The Cardinal Magazine 2018 Edition

THE CARDINAL A S T. J O H N ’ S E P I S C O PA L SCHOOL MAGAZINE

2018 EDITION

IN THIS ISSUE TABLE OF CONTENTS A Message from the Head of School......................................... 1 The History of the Cardinal Magazine...................................... 2 Welcome Rev. Karen Maurer!....................................................... 3 The Outdoor Classroom.................................................................4 Alumni Spotlights..............................................................................6 Understanding STEAM.................................................................... 7 Cardinal Athletics.............................................................................. 8 Putting the “A” in STEAM............................................................. 10 St. John’s Then and Now..............................................................12 The Classroom in the Cloud........................................................ 14 A Fond Farewell................................................................................13 Scouting Character..........................................................................16

THE CARDINAL MAGAZINE Editorial Committee Jennifer Miramontes Director of Advancement

Katy Yarter

Advancement Coordinator

Su Plamondon

Executive Assistant

Cynthia Drennan

Church Administrator

Contributing Writers Melissa Christian Heather Doddridge Corey Gonsalves Suzy Hardy James Jordan Susan Key Jack Leavell Allison Mandel Monika Matuszak

Brooke Meisenzahl Kelly McGovern Jennifer Miramontes Michael Pratt Mackensey Speirs Bryan Winn Katy Yarter

Photography B. Keene Photography Frank Armstrong Photography

St. John’s Alumna Raises Awareness.......................................17 Cardinella “One for the Books”..................................................18 The Value of Giving....................................................................... 20 Cardinal Fund Donors...................................................................22 Lights, Camera, Action!.................................................................24 Class of 2018.....................................................................................25

Design and Print One Step Services

The Cardinal Magazine is published by the Office of Advancement.

We welcome your feedback. Please address any questions and comments to the Office of Advancement at advancement@stjohns-es.org.

St. John’s Episcopal School

30382 Via Con Dios Rancho Santa Margarita, CA 92688 (949) 858-5144 www.stjohns-es.org

A MESSAGE FROM THE HEAD OF SCHOOL Dear Friends, This volume of The Cardinal beautifully commemorates a year of notable success and looks ahead to an exciting future.

From planned growth, to new facilities, to new programs and pilots, the School enjoyed a banner year and looks forward with great anticipation to celebrating its 30th anniversary in the fall.

For a second consecutive year, our School grew, and we anticipate further careful growth in the years ahead. When our students returned in the fall, they not only encountered new classmates, but also three new educational spaces. In a beautiful ceremony, we dedicated the Konrad A. Reuland Memorial Field, an all-seasons turf athletics field. Adjacent to the field, a new Par Course was installed, providing our students’ additional opportunities to exercise and to improve their physical fitness. Our students also got to learn video production in a new, state-of-the-art studio.

These enhancements to our campus were all made possible through the extraordinary philanthropy of our parents, who continue to invest in every St. John’s student’s future.

Also featured in the magazine are reflections on the importance of the arts in a 21st-century education and the results of a teaching with technology pilot. As we continue to develop our innovative STEAM approach to teaching and learning, we are deepening our understanding of the role of the arts, not only in fostering creativity, but also how they promote essential skills including collaboration and communication and inform the ways that we think about solving problems. We learned a great deal from our teaching with technology pilots, one of which has implications for the classroom ecosystem.

The ’18-’19 school year will be no less exciting than the one just completed. Work has been completed on our new Learning Commons, which was dedicated in the fall to our former Vicar and now Bishop John Harvey Taylor. This cutting-edge facility will benefit every St. John’s student and will enable the School to maintain its position as a leader in innovative education.

We are excited to announce that we have appointed a new Head of School and I look forward to working with my successor, Patrick McHonett, to ensure a smooth transition to what I know will be a very bright future.

Sincerely,

Michael Pratt Head of School

The Cardinal 2018

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Title HISTORY OF THE CARDINAL MAGAZINE The Cardinal Magazine looks much different than it did 20 years ago, but it remains St. John’s chief publication. It has evolved from a piece that highlights the happenings of the school year and chronicles the history of the School, to interesting and insightful articles that capture current trends in the field of education, as well as the evolution

page cover to cover magazine. Information summarized class trip experiences, holiday programs, special events, and other traditions that still live on today. Fast forward to today, and The Cardinal is a full-color digital and print annual magazine with faculty, staff, alumni, and parent contributors. Contents contain articles, stories, and graphics that reflect

of St. John’s campus and vision.

our now forward-thinking, innovative STEAM school. This transformation is just another example of how St. John’s is continuing to evolve, while maintaining the School’s mission and values.

Prior to the past three years, The Cardinal was produced four times a year, beginning with a newsletter format and culminating with a multi-

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WELCOME REV. KAREN MAURER! Our family of faith continues to grow! St. John’s is delighted to welcome our new Associate Vicar, Rev. Karen Maurer.

Excited to be joining St. John’s, she shares a little about her life and what she hopes to accomplish through her ministry.

What did you do professionally prior to accepting the position at St. John’s?

What do you hope to accomplish at St. John’s? What will be your primary focus?

For the past four and a half years I have served as the Executive Director of Beach Cities Interfaith Services (BCIS) in Huntington Beach and Associate Priest at St. Wilfrid of York Episcopal Church, Huntington Beach.

BCIS is a 501(c)(3) organization that serves the working poor and homeless in and around HB. At St. Wilfrid’s, my primary areas of responsibility were Pastoral Care and Outreach. I also preached and celebrated the Eucharist on a rotating schedule with the other members of the clergy. Prior to that, my late husband, Dave, and I served for seven years in three churches in the Inland Empire: St. Peter’s, Rialto, St. Clare of Assisi, Rancho Cucamonga, and St. Luke’s, Fontana.

I am so excited to be called to join the St. John’s family! I will be teaching 5th Grade Religion and look forward to getting to know the students. Discovering together the ways in which God is present in our midst, celebrating who we are as a community, and serving with the people of God to embody the Gospel message of unconditional love are some of the things I am joyfully anticipating as I enter into parish life and ministry here at St. John’s.

What are your hobbies?

My hobbies include playing beach volleyball, swimming, daily walks, and stand up paddling. I love to be with my family and friends, entertaining in my home, going for beach walks…really anything that involves being with people I love! Traveling is a joy and I have lots of bucket list places I still want to see!

The Cardinal 2018

Is there anything else you would like to share with our community?

I have two wonderful adult children, Gretchen (Mark) Killebrew and Mike (Haley Hinman) Maurer, and five wonderful grandchildren; Kye Killebrew (9), Kalena Killebrew (5), Ella Killebrew (3), Vivienne Maurer (3), and Jackson Maurer (1). Ask me anything about them and I will bore you to death, as I am crazy about them and am a doting Nonna. We all live in San Clemente, which is a huge blessing.

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THE OUTDOOR CLASSROOM

BY KELLY MCGOVERN As you step out onto our Early Childhood playground, you see children running, climbing, and dancing. You see children digging in the sandbox and racing tricycles up and down the bike path. You hear joy and laughter.

The playground is a happy place and a welcome break from the classroom indoors. But does that make it any less of a classroom?

To the uninformed eye, our playground may look like nothing more than children playing outside. But our version of play means something deeper. It is something purposeful and familiar. It is a return to child-centered learning.

Learning where children initiate their own play with thoughtful planning and arrangement from the teachers; it is, in fact, an Outdoor Classroom.

The Outdoor Classroom is a philosophy that benefits all children. Eric Nelson is the founder of the Outdoor Classroom Project, located in Pasadena. He developed a course on outdoor classrooms, which evolved into a series of outdoor classroom special trainings.

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Our Early Childhood teachers attended a course with Mr. Nelson in 2017, where he also visited our campus and cited that our playground is a wonderful example of an Outdoor Classroom. Our Early Childhood teachers are eagerly looking forward to further professional development opportunities with Mr. Nelson in the 2018-19 school year.

richly and thoughtfully equipped as our classrooms. It also needs a teacher to take the helm of the classroom and give it a vision and purpose. In 2016, Early Childhood teaching assistant Katie Scott was asked to be our Outdoor Education Coordinator and help implement the outdoor classroom for our children.

Before our encounter with Mr. Nelson, however, the idea of an outdoor classroom in our Early Childhood program had already begun to evolve.

Our School has always understood that early childhood is a critical stage for human growth. Children need a nurturing childhood to emerge as healthy, whole adults. Physical activity is another necessity for children’s development and health. Our Early Childhood playground is a wonderful, open environment that supports both these needs.

Miss Scott had a vision for our playground and saw the potential for turning it into an outdoor classroom.

She drew inspiration from places such as Pretend City, a children’s museum in Irvine, and within our own Early Childhood classrooms. Miss Scott brought her vision to life with support from our administration and generous donations from families and former students. A dramatic Play Stage was built with a generous donation from the Hageman family. A main street, lovingly called “Cardinal Way”, was created for our bike path by the generous time and energy of Molly Brown. And numerous Boy Scouts, including former students of St. Johns, donated their time and energy into enhancing our

Children learn differently outdoors and experience things they simply can’t learn indoors. Therefore, our outdoor playground needs to be as

of learning experiences and inspire them to initiate their own activities.

This is critical to every child’s wellbeing. Children learn more deeply through a personal and self-initiated experience. Children need to explore, imagine, try new things, and learn alone or with friends. It is through this type of exploratory play that a child’s experience becomes more meaningful to them, thus more memorable.

Our Early Childhood Division also understands that learning takes time, which is why our children are offered outdoor times twice a day that range from 45 minutes to 1 hour. This time playground. Ian Kotez (’15) built an outdoor paint easel, so the children can continue to create works of art with inspiration from the outdoors.

Matthew Roy (’13) built the sandbox bench seating and sand toy storage rack, adding a more welcoming space for the children to get involved in more sensory play. Alexander Lanham (’15) built the STEAM Magnetic and Lego wall which supports collaborative play and engineering skills. Caden Heppy (’15) built the outdoor garage and activity center for our younger children to store their cars and explore various locks and gadgets. Riley Walters (’15) built outdoor storage cabinetry for Miss Scott to have space to store and preserve the toys and supplies.

And David Pearson (’15) helped to enhance our infant/toddler playground by creating the toddler sandbox and sensory station.

allows children to fully engage in activities at hand. Real learning occurs when children become engaged with the environment and the people in it.

Engaged teachers support children who are initiating their own learning. In our outdoor playground, the teachers relinquish their control and engage in the activity the child has brought to life.

Like our indoor classrooms, Miss Scott rotates toys and stations weekly to help keep our playground new and exciting. It also helps to keep up with the maintenance of our supplies and cleanliness of the playground.

The Outdoor Classroom helps to restore the traditional benefits of childhood including getting children outside and being more active. It gets children involved in hands-on, outdoor play. It creates opportunities to learn how to handle outdoor risks safely.

It connects children to nature. It teaches children about cause and effect through outdoor and interpersonal activities. And it provides children with a wide range of activities that support their holistic development. Most importantly, our outdoor classroom is a space created to let children be children.

On our first day of school in September 2016, students and parents alike were in awe of the transformation that had taken place. Our Early Childhood playground had become a space that was even more inviting and childcentered. Children could not wait to experience the new activities and areas provided for them.

Our Outdoor Classroom is strategically planned. Every activity is set up with the intention to offer children a variety The Cardinal 2018

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CAMERON JONSSON

BY HEATHER DODDRIDGE Never in a million years did I anticipate the rise of Social Media which has allowed so many of us to remain connected in real time with friends of the past. As a St. John’s graduate (class of ’99), I have had the opportunity to stay connected with most of my graduating class all of this time. I am excited to share with you the successes of one of our fellow graduates of ‘99, Cameron Jonsson.

About two months ago, Cameron Jonsson walked through the doors of the Admissions office with his adorable family by his side. Brianna, his wife of five years, and his two boys Carter and Caden. They had been on a few tours, and Cameron told his wife, “wait until you see St. John’s.” Cameron, a St. John’s lifer, remembers all the way back to his early years of a St. John’s education and how it impacted his life.

To this day, he is still good friends with some of his St. John’s classmates. The campus has come a long way since he’d had Mrs. Cohen as a teacher and the buildings were in portables. Needless to say, we were thrilled when he and his wife made the decision to send his two year old, Carter, to St. John’s in the fall.

Cameron has strong ties to the School;

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his sister also started in Kindergarten, and his mother, Celia Jonsson, started teaching 4th grade when he was in Middle School. Some of his St. John’s highlights were the Washington D.C. Trip, Boomerball, Sacramento, and the exposure to diverse program offerings.

Cameron always wanted to be a doctor.

He transitioned to Santa Margarita Catholic High School and all through High School he was an active volunteer at Laguna Beach Hospital where he worked in the ER. Cameron also decided to take a computer programming class at Saddleback College as a hobby. At the time, who would have thought this recent SMCHS graduate, accepted to UCI for Pre-Med would ultimately end up in the world of Digital Marketing. Cameron took his MCAT, meanwhile, he was starting his own websites as a hobby and interned on the UCI Campus for a technology start up. Cameron started at the technology company as employee number 10 and the company eventually grew to 300 employees. Call it meant to be, but he also met his wife

Brianna while working there. Cameron continued his adventure in technology where he ultimately started his own business with his wife in a shoebox office, and his company was acquired by his current employer, Veritone One. Cameron runs the Digital Marketing department for the publicly traded company.

We are so thrilled to welcome Cameron and his family back to St. John’s as they join our community again this fall!

UNDERSTANDING STEAM

BY DR. JAMES JORDAN STEAM, which is the intentional integration of Science, Technology, Engineering, Arts and Math, has been lauded by many education and industry experts as providing the most effective preparation in education and the workplace. Early this year, we held the second annual St. John’s STEAM Panel in the Middle Division Science lab to examine exactly how this approach translates to progressively higher levels of education and the workplace. This well-attended community event featured the following panelists: Dr. James Jordan, Associate Head of School for Innovation/ Middle Division Principal at St. John’s Episcopal School; Mr. Chris Irwin, Science Department Chair at Sage Hill School; Dr. Danielle Struppa, President of Chapman University; and Mr. Gary Johnson, President of Applied Medical.

What is STEAM?

A STEAM approach to education recognizes that a child’s brain is not an empty bucket into which we pour information and facts – a metaphor that characterizes the industrial model of education in which students were prepared for the demands of an economy and society that no longer exist. Teachers know that it is impossible to teach students “just the facts” because those facts are limited only by the speed/reliability of an internet connection and the bounds of one’s imagination.

Responding to a perceived crisis in American education, many schools adopted a STEM approach to teaching and learning; however, the funding and focus ignored the arts. The arts afford students with opportunities to develop their creative interests and talents, as well as providing them with the human context for understanding science, technology, engineering, and math.

In other words, when arts education is connected to STEM, learning deepens in both areas as students make meaning of themselves and the world around them.

Why STEAM?

St. John’s journey to becoming a STEAM school began several years ago with a task force composed of teachers and administrators whose mission was to find an innovative approach to teaching and learning that prepares students for the demands of an ever-evolving economy and world. For example, Valerie Strauss recently reported in the Washington Post that, “As we prepare our students for jobs that don’t even exist yet, it becomes increasingly important that we see these connections between disciplines and understand that the world is one big, integrated place.” Furthermore, the research demonstrates that all learning modalities—visual, auditory, kinesthetic—are supported by STEAM, an interdisciplinary approach now validated by leading industry and educational authorities as the means by which America is going to sustain its role as innovator of the world. Thus, STEAM is not restricted to a specific class or even a particular building; rather, it is manifested in a cross curricular, “hands on” approach that emphasizes active exploration, project-based learning, and real-world application at all levels. In other words, students learn by doing, which is also much more fun than simply sitting and writing the “correct” answer. In addition, STEAM enriches students’ social-emotional development because they have more opportunities to work together, experience failure, and adjust. By presenting problems, educators encourage students to grapple with the answers, work through their “mistakes,” and in so doing, they come to understand the virtues of perseverance, resilience, and thinking outside the box.

First Independent STEAM School in California St. John’s was the first independent school in California to fully adopt a STEAM approach to teaching and learning. This decision was a bold one, yet it has been validated by many area schools who have rushed to catch up by developing their own programs.

We have found that STEAM makes it easier for teachers to facilitate learning around the 4 C’s of 21st century learning: critical thinking, collaboration, creativity, and communication.

Now in our fifth year of embracing STEAM, we continue to evolve our pedagogy based on research, best practice, and our own experiences. Part of this evolution is maintaining a dialogue with local high schools, colleges, and businesses to provide our students with the most meaningful and relevant educational experience possible.

STEAM Panel St. John’s representative James Jordan opened the panel discussion.

Some common themes across the panelists were the importance of being able to work in teams (as both leader and follower), the ability to respectfully disagree, and how we as educators/parents must find ways to keep students intellectually curious. Points of note for each panelist were:

• “Problem identification is more important than problem solving; failure is part of success.” (Mr. Irwin, Science Department Chair at Sage Hill High School)

• Problem-based learning is critical; “We don’t want to destroy children’s curiosity.” (Dr. Struppa, President, Chapman University)

• “We look for the curiosity to keep learning.”; Applied wants to attract “citizens of smart communities” – competent people who can be cultivated to work as part of dynamic and diverse teams to identify and solve problems. (Mr. Johnson, President, Applied Medical).

Each panelist agreed that a STEAM approach to teaching and learning helps accomplish these goals and more.

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CARDINAL ATHLETICS

BY COACH BRYAN WINN St. John’s extra-curricular goals are to help each student grow physically and spiritually and teach character qualities and team value through team unity.

We work to develop the whole person through our programs and activities and encourage our students to be positive role models and representatives of St. John’s. We strive to provide all students with an opportunity to become involved in extra-curricular programs. This year, more than 76% of our students in grades 5-8 participated in after-school sports.

Emphasis at the lower level is placed on participation and learning of skills, not just winning and losing. We also have a no-cut policy in our athletics program, as participation is very important to us.

The 2017-2018 school year welcomed some dramatic changes to our athletics and physical education programs. The changes began with the building of our new turf field named after distinguished alum Konrad

Reuland. We are blessed to have one of the best fields in the county, and our athletes will be ‘playing for Konrad’ for years to come. Another great addition to campus was our par course located behind The Johnson STEAM Center. This fitness trail provides an outlet for students to try new exercises and to appreciate the benefits of fitness and exercise.

During 2017-2018 SJES Middle Division introduced a new model to the PE schedule. All PE classes in grades 5-8 are now held the last block of the day, and students who participate in an after-school sports team practice with their team during their PE block.

This new model allows for coaches to hold more practices and for the students to get home earlier to focus on homework. In addition, yoga was introduced in the Middle Division and allowed students to strengthen their mind in addition to staying active.

Our Athletics program continued to show strong participation in our popular sports.

Cross Country

Football

Students welcomed the opportunity to participate in our new sport, cross country.

The team even had the chance to participate in a few dual meets with St. Margaret’s and Aliso Viejo Christian.

Our three football teams also enjoyed some success on the field. Our 5th Grade football team finished the season undefeated and won using their excellent athletic ability while displaying outstanding sportsmanship.

Volleyball

Basketball

Girls’ volleyball has always been strong at St. John’s and this year was no different. So many girls came out to play that we needed to have two teams!

Basketball is always a popular sport on campus.

This season, St. John’s had two boys’ 7th and 8th Grade teams. Our Canyon boys won league and our Mountain team finished the season by winning a tight game versus Junipero Serra Catholic. Our girls’ 7th Grade team finished the year with a .500 record and is working to improve that mark next year when the team returns with mostly 8th Grade players.

While we did not win the league in boys’ volleyball this year, Coach Dietz kept the boys motivated and ready to play. Our boys will continue to improve and be ready to play next spring.

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Soccer Spring soccer took full advantage of playing on Konrad Reuland Memorial Field with Dr. Jordan’s 7th and 8th Grade soccer teams making it all the way to the semi-finals during the play-offs!

Track Our track team, comprised of students in grades K-8, had another outstanding season. Coach Liz Terry organized a group of amazing parent-coaches to help guide our team of over 100 students to another successful PAL Meet. Having won this meet in 2014, 2015, and 2016, our Cardinals are always focused on competing and winning another meet. This year’s meet was the largest it has been in years and our team finished only four points out of third place.

ATHLETE OF THE YEAR The Athletics department also recognized two students as ‘Athletes of the Year’. The female athlete of the year was 7th grader Gabby Meeks. Gabby played volleyball, basketball, soccer, and track. Our male athlete of the year was 8th grader Jake Gonzales. “Gonzo” played football, basketball, and track this year. Both students possess the qualities of athleticism, competitiveness, and sportsmanship making them the perfect examples of what it means to be a student-athlete at St. John’s.

2017-2018 FEMALE ATHLETE OF THE YEAR: GABBY MEEKS- 7th grade

2017-2018 MALE ATHLETE OF THE YEAR: JAKE GONZALES- 8th grade The Cardinal 2018

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PUTTING THE “A” IN STEAM

BY DR. SUSAN KEY One of the best parts about being married to a head of school is the opportunity to attend school events.

It’s really inspiring to see the results of the amazing work the faculty and students engage in on a daily basis. Because I am a musician, I am particularly drawn to the musical events at St. John’s, both special occasions such as holiday programs and Spring Sing, and the ongoing Chapel and Eucharist services. And now that the School has added drama, students and their extended families enjoy a full complement of arts offerings.

Of course, everyone enjoys the performances. But there’s a lot more to it than that, and there’s a lot of reason to celebrate adding the “A” to “STEM”. Research on the effects of integrating the arts

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into the classroom has identified a variety of positive effects, including changes in student a n d te a c h e r ro l e s , increased motivation, collaboration, and use of outside resources for both students and teachers, and students able to accomplish complex tasks.

St. John’s students can be gratified at the rich arts curriculum they enjoy. Unfortunately, nationwide the amount of music instruction in both elementary and secondary classrooms is decreasing as the current focus on accountability puts a nearly single-minded focus on subjects whose results are quantifiable through standardized

tests. A recent report outlines the disparity between public rhetoric about the value of arts education and the stark decline in curricular offerings in California; states across the nation are experiencing a similar phenomenon.

For an individual, artistic practice enhances not only particular disciplinary skills but many aspects of overall mental and physical health. Any such individual impact,

in turn, spills over to the contexts in which we interact with each other, enhancing empathy and collaboration. It is striking that much of the same vocabulary is also at the center of the active and often rancorous debate about how to improve the effectiveness of public schools in developing literacy, information processing, problem solving, creativity, collaboration, and communication – those key elements of the new “21st-century learning skills” that are often cited as crucial to success in a rapidly evolving world.

indirectly develops qualities of mind and character essential to success in the broader educational context: selfdiscipline, self-articulation, critical thinking, creativity – with positive effects on both individual students and their collective environment.

Luckily, St. John’s has been able to integrate both the arts and technology. So, while friends and family are enjoying those wonderful performances, they can rest assured that it’s much more than entertainment.

Coincidentally, research on the effects of technology use in the classroom shows a similar increase in nearly the exact same set of characteristics. Why is this? Is it merely coincidental, or is there a deeper connection between arts integration and technology use in the classroom? We know that the integrative and multi-modal nature of arts learning both directly and The Cardinal 2018

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ST. JOHN’S THEN AND NOW

BY MELISSA CHRISTIAN

THEN The beginning of “then” was 1988, and

St. John’s was in its infancy. 250 students were expected to arrive in September, following entrance assessments at our temporary SMCHS offices and uniform purchases at the Coto General Store.

Father Ernest Sillers had recruited four of us from his previous school, St. Margaret’s Episcopal School, and we were anxious to know what was ahead. Additional teachers and administrators were added to support a model that had one class per grade level. Our first peek at the site had me wondering whether his vision for a school located in what he referred to as “God’s country” would become a reality.

Where was Rancho Santa Margarita?

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There was nothing but a graded expanse of dirt at the School’s address even as late as August of that year. My daughter, Jenny, was concerned about lockers and dances, especially given the absence of buildings at that late date. Middle schoolers have their priorities! Father Ern continued in his reminders to have faith, and we did. Yes, we were several weeks late in starting the year, but the modular buildings arrived, and open surfaces were paved by late September.

Our trip from San Clemente each morning was tricky and long. There was limited access to Santa Margarita, with only one main road from Mission Viejo and beyond into town. We amused ourselves by counting the horses and cows grazing behind the fencing at the sides of the road on our way to and from school each day.

Stores and restaurants like we had enjoyed in San Juan were limited. My daughters wondered early on why we had bothered to change schools, but I had caught Ern’s bug for the big picture. He was described by many as “a developer with a collar” and could be very convincing. I was a believer in the magic that seemed

to follow him, and we all worked long hours over the years to make the dream a reality. Teachers and administrators brought their best teaching practices and ideas to a school that truly addressed the needs of the whole child. St. John’s grew and grew and then, grew more. Building after building appeared through the generosity of our wonderful parent body and other donors. As we filled each one, we wondered how we ever functioned without it.

Memorable moments from those early times include: • Each week we had to take down our Preschool for church services because the Early Childhood Division shared the same modular building with the Church.

• There was a break in the water line next door that caused us to be without water during a portion of the first days of school.

Fernando had to fill buckets of water from the hose in order to flush toilets!

• We had terrible winds that blew down the Parkway during that first winter.

School had to close due to unsafe conditions. We lost a roof and two stairways on the modulars!

NOW Fast forward to 2018. It’s been nearly 30

years, and while so much has changed, it is humbling to see how much Father Ern’s vision for St. John’s has remained the same. While at heart St. John’s is still rooted in “God’s country”, our home town has expanded into a bustling suburbia, complete with a Target and In-N-Out, known by most as the St. John’s after school hangouts. St. John’s is now in its prime, and in appropriate Orange County fashion, has aged thoughtfully and beautifully, serving approximately 450 students. Our School houses an Admissions Office that continues to be a busy hub of activity. Interest in a school that embraces the perfect blend of tradition and innovation keeps our current families happy and new families enrolling.

As St. John’s changed over the years, so too did my role as steward and cheerleader for St. John’s. When the School began to grow, I left my teaching/ administrative role behind for a full-time administrative position as Principal of Lower Elementary and then, Principal of the Elementary School. There just weren’t enough hours in the day for both teaching and administration! I truly loved working with our students, families, and the teachers in these new full-time administrative positions that lasted many years. As time passed, there was one more job to do, Associate Head of School for Academics. I had the honor and privilege The Cardinal 2018

of working with our Head of School, Michael Pratt, a distinguished group of senior administrators, and a dedicated School Committee during my last five years. We worked as a team to earn a full 6-year accreditation from California Association of Independent Schools, successfully rebranded our School, and created a strategic plan that would map out our future, just to name a few of our tasks. These last years taught me more than I could have imagined. Thanks to all of you who contributed to my continuing education!

So, my family and I have come full circle.

My daughters, Jill and Jenny, are now parents of four St. John’s students.

My children are now stewards and cheerleaders for St. John’s and enjoying the school experience as viewed through a different lens. In closing, it is only appropriate to express my appreciation to all of you who made my years at St. John’s an absolute pleasure. To my daughters, I thank you from the bottom of my heart for the understanding and patience that you extended to me during those years when I was so busy with others in working for the sake of our beloved School. We are all indeed blessed in so many ways! I look forward to visiting on Grandparents’ Day, sans name badge and whistle, four grandchildren in tow, admiring the community that we worked so hard to build 30 years ago.

Most recent transformational moments at St. John’s include: • The implementation of a STEAM approach to teaching and learning brought us things like STEAM Day, the Johnson STEAM Center, robotics classes, Project Lead the Way in our science classes, and a Production Studio.

• The dedication of the Seeds of Hope Garden, with associated classes, focused on the philosophy of sustainability and community service.

• The dedication of the Konrad A. Reuland Memorial Field reminds us of our roots and the importance of Cardinal character.

• The election of our former vicar, Fr. John Taylor, to Bishop of the Episcopal Diocese of Los Angeles will forever be a memorable moment.

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THE CLASSROOM IN THE CLOUD

BY DR. MICHAEL PRATT AND DR. JAMES JORDAN

Reimagining Traditional Teaching Spaces for the Digital Age Great schools are introspective and are willing to experiment and innovate. This past school year, we agreed to pilot teaching with technology in our 8th Grade U.S. History course. Very quickly, we came to realize that this would not be a simple matter of using technology more extensively in the delivery of content; rather we determined that we should rethink the course from the ground up. Ultimately, we created an entirely new theme-based curriculum, all of which we placed online; experimented with pedagogy to take advantage of collaborative learning and to provide students the opportunity to be knowledge makers rather than mere recipients; and, took the first steps toward reinventing a highly traditional classroom space as a flexible learning laboratory. We witnessed many successes and gained clarity on steps that must be taken to ensure the deepest and most durable learning.Â

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Traditionally, the 8th Grade U.S. History narrative ended either at Reconstruction (1865-77) or World War One (1914-18).

Knowing that young students are keenly interested in more recent history, we wanted this course to cover the entire historical narrative from the explorations to the present, using a thematic approach.

Thus, the course began with an overview of the major markers of U.S. History to prepare students for their weeklong field trip to Williamsburg/Washington D.C. Guided by essential questions, students then examined four themes throughout the year. Each theme was investigated chronologically from its beginnings to the present. The themes were: Movement, War and Diplomacy, the Role of Government, and Protest and Reform. Students also learned to evaluate original source materials and continued to develop their creative, note-taking, and critical thinking skills in

various projects and class discussions/ debates. For example, during the Role of Government theme, students divided into small groups to research the gender pay gap and debate whether there should be a Constitutional Amendment guaranteeing equal pay for equal work. Throughout the course, students wrote extended responses to writing prompts and also generated original research questions and thesis statements, culminating in a multi-paragraph, documented persuasive research essay on a topic of their choosing.

We were aided by student feedback in modifying the course. At three times during the school year we anonymously surveyed the students and found that they enjoyed interactive learning, debating important issues, having content and supplementary materials easily accessible, and being given a voice in course design and implementation.

Reimagining the learning space does not simply refer to the physical architecture of the classroom. Instead, it encompasses the entire learning ecosystem, and, in particular, how technology can be utilized to extend the learning experience beyond the walls of the classroom. In U.S. History, we leveraged Office 365, which is the brand name Microsoft uses for a group of subscriptions that provides productivity, software, and related services. Specifically, we leveraged Microsoft OneNote’s Class Notebook feature to deliver the curriculum and manage the content. OneNote Class Notebooks have a personal workspace for every student, a content library for handouts, and a collaboration space for interactive lessons, peer-to-peer dialogue, and shared activities. Therefore, any student with an Internet-enabled device could interact with course material at any time, any place. This technological flexibility allowed us to employ a Bring Your Own Device (BYOD) policy, which stands in contrast to many schools’ 1:1 initiatives.

While having a common classroom device

is advantageous to adults for control purposes, a BYOD policy allows for students to bring to school the device that they already own, are comfortable with, and one that fits with the family’s budget and preferences. We also had laptops on hand for students who desired a device but did not bring one to school. In this way, we were able to tailor the technology and educational experience to individual students’ needs.

The classroom that we inherited was adequate for direct instruction (lectures) but did not function well for collaborative learning. By fully employing the Office 365 “cloud,” we were able to create more physical space by removing the original “built-in” cabinets that housed old print materials and other rarely used classroom supplies. This innovation enabled us to experiment with a variety of seating arrangements that were responsive to different pedagogies. Students found it most engaging and enjoyable when sharing with their peers and gaining different

perspectives. The biggest obstacle to the desired flexible learning space were the antiquated desks and traditional emphasis on the “front” of the classroom.

Moving away from this outdated “stage on the stage” model of education, we must design our classroom architecture and furniture to be easily movable and provide a decentralized and personalized learning experience when appropriate.

Looking ahead to the 2018-2019 school year, we conceive of an adaptable learning space with flexible and student-friendly furniture to meet the diverse needs of our students. One way we hope to further enhance the learning experience is to introduce several television monitors around the room to allow for more visual and collaborative focus points. By integrating these technology rich hubs for students to interact with each other and course materials, we will better facilitate the types of active learning the 21st century demands.

A FOND FAREWELL It is always hard to bid farewell to those that have left meaningful impressions at St. John’s, yet this past year we said goodbye to some beloved colleagues.

Please join us in wishing them well in their new adventures.

Melissa Christian

Gwen Croce

Kathy Hawkins

Catherine Sjostedt

30 Years Associate Head of School for Academics

17 Years Advancement Coordinator

16 Years Teaching Assistant

13 Years Librarian

The Cardinal 2018

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SCOUTING CHARACTER

BY BROOKE MEISENZAHL AND ALLISON MANDEL

What a year for Cub Scouts Pack 1618! Thanks to the generous support of St. John’s Episcopal Church and School, the group now includes 29 boys from Kindergarten through 4th Grade and continues to grow, offering adventure, friendship, and character development to them all.

Some of the highlights from this past year were the classic scouting events: the Raingutter Regatta and the Pinewood Derby, along with some new favorites: Monster Jam and the Huntington Beach Air Show.

However, the outing that topped most of the Scouts’ lists was the overnight campout at the Irvine Regional Education Center. Here the boys took nature hikes and roasted s’mores over a campfire.

They also had the opportunity to launch arrows on the archery range and learned how to safely interact with a BB gun. It was truly an experience to remember for each of them!

Believe it or not, there is strategy behind all the fun. Each adventure throughout the year is centered around an “achievement” the Cub Scouts are required to earn in order to advance to the next level. The activities all focus on character development and building confidence in some way, by instilling the values of the Scout Oath and Law and preparing the boys to make good choices. When asked what he likes best about being a Cub Scout, Tiger Scout Ryan Meisenzahl answered, “I like that it makes me brave and trustworthy.”

Powered by the tremendous encouragement from Chaplain Patti Peebles and St. John’s Episcopal Church and School, Cub Scouts Pack 1618 looks forward to another great year in 2018-2019. Kicking off with another campout in late September, the year is packed full of character building adventures!

In addition to Cub Scouts, this spring St. John’s Episcopal School brought girl scouting back on campus. With the help of Allison Mandel and Lydia Schimmelpfenig, they combined first and second graders to make troop 6550. The girls were ecstatic, and the group had an overwhelming response, capping off at 20 girls. They

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eased their way into Scouts with meetings on campus, learning about friendship, positive ways to be friendly and kind to others, and of course learning Girl Scout Law and Promise. The girls loved reciting it each meeting and trying to memorize it as well.

Since the girls started mid-year, they did not participate in the cookie program, but all the girls are anxiously awaiting selling next year. They will also begin to earn patches and attend Girl Scouts of Orange

County events over the coming months.

Now that all the girls have moved up to 2nd and 3rd Grade, they are all officially Brownies, so they can work together to achieve specific Brownie merits, patches, and awards.

Girl Scouts also had amazing parent involvement which is truly the way that Girl Scouts will be successful. And the faculty at St. John’s has been more than supportive. Chaplain Patti Peebles has been a key part of getting this program rolling. We are so thankful for her.

Overall, Girl Scouts is a wonderful program made to teach girls how to be strong, successful ladies. They will learn so many skills to help them through everyday life and also how to be kind, caring, compassionate friends and people in this world. We are so grateful that Girl Scouts Brownie Troop 6550 is up and running again and we look forward to other troops forming on campus as well.

ST. JOHN’S ALUMNA RAISES AWARENESS OF GENDER EQUITY IN STEM CAREERS

BY SUZY HARDY One of the great things about my time here at St. John’s is having the experiences of witnessing the transformation of our students from children into productive members of our society. Our students go out into the world and make their marks in all sorts of areas, but they all share the same foundation of strong character and commitment. It is always wonderful to hear of the remarkable things they are accomplishing. When the accomplishment is in a STEAM program, it is icing on the cake!

a deadly form of brain cancer. However, that is not the only great thing Brittany is doing.

I remember Brittany Parker Kerrigan (’00) as a quiet, shy, and reserved Middle School math student. She was extremely conscientious and inquisitive in class. She loved science and was on the basketball team. I was not surprised to find out that Brittany went on to get a Phd and is now Dr. Brittany Parker Kerrigan, a Neurosurgery Postdoctoral Fellow at MD Anderson Cancer Center. Brittany is specializing in searching for treatments and cures for

Brittany has served as President of AWIS, the Association for Women in Science, and spends her “free time” mentoring and encouraging girls from many different backgrounds to pursue STEM careers.

During her workshop, she encouraged our female students to both find their voice and pursue careers in STEM fields.

Brittany talked with the students and encouraged their feedback. She shared her story and struggles which had a huge

The Cardinal 2018

In last year’s The Cardinal, we featured St. John’s alumna, Brittany Parker Kerrigan and shared her remarkable work in both the medical field and STEM awareness.

As Brittany’s passion is encouraging girls to pursue STEM careers, she journeyed back to St. John’s again this past spring to increase awareness of the importance of STEM careers.

impact on the students attending. It was extremely meaningful for our students to see someone who had sat in their classrooms, shared some of the same teachers, and who shot baskets in the same hoops, achieve her goal. She truly connected with our students and made the possibility of a STEM career seem reachable.

Following the workshop, Brittany attended our State of the School presentation. She shared her story with our parents and staff.

She also spoke about being a parent and the importance of STEAM education. It was a true homecoming as she sat with her fellow classmate, St. John’s music teacher, Madyson Boyd (’00) and friend St. John’s Director of Admissions, Heather Doddridge (’99). As I looked at them from down the table, it brought tears to my eyes. I saw them as the young students they were and now as the adults they have become. They truly define what it is to be a Cardinal.

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CARDINELLA: ONE FOR THE BOOKS

BY COREY GONSALVES

What an amazing night our St. John’s community had due to the great efforts of our volunteers and the gracious support of our family and friends! The evening was centered around fellowship as we gathered to raise money for our fabulous school to assist with the building of the new Library Commons. The school year was filled with exciting events that helped support Cardinella 2018, starting with our second annual ugly sweater-themed Deck the Wine Wall party, our Kid’s Cardinella where our students enjoyed a festive lunch time full of games and fun and were able to view the amazing class baskets and teacher experiences, to the Cardinella evening itself where the generosity of our guests raised an astonishing $386,000!

Cardinella was held on March 3, 2018 where we celebrated and showed an incredible example of community coming together to positively impact the daily lives of our students. The evening’s back drop was the tranquil and beautiful Coto de Caza Golf and Racquet Club. Keeping in line with a book theme, each section of the program was divided into chapters.

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“...an incredible example of community coming together to positively impact the daily lives of our students.”

Chapter One of the evening was a silent auction cocktail hour that included entertainment by guitarist Paul Lemire, our popular Wine Wall, and the opportunity drawing for a chance to stay at the Parker Hotel. Chapter Two took us to the Pavilion with dinner and our live auction event where exceptional items were bid upon. Chapter Three moved guests to the afterparty where a lit-up dance floor and DJ topped off the party. The night really was One For The Books!

This year’s Parent Gift funds were used to help support the new Library Commons. The 100-Yard Dash gift will be used to help upgrade and support school wide technology as St. John’s continues to be a leader of STEAM education.

Cardinella could not take place without the efforts and support of our School community. The monies raised will impact students for years to come.

The Cardinal 2018

... one for the books St. John's Annual Benefit

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THE VALUE OF GIVING

BY JENNIFER MIRAMONTES

Building a Legacy of Educational Success In a digital age where online communities often form the basis for relationships, personal connections and community engagement can be challenging.

Balancing careers and family leaves little time for leisure, let alone service. Yet for these three families, the Crandalls, the Lukowskis, and the Valaskantjis, investing in St. John’s has become a priority. Each family has eased into participation, dipping their toes in the proverbial lake, knowing that the reward of commitment is a robust and fulfilling community.

What got all of our attention at St. John’s was the warm, friendly community and the perception that students are known and valued.

Teppi and Kent Crandall, parents to Zach (’16), Chase (8th Grade), and Cooper (2nd Grade), joined St. John’s when their oldest son Zach was entering Middle School.

“The idea of him going to our local public middle school was terrifying, not just because of the social pressures of this age group but also because of the type of student that he is. We felt strongly that he needed a smaller environment to thrive and grow, both academically and socially.” After touring most of the private schools in the area, the Crandalls narrowed down their options to just two schools.

They allowed both Zach and Chase to shadow at both of the finalist schools and offer their input in the decision. Both boys overwhelmingly preferred St. John’s.

“What got all of our attention at St. John’s was the warm, friendly community and the perception that students are known and valued. Zach and Chase started at St. John’s in the fall of 2014; and we enrolled our youngest son, Cooper, in the fall of 2015. We couldn’t be happier with our decision!”

After moving to California, public school advocates Melissa and James Lukowski were eager to send their children, Dariusz (8th Grade) and Anneke (5th Grade), to what they heard was the best public school in the area. “Sadly, we quickly experienced all the negative aspects of a highly crowded public school system with minimal resources for teachers. We also had a principal who was never present. She was often behind closed doors in her office, never mingling with the students and chatting with the parents before and after school. As our son’s 1st Grade year progressed, we knew that we had to find an alternate environment where he could flourish.” After searching for alternatives, the Lukowskis came to the realization that private schools had to be considered.

Remembering the first day they stepped on campus, Melissa notes, “I had barely made it to the curb and was not even on campus for five minutes when the Head of School (at the time) approached me. He was such a warm and gregarious presence. He immediately welcomed me to the community and took me to Admissions. The experience at St. John’s from that point in time going forward, was incredible.”

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For Christy and Perry Valaskantjis, the education of their boys, Niko and Kosta, has always been of paramount importance. “In selecting the school that will establish the foundation of our children’s educational future we considered several factors including, but not limited to, faculty experience, class size, curriculum, religious and moral development, exposure to a wide variety of subject areas and enriching the lives of students through community service.”

After thorough vetting of schools, the Valaskantjis family chose St. John’s.

“We feel extremely fortunate to have the opportunity to send our children to this remarkable school. The faculty and staff at St. John’s treat every student as if they are their own. St. John’s is constantly at the forefront of research and learning opportunities that will help accelerate their students’ progress. Moreover, each students’ strengths are magnified and enriched. Their weaknesses are identified and diligently turned into methods of resilience and new-found strengths. Every student is unique, and St. John’s strives to encourage all students to reach their highest potential. The quality of teaching “St. John’s has without a and reinforcement of individual thinking coupled with both independent and doubt far exceeded our collaborative work ethics inevitably prepares the students for all aspects of expectations.” educational, social and career success…

As so many St. John’s families do, these three families have made the decision to integrate service to the School into their everyday lives.

Each family has chosen a different path of engagement, taking time to measure their opportunities and find the best fit for themselves.

The Crandalls were inspired to get involved by the people around them.

“I see so many busy, successful, smart people who are doing their part to make a difference at St. John’s that it inspires me to do the same. I see this in the families at St. John’s, certainly, but I also see it in the staff and faculty. Everyone makes sacrifices and gives what they can to make this special place even more special. Sometimes the gift is monetary, but more often it is time or talent.” Three years ago, Teppi became one of the co-chairs for St. John’s Library Task Force, a group of parents dedicated to helping our school librarian. “Our task force has been very busy since its inception: weeding over 5,000 titles in 2015 and giving the space a much needed face lift; assisting the librarian and our teachers in developing Cardinal The Cardinal 2018

Guides, the online digital extension of our Library; and starting the push for a Learning Commons at our School.

Through all of these experiences, I have made amazing friends and felt even more a part of this great fellowship.”

As for the Lukowskis, “…community is what you make of it.” New to the area, Melissa began her volunteer efforts as a room mom, hoping to “…build a new base of friends and…understand how the school functions.” Melissa notes, “Room Mom quickly led to becoming involved in the PTF, which in turn, led to chairing events such as the Father/ Daughter dance and the Elementary Division Play. More recently, Melissa says, “I have become involved in the School Committee which has been an incredible experience. I have been able to leverage my corporate schools experience combined with what I have learned about the School to make a real difference in what matters to our community.”

The Valaskantjis’ believe that it is imperative for parents to become, “… involved and invested in their children’s education to ensure every opportunity arises for their long-term success.”

They note the numerous volunteer

opportunities throughout the year supporting the enrichment of their children’s education as opportunities to get involved. To that end, Christy and Perry have, “made efforts to volunteer during fundraising opportunities including the School’s Fall Festival, annual Cardinella G ala, Cardinal Field Day, and of course classroom experiences such as Globe Trekker Day, Pioneer Day, Mission Day, the California Goldrush, and the Sacramento trip.

Teachers alone cannot provide the educational experience students need to excel in today’s competitive world.”

For all of these families, engagement in our community looks different. During our conversations we asked them what advice they had for families looking to get involved. Not surprising, their advice was similar. Start off small, find your niche, expand from there. As Christy notes, no matter what you choose,

“Volunteering and investing in our children’s school enables St. John’s to build a legacy of educational success for future generations.”

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THANK YOU TO OUR 2017-2018 Title CARDINAL FUND DONORS! The St. John’s Cardinal Fund provides essential support for the School’s annual operations by helping to cover the shortfall between tuition revenues and the actual cost per student of a St. John’s education, a difference of approximately $2,200 last year. St. John’s depends on the generosity and support of the entire community to keep the School moving forward.

Never underestimate the importance of your gift to St. John’s Episcopal School. With your help, our students leave ready to take on new challenges and opportunities, armed with the dedication to succeed in high school and beyond, the character to make good decisions, and the leadership to make their world and ours a better place.

Your gift is an investment in their future, and Anna Abele

Madyson Boyd

Ruth and Rafael Acosta

Birte Brandt

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Susan and Tony Adame

The Breaux Family

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The Elliott Family

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The Burch Family

Todd and Jennifer Coulston Michael and Mollee Elniski The Engle Family Celia Coulter

The Amer Family

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Austen Courter

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CPM Trust

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Applied Medical

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Toby Ellen Armstrong

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Diversified Avocado Products

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Mrs. Shelley Chretin

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John and Sue Freeman Nancy Freese Heidi Fries

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we thank you for your continued support!

The McNamee Family The McPartland Family Bill Mecklenburg and Christine CondinoMecklenburg Richard & Heidi Meeks Greg and Brooke Meisenzahl Mark and Claudia Meixner The Mendoza Family The Meng Family

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Scott and Briana Vickers

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Stacy and Jonathan Sloey

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Rev. Christopher Potter

St. John’s Episcopal Church Jian Wang

Michael Pratt and Susan Key

Patty and Steve Stoecker

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David Strother and Susan Daigle

Kathy Wegner

Cindy Putman

The Wernemar Family

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Hayley Mizar Tom and Lynne Murphy Vedha Muthu Lisa Naulls John and Carrie O’Malley The Pacheco Family John Parlet and Lori Stowe

The Yuka Sun Family

The Whitley Family Michelle Whitney Norma Williams Bryan Winn The Wong Family Taylor and Allison Wood Harold Xu

The Schimmelpfenig Family Megan Trexler

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The Cardinal 2018

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LIGHTS, CAMERA, ACTION!

BY MACKENSEY SPEIRS AND JACK LEAVELL

Leadership is practiced not so much in words but in attitude and actions!

Thanks to the generosity of the Cardinal community, students have been provided with an amazing new TV Production class, complete with high-tech studio equipment, to turn our dreams into reality through filming, directing, and editing.

Before beginning this journey, we looked forward to the filming and editing skills that we could take from this class. Our teacher, Mrs. Armstrong, is very encouraging, kind, motivated, hard-working, and is always putting 110% effort and time into this class. As the first students and “techs”, we were able to grow strong along with the class and persevere towards our goals.

This year, we have learned many things like operating a switcher and teleprompter, camera usage, interviewing skills, and editing techniques. Using this equipment looked easy in the beginning, but we soon realized that it is harder than it

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“It has been remarkable to watch the progress student have made in learning how to produce quality video projects in our new creative space.” - Toby Armstrong looks! We enjoyed creating a tutorial on how to work the portable camera, giving us not only the ability to become experts on the camera, but also to teach other students who were to come in following years. We had the opportunity to conduct interviews with several teachers including: Coach Winn, our physical education teacher, Mrs. Muthu our science and STEAM educator, and Mrs. Peterson, a spirited, wonderful math teacher. As the students had the responsibility of controlling all the studio equipment, we were able to take from these interviews lessons in teamwork, responsibility, and respect.

and emotion to capture the interest of the viewers of our videos. Another challenge was adapting to a wide variety of different personalities in the class, therefore learning about teamwork and compromise.

Finally, we overcame challenges in mastering the complex equipment in the control room.

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Thanks to our wonderful teacher, we can enjoy this class in every way. She has made it not only educational, but fun. We learned many skills from this class like: respect, loyalty, discipline, and responsibility. The class teaches us skills that could be used in high school, as a hobby, or even to eventually make award-winning films!

This class was not without its challenges. It gave us the courage to overcome any fears, such as speaking in front of the camera, by learning to express enthusiasm

So how does being a tech in this class translate to education you might ask?

Patience, responsibility, discipline, respect, teamwork, and independence come with the package. We learned to show responsibility to carry around expensive equipment and to get our projects done before the deadline.

We learned patience to tolerate the obstacles that come along the way.

We learned respect, both towards the teacher and other students. The life skills we acquired in this class helped shape us into the people we are today. If you look at it from a deeper perspective, we are learning the C a rd i n a l way o f traveling the right path to achieve our goals and so much more.

THE CLASS OF 2018 HIGH SCHOOL MATRICULATION Sammy Amer Niki Asadi Kyle Bollar Nicolette Borges Maddie Browning Vicki Burch Kohl Cassaday Aviela Chang Honor Clarkin Cole Constantino Brooke Cressy

Charlie FarinellaCollinske Aaron Fei Kendall Flynn Sophie Gardiner Riley Gather Jake Gonzales Sophia Gross Jason Guo Brooke Hogan Spencer Hogan

Kassey Kozak

Thomas Rawlings

Teo Kozak

Reyna Sakakine

Annabella Kumar Marcus Lansing Catalina Larsen Jack Leavell

Emma Scharf Mackensey Speirs Milad Tajalli

Garrett Lehman

Sydney Timmons

Ben Leisegang

Maddie Tourtlotte

Gunnar Lindeman

Emma Trueman

Alan Luo

Ian Wood

Victoria Hogan

Anjali Madisetti

Bobby Cui

Freya Howcroft

Samyar Moheb

Lana Diab

Molly Jacobson

Randy Mohtar

Alec Dorn

Delaney Jankanish

Daniel Nissim

Joanna Yao

The Cardinal 2018

Anna Jara

Emily Patterson

Harry Zhang

Matthew Elniski

Leilani Woodson Kurtis Wu 25

Konrad A. Reuland Memorial Field Dedication Bishop John Harvey Taylor, Rod Carew, Rhonda Carew, Dr. Ralf Reuland, Mary Reuland, Ingrid Reuland, Albert Reuland, Dr. Michael Pratt

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