenting original works.

Kinsale formally accepted her appointment at the Library of Congress in Washington, D.C., kicking off a year that will include service projects, workshops and public readings as the National Student Poet representing the Western region.

The National Student Poets were chosen out of 300 national gold and silver medalists in the Scholastic Art & Writing awards.

NEW VIRTUAL REALITY AND ENTREPRENEURIAL STUDIES COURSES IN UPPER SCHOOL Two STEM classes are being offered as semester-long electives this year after positive feedback from pilot programs last school year.

The computer science department is offering a new virtual reality programming course.

The course teaches coding through the prism of virtual reality, working on programming skills, artistic ability, mathematical skills and content creation.

A new entrepreneurial studies class will be offered second semester. Throughout the course students will study the elements of a start-up, integrate concepts from statistics and economics, apply Business Model Canvas and Lean LaunchPad tools, as well as work with local entrepreneurs to engage in problembased experiential learning.

THE ARTS

Athletics

EMPTY PLATES PROJECT SERVES THROUGH STUDENT ART The Empty Plates Project took place in November, raising money and awareness for food-related issues using the creative works of St. Margaret’s visual arts students.

The plates created by students from kindergarten through grade 12 were sold for $20 at the event.

Attendees could then fill their purchased plate with food catered from local restaurants and enjoy a dinner alongside fellow Tartans. All funds raised were donated to Father Serra's Pantry and the Ecology Center’s garden outreach program.

TARTANS COMMIT TO TOP COLLEGES DURING FALL NATIONAL SIGNING DAY St. Margaret’s senior student-athletes Ryan Cragun (University of Pennsylvania, football), Nicole Greuel (Rhodes College, softball), Trevor Peay (Marquette University, lacrosse), Emily Suh (Embry-Riddle Aeronautical University, lacrosse) and Cailin Young (San Diego State University, lacrosse) will continue their academic pursuits, as well as play their respective sport at an impressive group of colleges and universities.

Read more at www.smes.org/signingday

SPORTS HIGHLIGHTS • Former NFL linebacker Kory Minor joined St. Margaret’s, leading the Upper School's studentathlete leadership program. He also serves as a football coach and is involved with the college recruiting process.

UPPER SCHOOL STUDENTS PERFORM MODERNIZED ROMEO & JULIET After just six weeks of rehearsal, which included learning and memorization of challenging Shakespearian language, Upper School students completed four rousing performances of the iconic play Romeo & Juliet on the Hurlbut Theater stage.

More than 60 Upper School students worked on the production, both on stage and behind the scenes. The play was performed without the aid of microphones, requiring students to perfect their vocal projection and fill the space of Hurlbut Theater with Shakespeare’s language.

To read more St. Margaret’s news, visit Tartan Today online at W W W. S M E S .O R G / TA R TA N T O DAY

Mr. Minor played college football at Notre Dame before playing professionally for the San Francisco 49ers and Carolina Panthers.

• St. Margaret’s cross country teams had strong showings at the CIF Division 5 state meet in Fresno. The girls team placed fourth, with Andi Carnell earning all-state honors with an eighth-place effort. The boys team finished seventh, led by Matthew Soto (22nd).

• The St. Margaret’s football team advanced to the CIF-SS Division 7 semifinals, finishing the season with a 10-3 record.

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Wisdom

Purpose With ž

Educating the Hearts & Minds of Students

BY A N N E DA H LEM

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or many years, members of the St. Margaret’s Episcopal School community have talked about a “special sauce” to St. Margaret’s. Their phrasing connotes an intangible, elusive essence that makes St. Margaret’s a truly unique and transformational experience — one that forges the character of young people and creates lifelong bonds and deep affinity to the school of the Tartan and the Cross.

The leadership of the school knows this life-changing aspect of St. Margaret’s lies in its Episcopal identity and dual-focused mission on the hearts and minds of students, and how these principles shape the curriculum and student program.

St. Margaret’s faculty and administration strive to know and love each and every student; to nurture their individuality and challenge them to their highest potential; to set high standards and to teach and model

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moral integrity and character values that will lead to empathy, motivation, responsibility, service and leadership. St. Margaret’s intentionally guides students to discover who they are and what is important to them, and inspires them to pursue their interests and dreams.

“I believe this is the most important work we do,” Head of School Will Moseley said. “What is an education of only the mind without engaging the heart, the soul, the spirit of our young people? It would not go far enough toward achieving our mission and realizing the full potential and future impact of our students’ lives on the world around them.”

St. Margaret’s is intentional about nurturing the hearts, especially as it recognizes the importance of preparing students for future leadership in business, communities, education, nonprofits, law and government, as well as medicine and health care.

“When we focus on the mind and place equal importance on the heart, we unleash the potential and power of the whole being to be beacons of our mission in the world, engaging their spirit, igniting their compassion and empathy, and forging their integrity and character. We provide context and purpose to their learning and set them on a course of always seeking the right way, kindness and an ethical path,” Mr. Moseley said.

Through a vigorous curriculum, from humanities courses to physical education, students explore the human condition and develop personal values and character strengths. Further, students are challenged to their full potential and discover their personal areas of interests and passions.

Specific St. Margaret’s programs directly nurture student wellness and character, comprising a curriculum that is not only nurturing the mind, but also the heart, and differentiating a truly transformative St. Margaret’s experience for its students.

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E P I S C O PA L C H A P E L St. Margaret’s Episcopal identity is the cornerstone guiding the mission and all student programs. It most prominently shows itself in the student experience through Chapel. Weekly Chapel services are an integral part of the St. Margaret’s experience for students of all faiths and backgrounds. In the Episcopal belief that “God calls us to love all his children,” a St. Margaret’s Chapel service welcomes, includes and recognizes all, and strives to nurture individual character, grace, community fellowship and spiritual wellness. Every St. Margaret’s student participates in Chapel services weekly as dedicated time in the school schedule for proclamation, celebration, solace and reflection of God’s goodness and unconditional love.

Chapel also reinforces the sacred in one’s self and everything around, and encourages taking time to pause, reflect and appreciate personal truth and life’s authentic joys. It develops mindfulness and a deeper connection with individual spirituality, respect and care for others. These practices support students’ spiritual wellness today and with the goal that they will also become valuable habits of a healthy and balanced life into their adulthood.

Nurturing spirituality and mindfulness are called for in the Strategic Plan.

“There is an innate space of God’s presence, peace and sense of wellbeing within each of us. The purpose of Chapel is to create a safe, spiritual space in which all our students, regardless of their religious backgrounds, can find contemplative moments to experience this space of wellness within themselves and become more conscious of it,” Church Rector The Reverend Canon Robert Edwards said.

A C H A R A C T E R- B A S E D L E A R N I N G C O M M U N I T Y An extensive student character and values program follows a developmentally appropriate model beginning in Preschool with a social

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and emotional curriculum that includes a focus on being a good friend and citizen within a community, fairness and simply doing the right thing, even when no one is looking.

The Lower School teaches and models six character pillars in various avenues throughout the year, including the weekly focus of a Chapel service, and by student leadership groups: trustworthiness, respect, responsibility, fairness, caring and citizenship. Lower School also uses a Big Buddy program for older students to mentor younger students, as well as engages with Upper School Peer Counselors, a student leadership post, to join classroom and schoolwide character, social and emotional conversations.

The Middle School Creed and Upper School Honor Statement guide student expectations and establish a learning community culture of honesty, fairness, respect and responsibility.

A hallmark of a St. Margaret’s education is the personal attention of the many faculty members — teachers, coaches, directors, deans, advisors, counselors and chaplains — who uphold and model these beliefs, and engage in and serve as constant touchpoints in the life of each student. In Lower School, they are nurtured by a dedicated classroom teacher and instructional assistants who spend most of their daily time together and know them well.

T H E TA R TA N A D V I S O R Y P R O G R A M As students transition to the Middle School, the Advisory program, advisors and class deans are introduced into the daily lives of students and continue into Upper School. Weekly Advisory, class meetings and division convocations build community and create opportunities for these important, age-appropriate conversations.

Through the recent Strategic Plan work, which sought student feedback, students heralded the Advisory program as a valued and irreplaceable part of the Tartan experience. Advisory is purposefully designed to provide an avenue for student support and growth. Each student has an advisor, and students view their advisor as a mentor, a personal cheerleader, or someone

“We get to know our students, who they are, what’s important to them, and their interests, dreams and passions. We champion and support them. We work very intentionally to make sure that each of our students is known & loved..." who could guide and support them if challenges arise. The school views the advisor as an important person on campus who knows and cares for each student and will be a trusted counselor and supporter.

Advisories are small groups that meet weekly for discussions of current adolescent topics and social issues, to reflect on school topics, perform service projects together, and to simply connect with one another.

The Advisory groups become a constant, tight-knit school family for each student.

The Advisory structure also provides a framework for students to be involved in Chapel, school-wide events, service projects and retreats. Advisors seek to know the students beyond the classroom and serve as liaisons for their parents, teachers, coaches and administrators to work together.

“We get to know our students, who they are, what’s important to them, and their interests, dreams and passions. We champion and support them. We work very intentionally to make sure that each of our students is known and loved by the many faculty in their lives. When a student is having a bad day, or seems like something is bothering them, we pay attention and let them know we see them and we are here. Every faculty member at St. Margaret’s takes this responsibility very seriously as a part of their role as teachers and mentors,” said Upper School Principal Tony Jordan.

L E S S O N S F R O M T H E G R E AT O U T D O O R S

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Overnight, grade-level retreats begin in grade 5 and continue through grade 12. Retreats are an important and highly anticipated part of the student experience, creating a fun, safe and rewarding passage for each class to come together in unique opportunities for character education, service learning, leadership, team-building, personal challenge and reflection, and foster social interaction, friendship and community among the classes and within advisory groups.

St. Margaret’s carefully plans retreats, including areas of focus, learning objectives, activities and locales to reflect student age and readiness for increasing responsibility and independence, as well as grade-level studies.

Retreats intentionally reinforce the benefits and rewards of breaking away from everyday life. They take place in unique environments, including camp settings, destination locations, and onsite at service organizations to kick off the school year, and allow bonding time for the class after several months apart. Students work together outside the classroom as an entire class and within Advisory groups, exercising and deepening character traits of grit, responsibility, teamwork, resilience, ingenuity and leadership.

Psychologist and UC Irvine researcher Paul Piff, who spoke at St. Margaret’s this month as a PTF Parent Up Distinguished Speaker, discovered that being in nature elicits the kind of awe that binds communities, nurtures common good, drives human kindness and arouses humility, altruism and other prosocial behaviors.

“Retreats are highly rewarding experiences that nurture the hearts of our students. There are so many different values and takeaways from getting outside your everyday and spending time in nature to overcoming physical and mental challenges that nurture grit and perseverance; from tapping into your self-reliance and spending time in personal reflection to working cooperatively within a team of classmates to achieve a goal. These are major milestone moments for our students, they strengthen class bonds, and students remember these experiences forever,” said Mr. Jordan.

HIGHLANDER

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T H E I M P O R TA N C E O F C U LT U R A L C O M P E T E N C Y St. Margaret’s values the rich array of differences that exist within the school community, embracing diversity as a collective strength. Allowing all members to contribute equally and leverage their individual backgrounds creates a more vibrant, innovative and inclusive school.

Effectively navigating differences requires a specific set of skills and understandings called cultural competency. Cultural competency is an important component of St. Margaret’s students’ moral and character development, and the school identified two Strategic Plan goals that support this work: establishing cultural competency as an essential element of a St. Margaret’s education, and fostering students’ sense of self and belonging through an inclusive community.

“We strive to prepare our graduates as culturally competent citizens with a strong sense of their own identity, a willingness to see the common threads in others, a high regard for the value and breadth of differences, and an ability to live and communicate effectively in a complex world of multiple cultures, experiences and viewpoints,” said Assistant Head of School for Strategic Initiatives Ryan Dahlem, who has been leading culturalcompetency work on campus.

“Research shows that when diverse groups of people come together, they are more creative, more innovative and more productive,” said Mr. Dahlem.

“We feel a tremendous responsibility to be a part of a future that is more empathetic and understanding, more embracing of the value of difference, and that nurtures common bonds.”

For the past four years, the school has partnered with national diversity experts in intentional conversations with adults and students, and professional development with faculty to bring clarity, expand understanding and equip the community with shared language and skills.

Most recently, St. Margaret’s expanded this work by inviting a cultural competency Scholar in Residence, Rosetta Lee, to campus for a week last year to facilitate workshops and dialog with all constituencies across the community. This included professional development with faculty to implement inclusive teaching practices and develop multicultural curricula.

“As we bring this work into the classroom, and deepen our own skills as educators, its importance can’t be understated when we consider the impact to our students. On one hand, it provides a variety of windows into other ways of seeing the world, and in another way it provides mirrors in which our students can see their own unique reflections,” said Mr. Dahlem.

Student voice is prominent and supported through the Upper School student leadership group Tartan Inclusivity and Diversity Education (TIDE) and student clubs including The Alliance and HeForShe. These groups expand conversations among students and adults and create space for important dialogue on campus.

The school also recognizes the value of cultural competency within its focus on service.

SERVICE LE ARNING SUPPORTS THE WHOLE MISSION Today, it is hard to separate St. Margaret’s service learning program from the many stories told about the unique St. Margaret’s student experience because it is deeply engrained in all aspects of the school. Service learning is the embodiment of the school’s Episcopal identity and mission focused on hearts and minds. Upholding the school’s core value of community,

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service learning is a powerful vehicle nurturing the important cultural competency work, as service often presents opportunities to interact with different communities with unique needs and challenges.

“Service learning threads through all corners of our school and directly supports educating the hearts of our students. Through service, we fulfill our purpose as an active, engaged and responsible part of the community,” said Mr. Moseley. “Most importantly, it models our values for our children.

It fosters their sense of empathy, connection to others and a responsibility to their community. And, by placing importance on time for service, it establishes these traits in our children that they will take into adulthood.”

St. Margaret’s servicelearning program begins in Preschool and aligns with the developmental stages of all children.

It builds awareness of issues that face local, regional and global communities, nurtures empathy and instills the courage and responsibility to take thoughtful action to improve the lives of others through deeper human connections.

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Experiences include activities integrated with lessons inside the classroom, multi-divisional learning experiences across campus, and field experiences beyond the classroom.

Last school year, an all-school service learning project paired with Literacy Day studied homelessness in the local community and culminated with a collection drive creating hope boxes for Family Assistance Ministries, a local partner organization helping hunger and homelessness.

Increasingly, faculty are discovering ways to deepen student learning and connect with the school’s mission by incorporating service learning into their classrooms. This year, the Upper School is piloting two new Advanced Placement courses, AP Environmental Science with WE and AP Spanish Language and Culture with WE, which incorporate a servicelearning component.

The Empty Bowls and Plates project grew out of Visual Arts classes into an annual event of student pottery artwork created and sold at a special dinner, with proceeds benefiting local food pantries.

Students also recognize needs and are motivated to serve on their own.

A group of Upper School students recently organized a service trip to

Beaumont, Texas, in the aftermath of Hurricane Harvey, performing debris removal and flood restoration work in residents’ homes.

“What we are seeing today is inspiring. Service has moved beyond a compartmentalized aspect of the St. Margaret’s experience. Our faculty and students intrinsically connect with service as a part of who we are, who they are, and identify ways to serve,” said Upper School Director of Community Life Lora Allison, who is a part of the service learning leadership team and helped lead the Strategic Plan faculty team working on service learning.

As a part of the Strategic Plan, St. Margaret’s is revamping the service learning graduation requirement to build ongoing relationships through consistent interactions with partner service organizations rather than focusing on hours requirements.

Working within advisory groups and during the school day, students identify and develop a service partnership with one organization that could last up to four years. The program kicked off with cultural competency and volunteering workshops for students and advisors addressing themes of managing intent and impact, meeting authentic needs, and building relationships through empathy.

Mrs. Allison added, “From our youngest Tartans to our seniors, students are making personal connections to the community that indelibly shape their hearts to look beyond themselves and serve others throughout their lives.”

C H A R A C T E R T R A I T S M AT T E R St. Margaret’s has been paying close attention to national research on the importance of what psychologists and educators call “non-cognitive” behavioral skills in the development of character and personality that are predictive of success and happiness in life. Cultivating these traits in students is a major goal of the Strategic Plan and school leaders see this as a critical component of educating the hearts of students.

In his book, How Children Succeed, Paul Tough, a 2014-2015 PTF Parent Up Distinguished Speaker, presented the case through volumes of research that more than intelligence, character qualities and skills like perseverance, curiosity, conscientiousness, optimism and self-control, prove to matter most.

“You can witness our students deepening perseverance when struggling with complex math problems, their curiosity alive in a chemistry experiment, self-discipline in coding a robotics program, courage as they step onto the stage and perform before an audience of nearly 500, conscientiousness when carefully responding to emails from adults and working diligently on homework, and certainly the cultivation of determination and grit on display on our athletics courts and fields,” said Academic Dean Jeneen Graham.

Dr. Graham also recognizes that through St. Margaret’s essential programs of spirituality, service and cultural competency, these skills are nurtured too. “Much of St. Margaret’s curriculum and student programs support the development of these important character skills, and we encourage our educators to challenge students and nurture them. And, we know that the moral and behavioral character of our students matters as much if not more than test scores,” she said.

Mr. Moseley added, “We often hear reflections on the character, poise and integrity of our students and graduates. These remarks are typically offered as praise of the school, and we recognize it, too, when we talk with our students every day, or interact with our alumni and hear the stories of their meaningful and purpose-driven lives. It makes us so proud to do this work, and their beautiful humanity, thoughtfulness and determination leave us awestruck. We consider this among the most rewarding aspects of our work, who our children are, and are becoming. For me, there is no doubt that our loving, inclusive St. Margaret’s community is intentionally nurturing these qualities in our students, and this work is firmly rooted in our shared values and our Episcopal identity.” ł HIGHLANDER

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Becoming a UCI Researcher in STEM Through a partnership with the University of California, Irvine, St. Margaret’s students work on science and engineering projects each summer in an intense college environment.

By Ryan Wood

Under the guidance of professors and students at the University of California, Irvine, seven St. Margaret’s students spent their summer working on STEM-related college research projects in a variety of fields.

St. Margaret’s has partnered with the UCI Samueli School of Engineering for 13 summers, matching engineering and science students with UCI professors in a research area that aligns with their interests. The Tartans spend at least six weeks in UCI labs, gaining experience and knowledge alongside college professors and receiving college credit for their work.

This year’s projects varied from engineering to neuroscience research. St. Margaret’s seniors James Whiting and Jada Thomas joined UCI’s HyperXite team, a 54-person project group run by UCI undergraduate students that entered SpaceX’s Hyperloop Pod competition to create high-speed transportation technology solutions. Jada and James worked extensively with the manufacturing team, creating parts on an engineering design software called SolidWorks, building a test track and designing a passenger seat for the pod made of acrylic.

The UCI HyperXite team presented their product at the SpaceX Hyperloop Competition in August, exceeding 30 miles per hour in the mile-long open air tube run.

“The overall takeaway for me was having an amazing opportunity to learn about a university-level project group,” James said. “I learned a lot about the factors needed to keep a large-scale project group running and growing. I also learned a lot about engineering design through the computer program we used and through working on the pod itself.

“It was definitely a unique experience that I valued and would not hesitate to do again.”

The program is coordinated by St. Margaret’s STEM Fellow and Science Department Chair Jennifer Ross-Viola.

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Interested students write an application essay in the spring and receive a teacher recommendation.

“This is a chance for students to get a hands-on experience to see what it’s like to be a college science or engineering major,” Dr. Ross-Viola said. “There’s nothing better than getting a look at your future to solidify your interest in it.

After this experience, students also gain confidence that they can do the work and that it’s valuable work to do. They also know that the skills they are learning in their classes are directly applicable to the research they are pursuing.

“Of course important learning takes place in trying to troubleshoot each new challenge that comes their way.

To make these internships successful requires a great deal of commitment from the students who dedicated most of their summer to it, the support staff in the Samueli School of Engineering who coordinate the experiences, the professors who provide interesting projects for the students, and the graduate and undergraduate students who serve as mentors on these projects.”

The UCI internship culminated in September with the seven students presenting their findings and reflecting on their experiences to faculty, administration, students and parents during a reception at UCI.

“There’s nothing better than getting a look at your future to solidify your interest in it. After this experience, students also gain confidence that they can do the work and that it’s valuable work to do."

First row, from left: St. Margaret’s trustee Stacey Nicholas, Jada Thomas, Madeleine Hughes, Emily Suh, professor Gregory Brewer.

Back row, from left: professor Jim Earthman, dean Gregory Washington, James Whiting, Bryant Villamil, Bryce Victor, Louisa Miller, professor David Reinkensmeyer, UCI student Chanceleir Schilling

B R YC E V I C T O R

LO U I S A M I L L E R

with professor David Reinkensmeyer Bryce researched efficient ways to retrain hand movements in recovering stroke patients. He worked on an experiment that studied the extension and flexing of fingers to control a cursor, testing both basic and advanced muscle synergies. Bryce analyzed the subjects’ trajectory of the cursor to answer questions such as “Do people learn to combine muscle synergies?” and “Can they create new muscle synergies?”

with professor Jim Earthman Louisa researched the effect of nanobubbles on soil permeability. She conducted an experiment with six samples of dried-out aloe clay from the UCI arboretum, using a permeameter to add moisture to the soil both without air and with nanobubbles infused into the water, comparing the results.

E M I LY S U H with professor David Reinkensmeyer Emily worked on building an autonomous drone using Raspberry Pi. Her work required learning Python, the wiring of Raspberry Pi and drone dynamics in an attempt to create an autonomous drone that can safely go from point A to point B and exhibit situational awareness.

B R YA N T V I L L A M I L with assistant professor Michelle Digman Bryant researched brain tumor cells in vitro, supplementing research for a UCI Ph.D. candidate on differences in metabolism of different subpopulations of brain tumor cells.

Using cultures of two cell lines of brain tumor cells, Bryant created spheroids cultured in serum either containing or not containing growth factors, and compared the spreading of the cancer cells.

MADELEINE HUGHES with adjunct professor Gregory Brewer Madeleine researched axon growth through micro tunnels among distinct hippocampal subregion networks. She used micro tunnel technology to track fluorescently tagged axon growth in the DG and CA3 subregion networks of the brain, then analyzed the findings.

JAMES WHITING & JADA THOMA S with professor Roger Rangel James and Jada worked with the HyperXite team, creating high-speed transportation technology solutions that were entered in SpaceX’s Hyperloop Pod competition. Jada and James worked with manufacturing, electrical and magnetic braking to design parts, build a test track and help with other aspects of the project.

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THE EXPERIENCE Members of St. Margaret’s Preschool faculty spent 10 days in Italy, closely studying a world-renowned approach to early childhood education.

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t. Margaret’s Early Childhood Development Center Director Cris Lozon was directed to a room full of different paper with a variety of colors, fibers, thicknesses and shapes. Next to the paper were several tools of exploration for her to choose from.

As one of eight Tartans attending the Reggio Emilia International Summer School in Italy, Dr. Lozon was participating in workshops in which she assumed the role of the preschool student. With endless amounts of different types of paper in front of her, her first inclination was to create a project of some sort.

But provocation from the Reggio Emilia instructors changed her perspective.

“When they started questioning me, I started looking at the texture, the consistency, the science of what paper is made of,” Dr. Lozon said. “They had me look into the creative aspects of it. ‘What possibilities could happen with what I’ve just given you?’ The facilitators guided the exploration so I could construct knowledge on my own on a new experience or concept.”

Instead of turning the paper into a creation, Dr. Lozon used a stethoscope to listen to the sound of paper tearing. She looked at the torn edge of paper underneath a microscope. She compared the texture of the paper by touching each one.

A whole new opportunity for learning was there all along. It wasn’t about creating a project out of the paper; it was about exploring what was in front of her.

Through the generosity of a St. Margaret’s Preschool parent, St. Margaret’s Preschool faculty members attended the Reggio Emilia International Summer School in June to study the world-renowned Reggio Emilia approach with which St. Margaret’s Preschool curriculum is closely aligned.

The faculty spent 10 days in Reggio Emilia, Italy, attending lectures, participating in workshops, observing classrooms and spending evenings sharing deep reflections on their experiences. Upon their return to California, teachers worked to upgrade their classrooms, write new curricula and prepare for the school year ahead with enhanced knowledge of how the Reggio Emilia approach helps young students thrive by taking on the role of active learners.

To get to that point, Dr. Lozon and her team became active learners themselves.

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Reggio Emilia, Italy

“The chance to deepen our expertise at the source of the Reggio Emilia approach,” Dr. Lozon said, “was an extraordinary professional development opportunity.”

T H E R EG G I O E M I L I A A P P R O A C H Dr. Lozon and several other St. Margaret’s teachers have been studying the Reggio Emilia approach to early-childhood education for more than 20 years, using texts and academic programs to research and draw inspiration.

Through this research, St. Margaret’s Preschool already followed many Reggio practices, yet the trip served as a way to understand more deeply Reggio Emilia and align St. Margaret’s pedagogy even more closely with this approach.

Founded in its namesake town in Northern Italy by educator Loris Malaguzzi, the philosophy of Reggio Emilia education is based on research and constructivist learning theory from early childhood thought leaders John Dewey, Jean Piaget and Lev Vygotsky. Constructivism is an educational theory that children construct their own understanding and knowledge of the world through experience and reflection and is a pillar of Reggio Emilia.

Image of the child: Reggio is known for its emphasis on the child as the “protagonist” with the right to take charge of his or her own learning. This allows a student to follow his or her natural curiosity within appropriate

and engaging experiential learning environments intentionally designed by the teacher and provides many opportunities to provoke interest, thought, inquiry and learning.

Role of the teacher: One of Reggio’s points of emphasis is “planned possibilities,” a concept in which the teacher serves as a researcher alongside the child within a context the teacher and child explore together.

“The teacher facilitates the play by setting the classroom environment of learning opportunities, asking questions and listening to how the child is thinking,” Dr. Lozon said. “The teacher provides new materials based on learning goals and the knowledge of developmentally appropriate practices and discussions with the child.”

This is a progression of the constructivist play-based curriculum at St. Margaret’s, in which the teacher sets up an environment with learning goals in mind and allows the child to explore independently.

“The paradigm shift occurs when both teacher and child are learners and researchers,” Dr. Lozon said. “The child researches an object, activity or discussion, and the teacher researches the thought process of the child and facilitates the development of the child based on close observation."

"Reggio is known for its emphasis on the child as the 'protagonist' with the right to take charge of his or her own learning."

The environment: Reggio Emilia also emphasizes the environment, calling it the “third teacher” behind the parents and the faculty. A well-designed learning environment, according to the philosophy, allows children better to explore and inquire.

The Reggio Emilia approach is internationally known and has been studied by researchers at top colleges around the world. For years, St. Margaret’s teachers had studied it, too — but many thought their knowledge of the approach would have to be gleaned from afar.

T H E C O N V E R S AT I O N S St. Margaret’s parent Katie Cooper had been researching early-education approaches since her son, William, was just a toddler.

She studied a variety of different philosophies and kept coming back to the child-centric approach of Reggio Emilia.

“Children are built-in learners. They come into this world curious,” Katie said.

“How do you sustain that curiosity in their preschool years? I was really intrigued by Reggio’s approach to that question.”

Her preschool research led her to enroll William at St. Margaret’s. Soon, Katie started having conversations with Dr. Lozon and other Preschool faculty members about early education, discovering that many of the faculty members were Reggio Emilia practitioners.

Later, Katie expressed interest in making a donation to the school in memory of her late husband, Robert. Once again, the shared admiration of the Reggio Emilia approach between Katie and St. Margaret’s faculty came to the surface.

“I told Dr. Lozon, ‘What about a trip to Italy?’” Katie recalled. “It was sort of a conversation that sparked and then became a reality.”

Katie generously funded the trip to Italy for seven members of St. Margaret’s faculty in June. An eighth faculty member joined the trip, making up a St. Margaret’s contingent that would spend 10 days immersed in a life-changing professional development opportunity.

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THE VISIT The team arrived with anticipation at the Reggio Emilia International Summer School at the Loris Malaguzzi International Centre. Joining Dr. Lozon were Assistant Director Tammy Pipitone, classroom teachers Lore Fredette, Debbie Herrera, Isabela Valle and Carole Magaldi, art teacher Lillian Sauceda-Whitney, and Garden and Motor Development Specialist Shelley Harmon.

The days included morning lectures at the Centre, followed by classroom observations and hands-on workshops at locations around the city.

St. Margaret’s educators participated in these activities from the child’s perspective, and the summer school instructors worked with them as though they were young children taking charge of their own learning within the environments in place.

For example, while others attended workshops related to paper, clay and technology, Mrs. Valle, Mrs. Harmon and Mrs. Herrera took part in a twoday workshop that studied fruits and vegetables as a learning tool. The three observed the food under a microscope, felt the texture, smelled it and tasted it. They broke it down using a variety of tools and examined how it could be used artistically.

On the second day, they returned to find the same fruits and vegetables, only in advanced decomposed states. This opened up even more planned possibilities of learning — which were furthered by well-timed provocations from the instructors.

“I was cutting up some fruit, and I was cutting it one way, and all the instructor said was, ‘I wonder if you try cutting it a different way?’” Mrs. Valle recalled. “When I did, the texture was different and the design was different. This is how they provoke learning in children.”

The faculty members also took many notes about the intentionally designed environments around them. Mrs. Fredette observed the amount of natural lighting, plants and trees within the classrooms, as well as digital tools like microscopes.

After a long day of listening, observing and participating, the faculty would meet for dinner, and, Dr. Lozon said, “The conversations would just continue from the classes to the dinner table.”

B A C K AT S T. M A R G A R E T ’ S When the faculty members returned to St. Margaret’s, they immediately went to work implementing their new learning for the Preschool.

Among the lessons that stood out was an increased emphasis on documentation. A generous PTF grant in 2016 awarded eight digital cameras to the 16

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Preschool, and those documentation tools allow faculty to archive the history of the children’s learning, the work they do in the classroom and, most importantly, provides evidence of a child’s learning progression.

In addition, teachers worked on updating their classrooms to be consistent with the Reggio emphasis on the learning environment. They purchased new furniture and altered the layout of the rooms to encourage children to move around freely, explore deeply and have the materials needed to take the learning where they want it to go.

Perhaps the biggest post-Italy project was a new curriculum the Preschool faculty members wrote as soon as they returned, circling around planned possibilities for learning in St. Margaret’s garden. “The Science and Gardening Life Lab Curriculum,” a 14,000-word instructional blueprint, was supported through an Interdisciplinary Summer Grant incentive put forth by school leaders at St. Margaret’s. Led by Mrs. Harmon, the curriculum provides an opportunity for children to investigate, discover, interact and express their findings while in nature, using planned possibilities such as soil exploration, seeds, garden plots, light, garden tools and the anatomy of a flower.

Through the innovative curriculum, students are exploring the crosscutting concepts of science, engineering, math, art and technology in a natural environment.

“The magic in the garden curriculum that was developed is that it is so thorough, thoughtful and intentional, yet the children simply experience it as irresistible work and play,” Academic Dean Jeneen Graham said. “The garden curriculum is exactly what the school hoped to see come out of the Interdisciplinary Summer Grants program, and it is fulfilling to watch our youngest learners thrive in this child-centered approach.”

The planned possibilities in the preschool are endless — and ongoing.

Dr. Lozon said teachers are watching their children differently with new learning opportunities always in the front of their minds. Mrs. Valle said the instructors’ passion was ignited by the trip to Italy, as they think of new ways to offer a rich and experiential education with Reggio Emilia concepts in mind.

“Our expectations aren’t going to be imposed on the children,” Dr. Lozon said. “Rather, the children’s work is going to be extended because of the conversations we’re having with them. It’s about the relationship between the teachers and the child. The teacher sees the image of the child as capable and responsible for their own learning.”

Perspective

Measuring What Matters at St. Margaret’s

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or anyone who visits St. Margaret's, tours our athletics and arts facilities, experiences our service-learning program and watches student leaders inspire their classmates and teachers, we are indeed living our mission of educating the hearts and minds of young people.

We can see it, hear it and feel it, yet we will never know if it could be even better if we don’t measure that which we value. As Bill Gates said, “I have been struck again and again by how important measurement is to improving the human condition.” It is our desire to provide the most enriching environment possible to improve the human condition of our young Tartans toward the end goal outlined in our mission. Through the use of metrics and measurement, we are able to improve the outcomes to which we aspire.

Measurement is critical to our success. There are many educational outcomes we know how to measure, and we consistently measure them with validity and reliability. These kinds of measurements are things like English and math competency, and even IQ. Yet, while we certainly care to measure the growing academic capacity of our Tartans, our program would not be wellbalanced if we failed to measure those elements that are best represented by the hearts aspect of our mission.

NON-COG NITIVE SKILL S The developing and growing hearts of our Tartans are best represented by the measurement of non-cognitive skills or character skills.

Psychologists who study personality have reliably and validly measured these skills for decades.

Unfortunately, there is a fictitious belief among some that personality traits are fixed by genetics and cannot be altered, yet this could not be further from the truth. In fact, the research indicates that our personality traits are more malleable than our intelligence, yet we consistently work to grow the latter.

For several years, the Middle School has been leading our work on the direct measurement of those non-cognitive skills we deem important and relevant to our mission. Our most recent assessment, the Tessera, measures personality traits and wraps them in language that is more relevant to

both students and educators. The Big Five character traits we measure with the Tessera each year are tenacity/grit, organization/responsibility, composure/resilience, leadership/communication style and curiosity/ingenuity. We know these character skills are contributing to building our young hearts for lives of learning, leadership and service, and now we have language to discuss the current skill level of each Middle School student as well as a playbook to begin growing these important attributes. Furthermore, simply measuring these traits provides many opportunities to explain why they are important and should be cultivated over time.

BY JENEEN GRAHAM, ACADEMIC DEAN

this tool to be one of the most influential sources of data because it is targeted feedback from the students in our classrooms.

"We can see it, hear it and feel it, yet we will never know if it could be even better if we don’t measure that which we value."

FA C U LT Y C U LT U R E

TE ACHER QUALIT Y Research on student achievement and learning consistently points to the outsized impact of teacher quality on student outcomes. We know from the Measures of Effective Teaching Project funded by the Gates Foundation that teacher quality is the most important in-school factor correlating to student learning. We also know that our students are both fair and effective judges of quality teaching. They are the recipients of daily instruction, and we as a faculty need their feedback to continue refining our craft.

Several years ago, we implemented the student survey that was born out of the joint research between the Gates Foundation and Harvard University, called the Tripod Survey. Through the Tripod Survey, each teacher of grades K-12 receives high-quality student feedback that is nationally normed and statistically manipulated to accurately gauge the effectiveness of teachers regardless of the kinds of students in their classrooms or subject in which they teach. Our students are asked to rate their teachers on a Likert scale regarding statements such as the following: • My teacher in this class makes me feel that he/she really cares about me.

• I like the ways that we learn things in this class.

• My teachers make sure that I try to do my best.

We analyze these data each year and track individual teacher progress from year to year along the seven categories of effective teaching as identified by Harvard University. We have found

An additional data source we recently acquired is the Independent School Management (ISM) survey of faculty culture. The research indicates that a healthy school culture is correlated to high levels of student achievement and fulfillment. The survey is an opportunity for faculty members to share their feelings about the culture of our adult community and identify areas of great strength as well as opportunities for growth. We ask our entire faculty to fill this survey out twice a year and track the data longitudinally. This tracking allows us to measure carefully our progress alongside a set of national norms.

Our approach to gathering reliable and valid quantitative and qualitative data is an intentional way of determining how we operationally define the elements of our mission and core values, and drive toward progress. We know that inspiring our students to be lifelong learners is work that is nurtured by excellent teachers and a strong faculty culture.

We have chosen to measure those things as opposed to more straightforward measures of student achievement, because we are focused on the goals outlined in our mission. Not everything we value can currently be measured, but that doesn’t mean we won’t continue trying to assess our programs and progress accurately. As instructed by Galileo so many years ago, “Measure what is measureable and make measurable what is not so.”

We are certainly making progress, and we know that, because we measure it.

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THE NEW JOHNSON WALLIS VISUAL ARTS CENTER St. Margaret’s new Johnson Wallis Visual Arts Center opened its doors on the first day of the 2017-2018 school year to high acclaim. Located on the second floor of the Gateway Building, the center provides a dedicated space for all kindergarten-grade 12 visual arts classes.

“The new Visual Arts Center is phenomenal,” said Jesse Standlea, Upper School arts teacher and chair of the visual arts department. “We are so excited for what this space offers, from increased cross-divisional collaborations to the specifically designed classrooms for each art form to the adjustable art display spaces for the great work our students do. We are already seeing the positive impact of this centralized space for our visual arts department.”

The new center puts all visual arts students together in a comfortable and dedicated location for the first time in the history of the school — a place for creativity, expression, inspiration, idea sharing, celebration and camaraderie around the visual arts.

The Visual Arts Center features five customized studios, which were designed to meet the needs of each visual arts discipline.

The classrooms are complemented by a makerspace for 3D art, a studio for 2D art, and a digital arts studio specific to photography and filmmaking needs. There also is a dedicated spacious classroom for Lower School art.

P H O T O/ F I L M S T U D I O

Upon entering from either the north or south entrances, students are welcomed by a central grand hall, with a cathedral ceiling and skylights providing abundant natural light.

Named the Alisa and William Reising Gallery, the corridor features space for 2D and 3D artwork display, as well as a student art lounge for private work and reflection.

The Johnson Wallis Visual Arts Center is the latest in an ongoing implementation of the campus-wide strategic master plan, which included the opening of Maseeh Middle School and the Chalmers Field expansion in 2015 and Upper School renovations that started in 2017.

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LO W E R S C H O O L A R T

D I G I TA L A R T S

NEW 3D ART & M A K E R S PA C E EQ U I P M E N T

Shopbot 4'x4' CNC Router

Universal Laser Systems Laser Cutter

M A K E R S PA C E Airwolf3D AXIOM 3D Printer

VL Whisper Pottery Wheel

CER AMICS & 3D ART

KILN ROOM

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Sparking Student Culture

In the Middle School, six faculty members double as grade-level deans, shaping students to reach their potential as people.

By Ryan Wood

Faculty Profile

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hey are math teachers and English teachers, advisors, coaches and mentors.

Students interact with them extensively, often multiple times every day in the classroom, during class meetings, at lunch, on the stage or on the field.

For six Middle School faculty members, connections to students and families go even deeper through their work as grade-level deans.

In this role, they develop authentic relationships with students, teach enduring lessons on kindness and empathy and help students develop moral character and integrity, leading them down the right path toward sound decision-making and appropriate independence as they begin their transition to adulthood.

The role of the Middle School deans is integral to supporting the growth of students as learners, leaders and compassionate members of the community. It’s a responsibility that each dean— Owen Beitner and Veronica Johns-Richardson in grade 6, Emma Boyle and Kevin Estipular in grade 7, and Cori Samskey and Jeni Hoggan in grade 8—takes seriously, in addition to their duties as full-time faculty members. They are experts on middle school students and guide the students as they navigate increasing academic challenges, new interests and new social and peer dynamics.

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“This is one of the most rewarding things I do,” Mr. Beitner said. “I’ve always wanted to work with students and help them grow to be successful.

I love talking to students about their decisions, their goals, and helping communicate the impact that their choices can make in their life both now and in the future.”

The Middle School deans program is modeled after the successful Upper School deans program.

Two deans in each grade play a large role in the culture and communication of the student body.

They organize and run weekly class meetings, help with the cadence of events and topics of advisory meetings, communicate regularly with teachers, students and parents, and have a recognized and valuable voice with the Middle School administration. They are guideposts for setting class expectations and making sure students meet them.

Due to their close relationships with the students and teachers, deans are an important point of contact for students and their families whenever the need might arise, whether it’s recognizing positive actions or addressing challenges.

“Deans build cohesion in each grade,” said Middle School Principal Jeannine Clarke. “They nurture the student culture. They lead the grade-level team of advisors.

“They also happen to be a fantastic group of educators who are truly dedicated to their students. They teach, they coach, they lead extracurricular activities. They are very invested in these students, and they get to know them personally and care for them. Through all of those touchpoints, they’ve established trust and serve as an important mentor in the lives of our students.”

Faculty Profile

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very Monday, the deans lead a class meeting, during which students gather to be updated on school events and other need-to-know information. There, deans have a chance to speak to the entire grade in one setting, addressing concerns, emphasizing accountability and often sharing personal reflections to illustrate the importance of students’ roles in Middle School initiatives. For example, prior to a service trip to Camp Pendleton, Ms. Samskey spoke at length to grade 8 students about her brother, who served in the United States Navy, and the positive impact that community outreach had on his time in the service.

Ms. Samskey says she is driven to help Middle School students see the bigger picture of the world around them and how they can contribute to it. The interactions with the entire grade is a vehicle for deans to get that message across.

“St. Margaret’s is so amazing in that we really grasp the mission of building character and educating the heart,” Ms. Samskey said. “Being a dean is an incredible opportunity to make connections with students and help them recognize their values and purpose.”

In addition to their nurturing work with students, deans also serve as an important liaison between the student body, advisors and school administrators. The deans are regularly in touch with Mrs. Clarke and Assistant Principal Mike Allison, providing updates on student performance, grade-specific issues and upcoming events. They also work with student advisors to address concerns and set advisory agendas that foster student support and growth.

In that sense, deans are an important link between students, parents, advisors, teachers and administrators, and that hierarchy serves to create a “school family” at St. Margaret’s that provides long-term benefits to students that last well beyond their Middle School years.

During what can be a transformational period in a young person’s life, the Middle School deans serve as additional mentors who help students stay on a path toward success as both students at St. Margaret’s and citizens in the community.

“Ultimately, our purpose is to work closely with students and their families to develop appropriate independence, resiliency and the skills necessary to pursue a life of learning, leadership and service,” Mrs. Clarke said. “Our deans are a vital part of our work toward fulfilling that purpose.”

Meet the Middle School Deans O W E N B E I T N E R (Grade 6) University of Arizona, B.A.; Chapman University, Single Subject Credential Subject: English | Other SMES Activities: Grade 6 flag football coach, Middle School track and field coach.

What he loves about SMES Middle School students: “On top of being academically gifted, thoughtfully inquisitive, athletic, and artistic, I would say I love the truly wonderful human beings they are."

V E R O N I C A J O H N S - R I C H A R D S O N (Grade 6) University of Colorado, Boulder, B.S. and M.Ed. Subject: Mathematics | Other SMES Activities: Varsity girls basketball assistant coach, varsity girls lacrosse assistant coach, Middle School volleyball and lacrosse coach, faculty sponsor for WE club.

What she loves about SMES Middle School students: “I love their eagerness to learn and willingness to work together, whether in pre-algebra, on the stage or out on the field.”

E M M A B OY L E (Grade 7) California State University, Long Beach, B.A. Subject: World Languages | Other SMES Activities: Faculty sponsor for Junior Classical League club, Middle School girls basketball coach.

What she loves about SMES Middle School students: “I love how you can have a deep conversation about their views or opinions on a topic and then, next thing you know, they are so excited while playing a game that they fall out of their chair.”

K E V I N E S T I P U L A R (Grade 7) University of California, Irvine, B.S.; Vanguard University, M.A. Subject: Science | Other SMES Activities: Flag football coach, faculty sponsor of basketball club and Harry Potter club.

What he loves about SMES Middle School students: “I love that our students show gratitude and respect to everyone. They have great character and are enthusiastic about learning.”

J E N I H O G G A N (Grade 8) University of California, Los Angeles, B.A.; Loyola Marymount University, M.A. Subject: English | Other SMES Activities: Cross country assistant coach, writing contest coordinator, faculty sponsor for creative writing club, volleyball club and fancy floofballs club.

What she loves about SMES Middle School students: “They are the nicest, kindest middle schoolers I have ever met, defying every stereotype that exists about how kids supposedly act or behave during adolescence."

C O R I S A M S K E Y (Grade 8) Emporia State University, B.S.; University of Kansas, M.Ed. Subject: Mathematics | Other SMES Activities: Mentoring teacher for new faculty, assistant director for MS musical and MS play, math club co-sponsor, movie club sponsor, Coffee House Cabaret judge.

What she loves about SMES Middle School students: “What I love most about St. Margaret's Middle School students are their warm hearts, positive attitudes and genuine care for their community and the people around them."

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College

the tartan path to

For parents and students, “going to college” is an important focus of their journey through St. Margaret’s, and it is for the school, too. So how do they get there? As a college-preparatory school, St. Margaret’s curriculum ensures that every graduate is prepared for college, and the school expects its graduates every year to matriculate to a four-year college or university.

College matriculation is not the only goal of a St. Margaret’s education, yet as the school fulfills its mission to educate the hearts and minds of young people for lives of learning, leadership and service, it is the important next step in a Tartan’s life.

Why is the school so confident in this educational trajectory for every one of its students? For one, the school’s minimum graduation requirement is a challenging, vigorous college-preparatory curriculum, exceeding enrollment requirements of most colleges and universities across the nation.

Secondly, most St. Margaret’s students take advantage of the many avenues for advanced academic study available at St. Margaret’s, which includes 28 AP courses and many post-AP academic electives, and engage in activities, leadership and service efforts far beyond the minimum requirements. The expertise and level of personal support and attention given to each St. Margaret’s student by the St. Margaret’s College Counseling Office is as important.

“We expect our students to go to college when they graduate, yet college is not the ultimate measure of success for our mission,” said Head of School Will Moseley. “College is the exciting next stage of our students’ education, and their growth and development to adulthood.

St. Margaret’s curriculum may end at grade 12, but ultimately we are preparing our students for successful, fulfilling lives of happiness, wellbeing and positive contributions to their families, their communities and the world around them.”

That, Mr. Moseley says, is where finding the college that is the best fit for each student is

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By Anne Dahlem

incredibly important. “Our graduates aren’t just going to a handful of schools locally or regionally. They are heading out to wonderful, vibrant schools across the nation that offer them a challenging and dynamic academic program and environment where they will continue to learn, grow and thrive after they leave St. Margaret’s.

“College is an important part of the St. Margaret’s experience and we are exceedingly committed and attuned to this important culminating moment and transition for our students. Our students are in the best hands with the outstanding guidance and process put in place by our College Counseling Office,” said Mr. Moseley.

Director of College Counseling Roland Allen says that choosing a college is an opportunity for students to deepen their interests, talents and skills, and to consider their own individual ideas, stances and values. College counseling at St. Margaret’s helps students find academic, social, even geographic college environments that best fit their unique personalities, goals, strengths, skills and interests, with a fiveyear plan in place to support them on their path to college.

“We know this individual approach and process works for our students because our graduates have told us, and they persist and graduate from the colleges and universities where they matriculate after St. Margaret’s well over the national averages,” said Mr. Allen.

The college counseling process formally begins in grade 8 and carries students through to college matriculation. Each year is coordinated and mapped to give students a primary focus to help them prepare, explore a range of activities and define their interests. The college counselors work closely with students, encouraging them in their growth and pursuit of intellectual, athletic and creative endeavors through the Upper School years. The experience is tailored to each individual student.

grade 8 The college-bound conversation with students officially starts here at St. Margaret’s. Throughout the year, students meet with college counselors to gain insight into the college application process and learn about the college counseling program in the Upper School.

Students learn what defines a successful college applicant and are guided by the college counselors to pursue their interests in their Upper School years and to challenge and stretch themselves academically.

“college is an important part of the st. margaret’s experience and we are exceedingly committed and attuned to this important culminating moment and transition for our students. our students are in the best hands with the outstanding guidance and process put in place by our college counseling office."

- Will Moseley, Head of School

freshman year

junior year

Students have new touch points with the college counselors through advisory groups and class meetings, and the team is available to students for individualized questions. All freshman students take the Pre-ACT in the fall to become familiar with college admission testing. The focus for this year is understanding the importance of academic achievement, honor and integrity, and moving from newcomer in the Upper School community to identifying interests and participating in the academic and co-curricular opportunities that abound. Students work closely with their teachers, advisors and class deans to ensure academic support and success throughout their Upper School experiences, and are encouraged to explore a range of activities—athletic, artistic, leadership and service-based.

The relationship between students and college counselors becomes more individual, as each student is paired with a dedicated college counselor who will get to know the students' personal interests, strengths and goals, and guide them for the remainder of his or her time at St. Margaret’s. An official college kick-off event takes place each January with students and parents. Students develop an SAT/ACT testing plan with his or her counselor in the first semester, including which tests to focus on. Students take standardized college admissions tests—SAT, ACT and possibly SAT subject tests, and begin planning a path with their college counselor for researching colleges, college visits and summer activities.

St. Margaret’s college counselors partner with the Dean of Admission from a selective university and host a case-studies event that centers on a mock admission committee session.

Students and parents are divided into “admission committees” to review and discuss fictional student application files, and then decide which candidates to admit, wait list or deny to the mock university. The case-study experience provides students and parents valuable first-hand insight and perspective into the mind of college admission officers as they prepare to apply to college.

sophomore year

EGE V IS

I

S

T.

ET

TO

'S

LL

TS

CO

Students are encouraged to begin visiting colleges and universities to get a feel for the many different choices—rural to urban schools, small liberal arts colleges to large public research universities. Counselors host a summer college tour for St. Margaret’s students and also guide students and families to use the fall break in October for college visits. Sophomores are further introduced to college admission testing, with test prep at the beginning of the year and every student taking the PSAT in October. An emphasis is also placed on taking appropriate SAT subject tests. Finally, college counselors, advisors and teachers guide students on course selection for junior year.

M A RGAR

more than 150 colleges and universities from across the nation visit st. margaret’s

each year to meet with Upper School students.

These are unique opportunities because St. Margaret’s students are able to meet in small groups, even one-on-one, with college representatives outside of large college fairs. Oftentimes, the admission representatives who visit St. Margaret’s will be the first reader on a student’s application to the school, so these oncampus touch points are invaluable.

s e n i o r y ear Senior year is the time for students to finalize a thoughtful, balanced list of colleges in consultation with their college counselors. They work individually with their counselor on applications and essay writing. The counselors ensure each student understands the application requirements for each school, including for different academic programs like an arts application or for an academic specialty such as engineering or business. The counselors guide the students to present themselves authentically to the schools through their personal voice in their essays.

Seniors weigh early-action and early-decision options and submit applications by the deadlines which are determined by the college or university. They begin to receive letters of admission as early as December, and make final college selections by May 1. Ninety percent of students have typically applied to a college or university by November of their senior year, and by February the majority of the senior class has earned admission to at least one school.

HIGHLANDER

23

admissions 101:

ns a t r Ta

in

C o l le

ge !

what colleges are looking for: Every school is unique, and admission offices seek students who are going to be a good fit for their college campuses. Mr. Allen says that it is important to get to know the school, its academic focus and its campus life culture and environment. Many admission officers have guided St. Margaret’s on some universally important qualities as they review applications.

1.

Academic challenge and areas of interest. Schools want to see that a student has challenged his- or herself academically and that he or she is intellectually engaged and excited about learning.

2.

Demonstrated areas of academic interest or aspects about themselves that will complement and contribute to the academic setting and student-life environment of their colleges.

100%

3.

Strong academic performance in both the transcript and standardized testing. It is important to see that a student is prepared and capable of academic success at the next level of academic learning and challenge.

4.

Interesting human beings. Colleges want to determine what a student will be like on their campus. “Will they ask compelling questions in the classroom? Will they collaborate with fellow students on interesting projects? Will they be active on campus? Will they be a great dorm roommate?” Demonstrating who you are as a person, your unique personality and academic and personal goals helps colleges get to know you and determine if their school is match.

the role of parents The best applicants to college are the ones who have an authentic experience at St. Margaret’s. Parents can help by encouraging their students to engage in genuine pursuits inside the classroom and out.

BE POSITIVE and loving counselors and support, but let your child guide the process.

EXPLORE. Go on the exciting journey with your child. Remain open to new schools you didn’t know before. There are more than 5,000 colleges and universities in America.

BE OPEN. Have healthy, reasonable conversations about college, including any family considerations.

BE PATIENT. Set appropriate timing for college conversations.

We encourage our students and families to be focused on this wonderful high school phase of their educational journey and not to miss out by only thinking about college.

STAY INFORMED. Attend school information sessions, ask questions and partner with the St. Margaret’s College Counseling Office in supporting your child’s goals and aspirations.

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of senior applicants are accepted to a four-year college or university

75% of seniors gain early acceptance

60%

of graduates enroll out of state

59 tartan alumni currently playing sports in college

graduates are attending colleges & universities in

153 33 6

states + washington d.c &

different countries (u.s., japan, australia, switzerland, scotland & canada)

each year, the college counseling team typically visits 50 colleges and universities across the country and world. On those visits, they get to know the school programs and culture by meeting with admission representatives, as well as take time to visit St. Margaret’s alumni. Additionally, they are able to maintain relationships with the admission officers. Typically, the College Counseling team organizes an East Coast college tour in June open to rising sophomore, junior and senior students.

meet our college counselors roland allen, director of college counseling, is responsible for the design and implementation of a comprehensive collegecounseling program at St. Margaret’s. He came to St. Margaret’s in the summer of 2004 and is in his fourth decade in the field of college admissions and college counseling.

Prior to St. Margaret’s, Mr. Allen held appointments at several highly regarded institutions, including Westmont College, Colby College, Massachusetts Institute of Technology and Stanford University.

Additionally, he directed the college counseling programs at The Branson School in Ross, California, and Sidwell Friends School in Washington, D.C. He is also a recognized national leader in college counseling through involvement in regional and national professional organizations, and as a frequent speaker on panels at national conferences. He is actively involved in College Board, National Association for College Admission Counseling, and Association of College Counselors in Independent Schools. He serves on the U.S. Presidential Scholars Review Committee, is on the advisory board for Princeton Review, holds an appointment to the California Counselors' Advisory Committee for the University of Chicago, and has participated on multiple accreditation review committees for the Mid Atlantic Association of Schools and Colleges, and the Western Association of Schools and Colleges. Recently, along with his colleague Ms. Amy Warren, Mr. Allen taught "The Road to Selective College Admissions" through edX, founded by MIT and Harvard.

Roland Allen has a B.A. in philosophy from Loyola University of New Orleans and an M.S. in counselor education from the University of Scranton. He was the recipient of a National Endowment for the Humanities Fellowship for High School Teachers at Yale University, where he studied the origins of Christianity under Professor Wayne Meeks.

Roland Allen designed an Upper School course, wealth, poverty and ethics, which is taught in the religion department.

amy warren,

associate director of college counseling, joined St. Margaret’s in 2010. She is active in professional organizations, including the National Association for College Admission Counseling (where she has presented), Western Association for College Admission Counseling and the Association of College Counselors in Independent Schools. In 2014, she collaborated with edX to develop a college counseling course, "The Road to Selective College Admission" along with her colleague, Roland Allen.

Ms. Warren’s school experience includes working as the counseling department chair at Santa Margarita Catholic High School, a school counseling intern at Eleanor Roosevelt High School in New York City, and as an assistant director of admission at Santa Catalina school in Monterey. Ms. Warren worked on the other side of the desk in graduate

admissions at Teachers College, Columbia University. While living in Buffalo, New York, she worked as a crisis outreach counselor, providing on-site crisis intervention and trauma response services for individuals, families, and schools.

40:1

student to counselor ratio per class

Ms. Warren received her B.A. in psychology cum laude from Williams College, where she was a 16-time All-American swimmer and four-year NESCAC high point winner. She holds a Master of Education in psychological counseling and a Master of Arts with a focus in school counseling, both from Columbia University.

Ms. Warren is a native of upstate New York and a proud graduate of Deerfield Academy.

jeff jablonski,

associate director of college counseling, brings a wealth of knowledge about selective college admissions to the college counseling team at St. Margaret’s. Prior to his role at St. Margaret’s, Mr. Jablonski worked for Case Western Reserve University’s admission office, where he evaluated applications, travelled globally to recruit and interview students, and managed the overnight visit program. In addition to being an associate director of college counseling at St. Margaret's, Mr. Jablonski is an advisor to a group of sophomore boys. He also serves as the AP Coordinator, overseeing the administration of AP testing each May. Mr. Jablonski spent much of his professional career working for nonprofits. He served as an AmeriCorps Servicemember on two projects in the West. First, he worked as an education coordinator in the Seattle Public Schools, where he planned and implemented lessons on environmental sustainability. More recently, Mr. Jablonski served in San Rafael, where he managed ecological fieldwork in the Marin Municipal Water District. He has also spent time working with various grassroots campaigns in California, including the ACLU, Sierra Club and Equality California.

Mr. Jablonski graduated from Pomona College with a B.A. in computer science. While competing on the Sagehens men’s tennis team, Mr. Jablonski earned multiple team MVP and all-conference awards. In 2007, he earned the distinction of NCAA All-American in both singles and doubles. After his collegiate career, Mr. Jablonski served as a volunteer assistant coach of the Case Western Reserve men’s tennis team.

At St. Margaret’s, Mr. Jablonski has been able to share his love of tennis with the Tartans as he coaches both the boys and girls teams. He also works closely with Breakthrough San Juan Capistrano and serves as a college mentor in the program. Mr. Jablonski feels passionately about serving under resourced communities and has worked as a volunteer access counselor and ACT teacher to students through the Port of Los Angeles Boys and Girls Club.

HIGHLANDER

25

Jessica Tollette ‘04

A Learner for Life Jessica Tollette ’04 is a Fulbright scholar with three Ivy League degrees and a passion for enriching others—and herself—in diverse communities around the world.

By Ryan Wood

During her junior year at the University of Pennsylvania, Jessica Tollette ’04 made a decision that would change her life forever.

“I chose to study abroad in Barcelona, Spain,” she said. “It was a pivotal moment in my life because so much of what I’ve done since then has revolved around Spain and things I realized and recognized while there.”

Since that immersion as a 21-year-old, Dr. Tollette has earned degrees from the University of Pennsylvania and Harvard University, was awarded a Fulbright Grant to research race and immigration, and now is back in Spain working at the prestigious IE University.

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

Alumni Profile “I love feeling like an outsider and learning how other cultures and other people live...You learn differently in life than you do in the classroom.”

Spain is the common thread for many of her experiences — she has lived there on three separate occasions — but what she has learned from her time abroad also helped alter her course.

“I love feeling like an outsider and learning how other cultures and other people live,” Dr. Tollette said. “I get to learn something that I otherwise wouldn’t be exposed to. You learn differently in life than you do in the classroom.”

That cultural curiosity is reflected in her various pursuits. She majored in communication with a minor in Hispanic studies at the University of Pennsylvania, then went to New York City to enter the workforce in 2008. She joined Monitor Group (now Monitor Deloitte) as a management consultant and led the North American undergraduate diversity recruiting efforts for the firm.

Yet her time in New York was chaotic: Just one week into her job, Lehman Brothers collapsed and triggered the 2008 financial crisis. She ended up staying at Monitor Group for two years, but soon wondered if there were something more for her out there.

She recalled back in 2004, her senior year at St. Margaret’s, being asked the question many high school students are asked: Where do you see yourself in 10 years?

“I was a little bit off the mark,” she says with a laugh. “I thought I would be living in New York with a husband and a degree from Harvard Law School.”

Inspired by her time at Monitor recruiting students from under-represented backgrounds, she started to look into postgraduate programs to study race and gender through a sociological lens. She enrolled at Harvard University in 2010 to pursue her master’s and doctorate, eventually focusing her studies on race and immigration.

During her time at Harvard, Dr. Tollette was awarded a Fulbright Grant, a prestigious scholarship given to students to research, study and immerse in a different country with the objective of promoting the understanding of other cultures and international goodwill. She lived in Madrid for two years, researching race, intergroup relations and immigrant integration in Spain. While there, she worked closely with Moroccan, Nigerian and Dominican immigrants, volunteering at the local immigrant detention center and teaching English and information technology to immigrants.

“It was my way of investing in the community, but it was also for my research to learn about how immigrants lived their lives, the experiences they had in Spain, and their experience with the politics of immigration,” Dr. Tollette said.

“I wrote my dissertation on how immigrant groups and Spanish people understand race and self-identity. How do they relate to other groups in their neighborhoods and their workplace, and what do they think immigrant integration means and how to achieve it? More broadly, what are the things we need to do to live in harmony with other groups?”

Dr. Tollette’s interest in cultural competency dates to her time at St. Margaret’s, where she was vice president of the cultural club in addition to being senior class vice president, captain of the lacrosse team and president of the Spanish National Honor Society. She enrolled at St. Margaret’s beginning in first grade and was the third of four sisters to graduate, joining January ’93, Jasmine ’01 and JaisAlexis ’08.

This fall, Dr. Tollette returned to visit St. Margaret’s.

She caught up with some of her past teachers, like Diane Adamson, Mary Mayer-Grubb and Rocky Parker, and volunteered to speak or mentor with St. Margaret’s Tartan Inclusivity and Diversity Education (TIDE) club. “Anything they need, I want to help. This is my passion,” she said.

“St. Margaret’s has been such a big part of my life,” she said.

“It’s clear the impact going to St. Margaret’s had on my ability to write and think critically. In terms of my educational experience, it laid the foundation for me to really thrive in the Ivy League and in my Ph.D. experience.”

Dr. Tollette graduated with her Doctor of Philosophy in sociology from Harvard in 2017. She has since returned to Spain, where she works for IE University as a program director tasked with helping launch a new interdisciplinary bachelor’s degree in the behavioral sciences.

“The major is housed within the school of human sciences and technology,” Dr. Tollette said. “We’re working to combine ideas of psychology, communications, sociology, political science, economics and business.”

With her studies behind her and a new career in front of her, she revisited that age-old question: Where do you see yourself in 10 years? This time, the answer was less specific by design.

“Ten years from now, I will still be traveling around the world, and in a career that is professionally fulfilling,” she said. “I will be continuing to surround myself with diverse communities that enrich me and allow me to enrich their lives in some way.

“I am a life-long learner, and I love to see what the world has to offer.”

HIGHLANDER

27

A LU M N I U P DAT E S L E T T ER FR O M T H E TA R TA N A LU M N I A S S O CI AT I O N P R E S I D EN T

Support for T.A.L.E. Alumni from every year often say they want to give back and support their alma mater with a gift each year ‌ yet these common hindrances stop them:

Dear Fellow Alumni, As I proudly begin my service as the President of the Tartan Alumni Association, I am in awe of the changes now underway.

Today the TAA is on the cusp of 21st-century change. The educational landscape in the world is undergoing a light-speed metamorphosis. Entrepreneurship and technology are pervasive in all aspects of our lives, from smartphones and mobile banking, to self-driving cars and cryptocurrencies. The amazing reality: Tartan alumni are not only the consumers of these technologies, but also their innovators.

1) I keep forgetting!

It’s too hard.

2) I’m not sure if I already gave.

3) How can my $20 gift matter?

To make it easy to track your giving, we encourage you to make your donation on our new Venmo account. Many of you are already making purchases and paying items there; now you can support your first alma mater, too. And, yes, every gift really does matter because your gift of $20 coupled with the gifts of alumni from ’05, ’88, ’92, etc. ‌ add up. So we invite you to get involved and give back to St. Margaret’s. Donate once a year and be counted!

We, the alumni of St. Margaret’s, help lead the way. Consider our most recent efforts to support St. Margaret’s students through direct connection. Tartan Tank (based on the hit series Shark Tank), led by faculty member Eric Harrington and supported by Umar Bajwa ‘05 and Justin Phan ‘04, combines in-class learning with entrepreneurship. The upcoming Alumni Career Forum in February is now a 6-year-old tradition that shares the experience of our rich and diverse pool of talent that is the TAA. I look with pride upon our efforts as alumni to build upon the legacy of Father Ernest Sillers. His belief that, “for those to whom much is given, much is expected,� was at the core of our lives as students and continues in our mission as alumni.

As we look to the future of the TAA, we will seek to forge stronger ties with all constituencies of our alma mater: not only the students and the Board of Trustees, but also the administration, church, and alumni parents. Altogether, these constituencies make up what is the Tartan family.

The question for every thoughtful alum should be: How do I become involved?

MAKE YOUR GIFT IN TWO EASY WAYS: Venmo: @tartanalumni www.smes.org/tale

As Tartan alumni, we are charged with leading lives of continuous learning, thoughtful leadership and impactful service. Now is the time to share your passion. • Consider hosting a member of the Class of 2018 for an Independent Senior Project (ISP) miniinternship at your company or business. This 3-week, 60-hour commitment is just one avenue to pave the way of our future alumni. • Learn how you can get involved and mentor students within the Tartan Tank. • Come speak and present at the Alumni Career Forum. • Apply to serve on the Alumni Council or on a TAA Council Committee. Representation from classes of all decades and years is paramount to our success.

As alumni, we have much we can give back to our school, and we have so much to look forward to. The ultimate value of the TAA is its willingness to embrace an exciting future while being informed by the Episcopal tradition of grace, inclusiveness and diversity. There is a place for all alumni in the TAA. Come forward. Find yours!

In Tartan Spirit,

Mark T. Risner ’86 Tartan Alumni Association President and Trustee

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

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Class Notes C O M P I L E D B Y J I L L I A N G R AY

N O TA B L E : 3 0 -Y E A R R E U N I O N R E C A P

'87

This August saw the 30th reunion celebration over two days, kicking off at Hennessey’s Tavern on Friday night and culminating Saturday with a family barbeque at Joe Kennedy’s home. Among the attendees were Jennifer Ramsey Risner and Mark Risner ’86, Shelley and Joe Kennedy, Todd and Jeannine Cordova Clarke, Eric and Elise DeSantis Fields, Lance and Jennifer Bourguignon Blount, Todd and Kerry Parker Burnright, Lisa Elliott, Marina Langley Glava, Dave and Natalie Hess, Mark Campaigne, Jr. and Mr. and Mrs. Campaigne.

'88

We are looking forward to seeing everyone at the 30th reunion — details to follow! If you are interested in helping organize a gathering for ’88, please contact the Alumni Relations Office at alumni@smes.org.

'93

Our 25th reunion is on the horizon, and it’s time to celebrate! January Streeter McMichael will be reaching out soon about all the festivities in 2018!

'98

Twenty years have flown by, and it’s time to celebrate and reconnect with each other and our alma mater. Who wants to help plan? Please connect with the Alumni Relations Office at alumni@smes.org to volunteer!

'00

Ryan Ousley has had a lot of life changes in recent years. In 2011, he moved to Charleston, S.C., to work for the highway patrol for nearly seven years prior to leaving law enforcement. During that stretch he set the national record three years in a row for taking unsafe and impaired drivers off the road and was awarded Officer of the Year in 2016.

He married Ashley Elizabeth Ousley on Sept.

1, 2016. Today, the couple lives in the Atlanta area, where Ryan is now an auditor/inspector for the largest chassis management company in the United States.

N O TA B L E : 2 0 -Y E A R R E U N I O N R E C A P

'97

A much-needed gathering for their 20th reunion proved to be a memorable celebration for the ‘97s in attendance, including: Andrew Batley, Tammi and Kurt Belcher, Brett and Rebecca (Becky) Stewart, Georgina Arreola, John Glosser, Jordanna and Nick Chapman, Lauren Halstead Burroughs and Rick Burroughs ’96, Mistie Augustin, Tommy Engstrom, David Turley, Michelle Chang and Joanna Fee. A big thanks to Becky and John for leading the effort!

'02

Clary Delano and Rachael Stoddard are leading the charge for a class gathering that will take place this spring or summer. Stay tuned for updates.

HIGHLANDER

29

IN MEMORIAM

'03

Congrats to Caitlin Andrews Steffien and Derek Steffien ‘05 on the birth of their son, William Alger, who was born Sept. 12, weighing in at 7 pounds, 13 ounces. They are all doing great and enjoying life as a family of three!

'06

Taylor Oda and Brett Everhart were married on Nov. 4, 2017, in Honolulu.

Fellow Tartans joining in the celebration included maid of honor Alexandra Aghajanian, bridesmaids Kristin Collier Petersen and Joanna Feige Avery and groomsman Kyle Oda ’08, along with Georgina Lean ’09, Cameron Petersen, Jason Hiller, Scott DeYoung ’08, Lauren Collier Gilbert ’08 and Marissa Adamany ’07. Taylor and Brett live in San Juan Capistrano, where Taylor owns her own insurance agency, Taylor Oda State Farm Agency.

Danielle Blaney Wells ‘86 The Tartan family was saddened by the passing of alumna Danielle Blaney Wells, St. Margaret’s Class of 1986, on November 11, 2017, after a valiant battle with breast cancer. She will be greatly missed by those who knew her in the St. Margaret’s community.

Danielle was the first class valedictorian in the school’s historic inaugural Upper School graduation, and a member of the cross country team.

After graduation, she matriculated to the University of California, Berkeley where she earned her bachelors in economics, graduating in 1990.

She would later earn a Masters of Accountancy from San Jose State University in 1998.

Danielle’s career in the financial and accounting industry spanned more than 15 years, with experience in the “Big Four” accounting firms. Most recently she was VP of finance and controller for Guckenheimer, a Silicon Valley leader in the food-services industry. She traveled extensively and was a triathlete, runner and snow skier.

Danielle is survived by her husband, Joe Wells, of San Carlos, her parents Bill and Annette Blaney, and brother John Blaney ‘90. She will forever be a symbol of academic distinction and success for her alma mater.

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S T. M A R G A R E T ’ S E P I S C O PA L S C H O O L

'08

Step right up to volunteer for the 10th reunion and help us plan the most unforgettable celebration. Contact the Alumni Relations Office to get the ball rolling at alumni@smes.org.

N O TA B L E : 1 0 -Y E A R R E U N I O N R E C A P

'07

Nearly 40 Tartans gathered in November at El Adobe in San Juan Capistrano for a festive 10th Reunion. Special thanks to Jenna Clark, Vander Corliss, Olivia Saladino and Justin Swanson. Congrats go out to Kate Lanni Giacopelli and Chad Giacopelli on the birth of their son, Cody James, who just celebrated his first birthday on Dec. 5. Hallie Mayer missed the reunion, but is enjoying her stint in China as a holiday caroler for Hong Kong Disneyland.

Class Notes

'09

Ryan Jong celebrated his marriage to Margeau Jong on Sept. 9. The two met at Boston College and were married in Newport, R.I. The newlyweds headed off to Europe the next day for their honeymoon, where they cruised along the coast of Spain, France and Italy.

They live in Boston, where Ryan works for Bain Capital. Fellow Tartans joining the celebration included Kasey Jong '10, Brian Chang ’10 and Krishna Kaliannan.

ALUMNI INTERVIEW: MARK RISNER ‘86

Mark Risner ’86 is excited about taking over the helm as the Tartan Alumni Association’s new president and joining the school’s Board of Trustees. Both are roles he has been poised to play his whole life. His mother, Mrs. Margy Risner, taught in the Lower School at St. Margaret’s for 20 years.

His wife, Jennifer Ramsey Risner ’87, is an alumna and avid Tartan supporter. Mark has his own law practice, is an adjunct law professor and a pro-tem judge. To take a break from the legal world and volunteer roles, Mark enjoys his time at St. Margaret’s Episcopal Church, on the golf course and exploring savory eats and drinks throughout the area.

What are some of your most vivid memories of your time as a St. Margaret’s student?

One thing I remember was how everything was very extemporaneous. There were four portables, a soccer field, and everyone more or less had many responsibilities. My geography teacher was my math teacher, and he worked some maintenance. Everyone wore many hats.

I remember Father Sillers being very present in everything. He would swing by the classrooms, he’d be out on the field, he’d be at chapel every day and give a homily. I remember that standing out.

'10 '11

Sahar Bayat graduated from Loyola Law School in Los Angeles this year.

Sam Malagon recently moved back to Southern California and enjoys living in San Diego and working as a software engineer for Booz Allen Hamilton.

'13

After finishing her studies at New York University, Gigi Morally is now a licensed investment analyst at BRG Commercial Realty and remains in the Big Apple. After graduating from the University of Southern California, Jenny Jung is working as a medical scribe at Manhattan Dermatology in Manhattan Beach. She’s also working as an executive assistant for military and veterans initiatives at USC, where she researches how to improve Yellow Ribbon scholarships for veterans attending USC, writes grants for the university's militaryrelated projects, and is in charge of a social media and advertising team covering military history and university military/veteran events.

Symoné Danielle Pinedo is currently working for Psychological Care & Healing (PCH) Treatment Center as a coach and has started graduate school at Loyola Marymount University pursuing an M.A. in educational psychology. Max Carr is living in Atlanta after graduating from Emory and is working as a financial analyst at Davidson Hotels & Resorts.

Obviously, St. Margaret’s has changed a lot since you graduated in 1986. Have you ever taken a step back and thought about how much this school has evolved since you were a student?

From grade 7 through my senior year, there was a massive amount of change. The church went up, the Lower School went up, the portables went away very quickly, the church fountain went in. The change while I was there was very rapid and noticeable, and in that sense, it’s never really fazed me. I’ve always been OK with it. It’s been something you expect at St. Margaret’s.

Why is giving back to your alma mater such a priority for you?

Father Sillers had a vision for the school, and educating the hearts and minds of students. I think he impressed upon all of us, whatever our backgrounds, the importance of service to others first and acknowledging the fact that we live in a bigger world. To whom much is given, much is expected. It was a mentality of changing the world one person at a time.

He often gave the homily of the starfish. A bunch of starfish had washed up on shore, and a girl was running down the shoreline throwing the starfish back in the ocean to try to save them.

Someone screams out “It’s not going to matter, there are too many!” and as she throws one back, she yells, “It made a difference to that one!” That always stuck with me. We’re all made in God’s image. You have an obligation in this world to be that instrument of grace. That’s where the Episcopal faith greatly impressed me growing up. St. Margaret’s is a force of good in this world. It makes an impact on the future.

What are your goals for the Tartan Alumni Association over the course of your presidency?

I think my greatest hope is that we increase the level of engagement among all alumni and increase the level of participation in giving over these next three years. I would like to see more people coming forward offering their time, talent and treasure. The tone I’ve set on the Alumni Council is that this is a grace-based organization. We all have certain gifts; you come and give what you are good at and where your passion lies. It is a calling.

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'14

Tiffany Choe recently made her operatic debut as Laola in L'Étoile at Indiana University. Leah Dy created and designed a zine, a mini magazine, focused on the idea of self-care. “The initial idea came from realizing my peers and I didn't always have a way to deal with stress, whether it was academic or not. I hope this zine is helpful and inspiring for readers who need something to brighten up a rainy day, or a sluggish week. In the back of the zine is a dedication page. When I heard about Coleman Hampton's passing, I was away for a study abroad semester in Japan, and it was very difficult for me because we were such good friends. Thus, I have dedicated this self-care zine to him,” Leah said. To get a copy, you can Venmo Leah @Leah-Dy. All proceeds will be donated to Students 4 Students, a nonprofit organization based in Los Angeles that provides housing to homeless college students. Leah’s sister, Lauren Dy '09, is development director of Students 4 Students.

N OTA B L E: T H A N K YO U D R . TO D D N E WM A N ' 9 1

Merci! Danke! Thank you Dr. Todd Newman ‘91. After leading the Tartan Alumni Association for six years, Todd has left an indelible mark on his alma mater and all those that he has impacted, helped and cared for over his tenure. No doubt, his contributions to the alumni effort through impactful programs and events such as the Alumni Career Forum and Heartfelt Cardiac Screening will live on, including one of his longstanding achievements, the creation of T.A.L.E. – Tartan Alumni Legacy Endowment, helping instill a culture of alumni philanthropic support. On behalf of all Tartans, the Alumni Council, the School and the TAA, we thank Todd for his pure dedication to St. Margaret’s and for continuing to lead a life a learning, leadership and service.

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Friendsgiving welcomed back numerous young alumni who had the chance to catch up and share their feedback with beloved faculty, including Jeneen Graham, Roland Allen, Blake Reemtsma, Peter Soderin, Ryan Dahlem and Jennifer RossViola. Some ’17s and other alums enjoying a pre-Thanksgiving feast included: Rose McCarver, Elika Miller, Georgina Lean ’09, Shara Famili, Brad Lynds ’16, Sophie Shaw and Kevin Caruana.

SAVE THE DATE: ALUMNI CAREER FORUM | FEBRUARY 9, 2018

Speak and share your career expertise as the Tartan Alumni Association hosts the sixth annual Alumni Career Forum.

The Alumni Career Forum is always a fun day and provides an opportunity to reunite with old friends and create new connections. It is also a great way to give back to our alma mater in a unique and invaluable way, as the students truly enjoy the opportunity to hear from experienced alumni regarding the number of career paths they can pursue. As a participant you’ll enjoy a networking lunch, followed by a keynote speaker, and the opportunity along with other alumni to speak to today's Tartans about how you went from their seats to success!

One student from last year's forum wrote, “I found the Alumni Career Forum to be incredibly informative! It was wonderful to hear from all the alumni who were once in my place, especially to gain perspective on St. Margaret’s as it relates to the rest of the world. I thought it was a fantastic event. It really showed the process of developing a successful career. I learned so much and it felt very motivating.”

ARE YOU READY TO INSPIRE? Please e-mail alumni@smes.org for more information or to sign up and volunteer!

We look forward to seeing you in February!

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B Y J O N AT H A N T U F O, E X E C U T I V E D I R E C T O R O F A D VA N C E M E N T

W

e offer this Giving Update to members of our community in humble gratitude for the wide and deep generosity demonstrated to St. Margaret’s. Through a strong partnership between the Board of Trustees, school administrators, the PTF and countless volunteers, the school has moved through a period of reflection and action. This work has both consolidated and coordinated the giving opportunities on our campus to focus more clearly on fewer, but institutionally critical initiatives such as the Annual Fund, our endowment, and other capital initiatives reflected in multiple projects that enhance the everyday experiences of our students. The charts and graphs on this page are some of the high points that reflect the growth we have achieved together on multiple fronts. Thank you for your ongoing partnership.

ANNUAL FUND

$1,250

AT

IONS

per student annually.

$1,197,193

2016-2017

70% 75% 80%

Endowment Fund Growth (in millions)

THE ST. MARGARET ’S ENDOWMENT The St. Margaret’s endowment is a long-term savings account meant to provide financial security and stability for planning purposes. A portion of the annual returns from the underlying investments is used annually to balance the school’s budget and offset the cost to educate our students.

$3.6

$4.9

$5.3

2013

2014

2015

$6.9 2016

$9.3 2017

CAPITAL GIVING

50K 40K

$42,980

30K 20K

$1,088,637

2015-2016

80 PERCENT goes toward this year’s budget and 20 PERCENT goes into the endowment fund.

The Tartan Alumni Legacy Endowment was created in the 2014-2015 school year as a fund for alumni to give back to their alma mater. Proceeds from the fund support need-based financial aid for St. Margaret’s students.

$1,013,271

2014-2015

A gift to the Annual Fund supports both today and tomorrow.

T. A .L .E .

PARENT PARTICIPATION

ANNUAL FUND REVENUE

OPE

R

The Annual Fund is possibly the most important dollar raised every year from mostly current St. Margaret’s parents. It’s used to balance the gap intentionally built into the budget every year to smooth rising tuition. This gap is approximately

$44,141

Johnson Wallis Visual Arts Center project was completed this summer through the generosity of more than 100 DONORS through lead gifts and as part of the 2017 Forever Plaid Fund A Need.

$18,722

10K

2014-2015

2015-2016

The $1.5 Million

2016-2017 HIGHLANDER

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TARTAN S C E N E S Tartan Tee-Off The Tartan Tee-Off presented by the Kao Family Foundation welcomed 120 players, volunteers, staff and committee members to a full day of events at El Niguel Country Club. The annual St. Margaret’s golf tournament raised nearly $175,000 in support of need-based student financial aid. The day included lunch, 18 holes of golf, dinner and an awards presentation featuring moving remarks by Francelia Lievano '16, who spoke about her transformational experience at St. Margaret’s as a financial aid recipient.

Mobile Tartan Store Thanks to a generous gift from the Mays family, two spirited mobile kiosks debuted this fall, allowing the St. Margaret's community to purchase Tartan gear at various school and athletic events throughout the year. Through the mobile store, Tartans can purchase items like hats, shirts, umbrellas, chairbacks, pennants, decals, license-plate frames and much more.

Welcome Back Coffee The PTF played host to a packed Welcome Back Coffee event in August, as parents reconnected with friends, met new families, mingled with school administrators and explored different volunteer opportunities within the PTF.

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PTF Parent Up Distinguished Speaker Series The PTF Parent Up Distinguished Speaker Series brought bestselling author and popular TED Talk speaker Julie Lythcott-Haims to St. Margaret’s in October, and author and child psychologist Dr. Madeline Levine in November. The two wove powerful analogies and first-person perspectives to explore the issue of parental involvement in today’s society, and proposing a redefinition of success for today’s children.

The PTF Parent Up Distinguished Speaker Series is an educational initiative generously funded through the PTF grant program.

PTF Presidents Breakfast

Tartan Family BBQ

Head of School Will Moseley welcomed PTF Presidents of the past, present and future to St. Margaret’s in November for a special breakfast.

Seventeen presidents attended, listening to a school update from Mr. Moseley and reconnecting with old friends through lively conversation over food and coffee. Afterward, the women together attended the Parent Up Speaker presentation and took a tour of campus.

More than 800 members of the St. Margaret’s community enjoyed delicious food, great music and plenty of fun with friends and family at the annual PTF Tartan Family BBQ, then followed bagpipers and cheerleaders over to the St. Margaret’s home football game under the lights to round out a full Friday night of Tartan spirit and community.

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IN MEMORIAM

Remembering the Life of David Boyle Founding Faculty Member and Retired Associate Headmaster

S

t. Margaret’s Episcopal School lost a muchbeloved school leader who made immeasurable impacts and contributions to the growth of the school for more than 30 years. David Boyle, founding faculty member, retired Associate Headmaster and Faculty Emeritus, passed away on Sunday, Nov. 19, from complications of pneumonia.

Mr. Boyle joined St. Margaret’s as a faculty member in the fall of 1980, the second year of the school. He was a true servant leader who committed his life’s work to the mission of St. Margaret’s.

In the early years, Mr. Boyle’s passion for education and dedication to the vision of St. Margaret’s was evident in the many roles he took on to support the young school’s growth and success. He taught math, science, sacred studies and physical education and coached the first two interscholastic sports, soccer and golf. When grade 9 was added in 1982, he also taught algebra and coached basketball. He was named Director of the Junior High, and then Middle School Principal, overseeing grades 6-8 upon a school restructuring in 1988. School-wide, Mr. Boyle led the intensive WASC and CAIS accreditation work from 1986 until his retirement, as well as campus emergency-preparedness planning. Throughout his tenure, Mr. Boyle was integrally involved in strategic planning and vision-setting for St. Margaret’s future.

Mr. Boyle built the Middle School program with an intentional focus on the unique cognitive, social and emotional needs of middle school students. He handed the reins to Jeannine Clarke in 2004, and much of his vision and foundation remain today. Mr. Boyle is most recently remembered as the Upper School Principal, serving there until 2011.

“David saw the best in students, tempered with the reality that kids are fallible and need structure and space to develop their own voice, and excellent teachers, coaches and mentors to guide them,” Mrs. Clarke said.

His immeasurable impact and contributions can be seen and felt everywhere you look: on the campus, in the faculty and classrooms,

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in St. Margaret’s standing as a leading academic institution, and most importantly, in the faces of the thousands of students, teachers, families and alumni whose lives he touched.

Hundreds of members of the St. Margaret’s community, past and present faculty and staff, trustees, families, and alumni, filled St. Margaret’s Episcopal Church on December 2 to honor and say goodbye to Mr. Boyle at the memorial ceremony planned by his family.

Eulogies were delivered by retired headmasters Markham Campaigne and Marcus Hurlbut, Mrs. Clarke and Upper School Director of Community Life Lora Allison. Head of School Will Moseley offered the Prayers of the People, and retired Lower School Principal Barbara Deubert, and Mr. Boyle’s niece, Rachel Bonhall, delivered the readings.

“David was an incredible school leader. In the early years of the school, he did practically everything, and I can say without a doubt that St. Margaret’s would not be the institution that it is today without David Boyle,” Mrs. Clarke said in her eulogy. “He was a lifelong learner, and he was pushing the school to be more than even seemed possible in those early years. He was enrolling this tiny

Looking Back "David was an incredible school leader.

In the early years of the school, he did practically everything, and I can say without a doubt that St. Margaret’s would not be the institution that it is today without David Boyle." institution in data-collecting groups, working to create evaluation systems, writing procedures and policies, ensuring our emergency preparedness, completing our accreditation … in the early years it was his voice and actions laying the foundation for a sustainable institution.

“I know he took great pride in what the school has become, and yet he did not want or need to tout his very large part in making it happen. But, we know that it is because of his voice, his work and his vision that the school was able to successfully become the school it is today,” Mrs. Clarke said in a sentiment that was echoed by many in attendance who knew Mr. Boyle throughout his more than three decades of contributions to St. Margaret’s.

Mr. Boyle retired in 2012 after 32 years at St. Margaret’s. His legacy in the hearts of St. Margaret’s and its community had long been secured. The David G. Boyle Lifetime Service Award was established in his honor, and given annually to a graduating senior whose service and dedication to the school best reflects Mr. Boyle’s extraordinary contributions. Mr. Boyle cherished his return to campus for the annual All-School Closing Ceremony to personally present the award to the honoree.

“David Boyle’s lasting legacy is the climate that he thoughtfully cultivated among faculty, students and parents,” Mrs. Clarke said. “His primary focus has always been on building relationships with people. His visible and accessible presence on campus, in the classrooms and at events, has sent a clear message to students, faculty and parents alike that he knows and cares about them as people and appreciates the hard work they do.

“David had a great sense of humor and the faculty and staff have always appreciated his ability to bring levity to even the most mundane tasks.

David worked endless hours to ensure the quality of the experience and the success and reputation of the school. He worked long hours and many quiet Sunday afternoons in order to be fully present with the students and the program during school hours.”

A true “Treasured Tartan,” St. Margaret’s will remember Mr. Boyle for his incredible life of service and humility, as well as his signature humor and joy. The Boyle family, too, is an integral part of the rich history of St. Margaret’s. He is survived by his loving wife, Marilynn, St. Margaret’s Faculty Emerita, and their son Michael, a member of the Class of 2002, his wife, Rebecca, and their daughter, Lyla.

T H E DAV I D G . B OY L E L I FE T I M E S ERV I CE AWA R D was established in honor of Mr. Boyle upon his retirement in 2012. The award is given annually to a lifetime member of the graduating class whose service and dedication to the school best reflects Mr. Boyle’s extraordinary contributions. From Preschool through Upper School, the recipients have consistently demonstrated a cheerful and ready willingness to make St. Margaret’s a better place.

Candidates for the award are nominated by the division principals and selected by the Head of School.

Mr. Boyle attended the All-School Closing Ceremony annually to present the award and congratulate the recipient. Pictured, Mr. Boyle in June 2017 at the most recent Closing Ceremony and his final presentation of the award to 2017 graduate James Swanson, with Mr. Moseley.

The David G. Boyle Lifetime Service Award recipients: 201 7: James A. Swanson 2016: Ayda Rashtchi 201 5: Elizabeth Stephens 2014: Jameson Edwards 201 3: Karly Thomas 201 2: Jake Carpenter

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MISSION VIEJO, CA PERMIT No 15

St. Margaret’s Episcopal School 31641 La Novia San Juan Capistrano, CA 92675-2752 Change Service Requested

Tartan Traditions…

UPCOMING EVENTS

F E B R UA RY 1 : 2018-2019 Admission Application Deadline F E B R UA RY 8 : 2018-2019 Re-Enrollment Deadline F E B R UA RY 9 : Alumni Career Forum F E B R UA RY 1 9 -2 3: Presidents’ Day and Winter Break M A R C H 3: Forever Plaid All-School Fundraiser M A R C H 24 : SJC Swallows Day A P R I L 2- 6 : Spring Break A P R I L 2 6 : PTF Library Luncheon M AY 4: Grandparents and Special Friends Day M AY 3 0 : Last Day of Classes J U N E 2 : 33rd Commencement Exercises J U N E 4: Summer at St. Margaret’s Begins

St. Margaret’s varsity sports teams further established their place among the best in the CIF-Southern Section. Among the successful seasons this fall, the Tartans football team finished 10-3 and advanced to the CIF-Southern Section semifinals, while the St. Margaret’s boys and girls cross country teams both advanced to the CIF Division 5 State meet after finishing in the top four at the CIF-SS championships.