St. Mary's Summer 2018 Newsletter

Transforming Our Classrooms: Inside and Outside!

Marrie Stone As St. Mary’s prepares to unveil the campus of the future this fall, faculty members are busy transforming many aspects of their curriculum to keep pace with innovative changes in education. By implementing new teaching techniques that reflect our most forward-thinking practices, as well as leveraging our remodeled spaces to maximize their educational potential, we’re combining the best in architectural design with the strongest curriculum design. The results, we believe, will astound you.

The following pages are a sneak peek into some of the changes students can expect this fall.

To Speak, or Not to Speak, That Is the Challenge: New Developments in Language Acquisition “To have another language is to possess a second soul.”

—Charlemagne There was a time, not long ago, when foreign language was considered an elective

As psycholinguist Frank Smith says, “One language sets you in a

in the American school system. Speaking a second language was a bonus, not

corridor for life. Two languages open every door along the way.”

a necessity. Bilingual students were rare. Our geographic isolation on the world map, combined with the universality of the English language, allowed us to

Language experts have long known what educators are coming to

manage as a monolingual culture.

discover—students don’t learn languages by studying them. They learn by speaking them. St. Mary’s recognized this when, four years

In today’s interconnected world, with the rise of the global community and the

ago, it changed the focus of its Foreign Language curriculum from

blurring of borders, bilingualism isn’t a luxury for future generations. It’s nearly a

studying language to acquiring it. This year, we’re expanding on

necessity. Within the next decade or two, imagine the disadvantages a scientist,

those principles and taking our Language Department even further.

mathematician, politician or other leader who only speaks English will experience. (cont. on page 4) ST. MARY’S SUMMER 2018 NEWSLETTER

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International ShakeMeUp Shakespeare Contest Peggy Fowler Following last year’s win by alumnus Logan Kane in the Prague Shakespeare

And the Winners Are …

Company’s online film contest, Year 3 Language and Literature students’ persistent work paid dividends again this year. The Second Annual ShakeMeUp

Two films produced by St. Mary’s students continued on into the third

Shakespeare event, based out of the Czech Republic, culminated with three St.

and final round this year. In the final round, a panel of professional

Mary’s students bringing home awards for two films.

judges (including internationally respected actors, directors and

The Origins of the Students’ Films

producers) chose the top four finalists for each category.

The film “Weather Report,” created by St. Mary’s students Kate

St. Mary’s empowers students to explore the writing of William Shakespeare

Flanagan and Henry Lew, was chosen as the first-place film in the

to find just the right mixture of modern and classical twists to execute their re-

“Shakespeare for All Time” Junior High category. The script included

imagined vision of his literary work.

humorous twists to appeal to the audience, and featured green screen special effects and subtitles to further enhance the featured

Students read and viewed A Midsummer Night’s Dream and studied several

lines taken from the script of A Midsummer Night’s Dream.

Shakespearean sonnets, in preparation for their final assessment in the Conflict unit. They then collaborated to reinvent Shakespeare’s writings in a

In a decidedly different work—a movie trailer—Carrington Holritz

modern television show format. By producing a series of short films featuring

received first-place honors in the “Shakespeare the Playwright”

character interviews, commercials for a love potion, movie trailers for other

Junior High category. Her trailer for a film called “The Scottish

Shakespearean plays, weather reports, news reports and other made-for-TV

Trailer” portrayed a frightening glimpse into the key events of the

entertainment, students internalized Shakespeare’s work and made it their own.

play Macbeth. Carrington utilized effective costuming and lighting, creating ominous undertones and a compelling narrative that

The ShakeMeUp contest provides an audience for our student films, as well as a

created interest and suspense, just as movie trailers do.

way to connect with schools across the world. An important component of the contest is the opportunity to give constructive feedback to our partner schools,

Although the contest rewarded individual successes, the entire

and for our students to have the chance to reflect on their own work.

experience provided all Year 3 students the opportunity to explore Shakespeare’s endless wit and craft. They demonstrated a variety

Our global partners this year included England, Uganda and the Czech Republic,

of communication skills they’ve acquired across the Middle School

which participated in reciprocal peer judging of our work during the first two

curriculum. Incoming Year 3 students will take inspiration from

rounds of the contest. Because students collaborate online, they’re able to view

the students honored in the past, and put their own mark on the

and share films across the world.

contest in 2019.

New Categories Lead to New Opportunities This year’s contest featured new categories, allowing students to expand the number and types of films submitted. Participants from around the world presented hundreds of entries, and students themselves selected 60 films to proceed to the second round of judging.

Using work created for their IB unit, Year 3 students chose eight entries to submit to our partner school, The Canadian International School in Prague, Czech Republic, for the “Shakespeare for All Time” and “Shakespeare the Playwright” Junior High categories.

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WILLIAM DAHLGREEN TEACHER OF EXCELLENCE AWARD “When I joined the staff at St. Mary’s I knew it was going to present me with many teaching and learning opportunities, but I didn’t know the extent of what I would experience.

The St. Mary’s community has provided an environment where I was able to explore the possibilities of what a science lab could be like.

Guided by IB and inspired by the students and teachers, I have enjoyed each and every day.

Now, looking forward to beginning my fourth school year, and the Imagine More project, I am dreaming big about the next direction that the science lab will take.”

Doug Patterson

—Brandi Hartigan

Brandi Hartigan joins the ranks of some of our country’s most influential math and science teachers as the 2018 recipient of the William Dahlgren Teacher of Excellence Award. Recipients of this prestigious award are chosen by the Society for the Advancement of Material and Process

students to be very successful in their future scientific endeavors,

Engineering (SAMPE) Foundation.

and she helps our students fall in love with science year after year.

The Dahlgren Award recognizes outstanding K-12 teachers for inspiring

In addition to her teaching responsibilities Hartigan plays many

students in the math, science and engineering fields, particularly in classes

other important roles on our campus. She is a founding member

directed toward learning the field of plastics and general entrepreneurship

of our school’s Green Committee, which is dedicated to evaluating

activities and efforts. Award recipients are chosen as teachers who

current school practices on campus and identifying opportunities

consistently demonstrate the following attributes:

to implement additional environmentally responsible practices. She collaborates with teachers on a global level, and this past school

EXCELLENCE: Motivating students to achieve their best

year coordinated and hosted 15 teachers and administrators from

INTEGRITY: Consistently thinking, sometimes doing more than

schools in Sweden. Hartigan often accompanies our students on

what is required

their science-themed field studies, including an international trip to

RESPECT:

Treating each student as valuable and full of potential

Costa Rica where her students are exposed to biodynamic farming

INNOVATION: Inspiring students to explore and create on their own

and ecology.

from what is taught “The staff at St. Mary’s shows incredible dedication to our

Hartigan was honored at a public ceremony at the St. Mary’s campus in the

students,” said Sharon Taylor, Head of School. “We are enormously

spring. As a K-5 Science teacher, she has the tremendous responsibility to

proud of our faculty, and Brandi Hartigan in particular exemplifies

create and implement science lessons and labs for a wide variety of student

the spirit and values of St. Mary’s on a daily basis. We are

ages and ability levels. Her commitment to science education prepares our

pleased and thrilled that she was chosen to receive this prestigious award.”

ST. MARY’S SUMMER 2018 NEWSLETTER

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Our Classrooms

(cont. from page 1)

When 4- and 5-year-olds begin learning Spanish at St. Mary’s, they’ll enjoy a fully immersive experience during their language class. Teachers will speak to them in Spanish 90% of the time, and students will be expected to respond— yes—in Spanish. “This will allow for periods of quiet time in the classroom,” says Carrie Zulanas, Dean of Academics. “If they can’t verbally respond, they will be able to use gestures, pictures or other artifacts in the classroom to help them communicate.”

This approach allows teachers to meet students were they are in their understanding. By pointing to objects or utilizing their bodies to communicate, students can access language using their own preferred style, and in their own way.

Teachers will no longer distribute lists of vocabulary words or force students to conjugate verbs out of workbooks. Those methods simply aren’t effective. Instead, teachers will focus on communication and speaking, as opposed to silent study.

Lucy Foerster, a native Spanish speaker, has been with St. Mary’s for a decade.

She recently accepted a new role to lead the language acquisition program in Junior Kindergarten through Grade 2. “Lucy understands her students, where they are and what they do best,” says Doug Patterson, Head of Lower School. “A piece of that had been missing in the past.”

Foerster is a beloved member of the community and is extremely excited to tackle her new role. Enthusiasm is a critical element in education. An excited teacher imparts that passion to her students, making learning infectious instead of laborious.

Interdisciplinary studies aid student interest, as well. As students mature and become more sophisticated, the curriculum weaves music and even science into the Spanish curriculum. By Middle School, St. Mary’s students are able to experience language on the stage as Olivia Chang, the Middle School Chinese teacher, pairs up with Maren Galarpe in the theater department to stage a production of The Cinderella Story, entirely in Mandarin. “Keeping students engaged in a conversation is difficult,” says Zulanas. “By bringing in theatrical pieces, hand motions, gestures, animation, the students will benefit by this new style.”

The goal of language acquisition is, of course, being able to speak and understand the target language. Many students graduate in the United States, having taken years of language courses, still struggling to speak or understand. St. Mary’s is committed to ensuring its students don’t simply learn language but internalize it.

Nurturing the Whole Child: How Expanding Our Physical Education Program Will Foster Well-being “Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.”

—John F. Kennedy A core tenet of the St. Mary’s curriculum is fostering the well-being of the whole child. Physical Education, we believe, is not exclusive to athletes. To achieve proper mind-body balance, our program must address every child’s physical health on a daily basis, regardless of where students find themselves on the athletic spectrum. This year, Physical Education will be incorporated into our curriculum on a daily basis. Every student will have an opportunity, every day, to develop and hone physical skills that will serve him or her for a lifetime.

“We want to achieve two specific things,” says Walt Linaweaver, Head of Middle School. “First, to integrate health education in Middle School more extensively than in recent years, and second, to draw on California State standards as a guide for appropriate content.

California standards provide an excellent body of resources.”

Faculty will focus on teaching lifetime activities—physical skills that will serve students throughout the entirety of their life. They

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will develop skills that will translate across a wide variety of activities—balance, flexibility, hand-eye coordination, reaction speed, etc. This allows the curriculum to incorporate both traditional and nontraditional activities. It also allows the faculty to meet students where they are, regardless of talent, ability and skill.

Every child benefits every day.

“We believe in the whole child,” says Linaweaver, “and we’ll focus on the whole child. Learning about your body and how your body works is a huge educational component. It reinforces who we are in school.”

St. Mary’s once again focused on finding faculty who are passionate experts in their field. Can coaches take children to the next level? Can they push them forward? Do they offer the right balance between posing challenges and providing support? “Middle School is a challenging age for physical education,” says Linaweaver. That’s why the right faculty members, exerting the right motivations, are so critical. And St. Mary’s focus on differentiated learning makes all the difference to students’ success.

Expanded Arts Department Classrooms Allow Expanded Artistic Opportunities “For anyone to grow up complete, art is imperative.”

—Paul Harvey Perhaps nowhere else on campus will our curriculum benefit more from our remodel than the significant expansion of the Arts Department. By acquiring a new dance room with its sprung floor, a black box theater, an enormous instrumental music room and a visual arts classroom, teachers will be able to take their classes in vast new directions.

“Until this year, St. Mary’s outstanding collection of teachers in its Arts Department were constricted by very modest physical circumstances,” says Zulanas. “We’ve never had a dance studio or black box theater. We’ve never had an orchestra room. The arts classrooms used to be disconnected from each other.” The new feeling will be one of synergy and possibility. For example, Grade 1 students learn the waltz. But until this year, they’ve done it in cramped and mirrorless spaces.

“Now they can see how they’re dancing and what they look like,” says Zulanas.

The open space, the sprung floor, the mirrored walls will give students a sense of purpose and pride.

“When students are given beautiful and highly technical spaces to work in, they elevate their performance,” says Linaweaver. “The kids do a better job on stage. It increases their excitement when they’re in a new space.” When students see their work displayed in beautiful spaces, or their acting elevated on a sophisticated stage, the energy is palpable. (cont. on page 6)

ST. MARY’S SUMMER 2018 NEWSLETTER

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Our Classrooms

(cont. from page 5)

St. Mary’s will retain its entire Arts Department faculty, with Galarpe serving as Director of the Arts Department. Students will enjoy seven different performing arts options including dance, theater, chorus, string ensemble, wind ensemble, jazz and guitar.

Middle School students can choose to study Visual Arts or Studio Art. Studio Art integrates technology through different mediums. “It’s a matter of offering students choices,” says Zulanas. “These new spaces allow us to significantly expand the choices within the Visual Arts subject area.” By giving students access to spaces, tools, technology and the room to collaborate in utilizing them, the opportunities for creativity and self-expression explode. We’ve built it. Now we can’t wait to see what our students are able to accomplish.

When Math and Science Meet Art “Arts and sciences should be like mines, where the noise of new works and further advances is heard on every side.”

—Sir Francis Bacon

“We’re also continuing to integrate math into all our Science classes,” says Zulanas. “This is the second year of revamping the

Yesterday’s child used to wonder why it was necessary to struggle through all

Math curriculum school-wide.” The effect will be to expose all

those years of math. “When am I ever gonna use this?” was a common refrain.

Middle School students to a higher level of Algebra by the time they

Today we know that showing students the practical applications of what they’re

graduate, positioning them to take Geometry their freshman year

learning ignites their enthusiasms, cross-pollinates their interests and begets

of high school. “It also makes the link between math and science

more learning.

more real,” says Zulanas. “Higher algebraic concepts are necessary to understand before they can be applied to the sciences. By exposing

The artistic child, for example, learns to understand how math guides proportions

them to higher-level math at a younger age, they can appreciate all

and dimensions in a piece of visual art. The mathematically minded child, in turn,

the links to science.”

appreciates how numeric equations can translate to scaled drawings, sculptures, stage designs or even choreographed dance routines.

Our newly enhanced campus reflects our commitment to remain a cutting-edge institution, and to provide a transformative education

In Grade 8, students are exposed to a unit called “The Mathematics of the Artistic

to our students. Innovative facilities are critical to supporting our

Process.” “Students create an artistic portfolio that demonstrates how equivalence

faculty and inspiring our students. But they’re primarily a backdrop.

and space affect form,” says Zulanas. They incorporate math principles—including

The real work happens inside our well-honed curriculum. Every year,

ratio, proportions and geometry (volume and surface area)—and mathematical

we strive to ensure that curriculum is tailored to student needs,

representations using the notebooks of Leonardo da Vinci. The unit demonstrates

adaptable to new discoveries in teaching and flexible enough to

how a blend of mathematics can be used to enhance art. Their mathematical

accommodate every student’s learning strengths and style.

mind learns measurement and equivalence, while their artistic brain understands balance and composition in art. Students can choose their artistic medium—

Transformative learning happens inside the teacher-student

sculpture, dance, theater or design.

relationship. It happens as a result of the thousands of decisions teachers make every day. Information must be imparted so students

Now that we understand how powerful the integration of ideas and disciplines

don’t simply hear it, but understand it, internalize it and then

proves to be for the student experience, we’re expanding this idea and

demonstrate that knowledge by using it to create something new

introducing it at an even younger age. While this is already happening in Grades 7

in their own unique way. Whether that happens while absorbing a

and 8, the Grade 6 Science curriculum is being revised this year to integrate all the

foreign language, honing skills on an athletic field, mastering moves

Science courses—Physics, Biology, Astronomy, Earth History and Earth Sciences.

inside a dance studio or tackling problems in a science lab … it defines the St. Mary’s experience.

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PROFESSIONAL DEVELOPMENT: Our Commitment to Lifelong Learning Carrie Zulanas At St. Mary’s, we, as a faculty, are committed to lifelong learning. The type of learning that challenges and inspires us to understand more about our craft, discipline and students. Last year, the faculty at St. Mary’s created the Characteristics of Professional Excellence, a list of specific behaviors, values and attitudes that illustrate how teachers support the school’s mission and help mold our graduates. In addition to promoting international-mindedness, demonstrating a growth mindset, creating real-world relevance and differentiating instruction, the faculty recognized the importance of continuous learning.

Excerpt from: St. Mary’s Characteristics of Professional Excellence “Above all, I am passionate about and proud of my role as an educator.

I push myself to seek knowledge, I welcome professional development opportunities and I always strive to grow in my understanding of both content and pedagogy.”

In 2017, a portion of the Fund-a-Need was designated for professional development. Through the generosity of St. Mary’s families, high-level, researchbased, on-site trainings were provided for our teachers. These experiences included sessions from the Reading and Writing Institute at Columbia University; Responsive Classroom training; and a mathematics workshop led by Cathy Williams, co-founder of youcubed at Stanford University. All of these professional development opportunities informed and inspired our teachers.

Focusing on the work of Frida Kahlo, students will investigate the artist, create a surrealist self-portrait and create a film about

In June, we participated in our final trainings of the year. All teachers, EEP to

the piece narrated in Spanish. Inspired by a visual image of

Grade 8, attended sessions led by trainers from the International Baccalaureate

discarded fruits and vegetables, Middle School Science, Individuals

Organization. Early Education and Lower School classroom teachers participated

and Societies, Spanish and Mathematics teachers designed

in the Role of Mathematics in the Primary Years Programme, while exploratory

an investigation focusing on how our personal choices about

and Middle School teachers attended Interdisciplinary Teaching and Learning in

consumption can lead to local and global change. During this unit,

the Middle Years Programme.

Grade 8 students will explore the concepts of both consumer and non-consumer societies, the chemical consequences of modern

Interdisciplinary learning, a component of both the PYP and MYP programmes,

production, laws and regulations governing consumption and

connects two or more academic disciplines to create a meaningful learning

production and how active citizenry can bring about change.

experience that emphasizes integrative learning, critical thinking and creative problem solving. Children who engage in interdisciplinary learning develop a

“Teachers of all subjects found the training to be productive and

deeper understanding of skills; apply these skills in meaningful contexts; and

rewarding. Everyone was able to complete at least one new unit to

inquire into compelling issues, ideas and challenges.

be used with their classes in the upcoming year. They are extremely motivated to work with their new students and use the units they

Time was given for teachers to work in collaboration, creating or revising current

spent so much time designing!” explained MYP coordinator

interdisciplinary units. Lower School Art, Spanish and Design faculty worked

Jocelyn Williams.

together to create a unit exploring surrealism.

(cont. on page 12)

ST. MARY’S SUMMER 2018 NEWSLETTER

The St. Mary’s School 24th Commencement Ceremony on May 30 honored the members of the class of 2018. As the graduates proudly stood before faculty, families and friends, the celebration was filled with joyous achievement and scholarly accomplishments both for students and the school.

CLASS OF 2018

St. Mary’s Graduation

C L A S S

2 0 1 8

The evening included wonderful speeches delivered by Class of 2018 Valedictorian Cali McCanna, ASB President and Legacy Award Winner Brad Orcutt, IB Scholar Evita Kaldowski and Salutatorian Amelia Kang. Graduate Ashley Prentice performed a piano piece and Sharon Taylor, Head of School, gave a heartfelt address to the graduating scholars. We wish them every success in their future endeavors.

O F

Grace McNeill - Sage Hill School Sydney Moran - St. Margaret’s Episcopal School

Kiley Gryziewicz - JSerra Catholic High School David Harkins - JSerra Catholic High School Lulu Hill - Laguna Hills High School

Maya Vanek - Portola High School

Macy Place - Newport Harbor High School

Julia Kelly - Sage Hill School Tyler Kelly - JSerra Catholic High School

Kendrick Choi - Santa Margarita Catholic High School

Phoebe Principale - JSerra Catholic High School

Ashley Prentice - Santa Margarita Catholic High School

Grafton Platt - Santa Margarita Catholic High School

Jacob Pearson - JSerra Catholic High School

Matthew Pearce - Santa Margarita Catholic High School

SCHOOL

SAGE HILL

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HIGH SCHOOL

MATER DEI

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Nick Wray - JSerra Catholic High School

Hannah Woolgar - Laguna Hills High School

Vaughn Vogel - Sage Hill School

Christopher Vlok - Crean Lutheran High School

Chloe Vautrin - Santa Margarita Catholic High School

Amanda Taylor - St. Margaret’s Episcopal School

Tatum Tatch - Santa Margarita Catholic High School

Kerrigan Stewart - Laguna Hills High School

EPISCOPAL SCHOOL

ST. MARGARET’S

CATHOLIC HIGH SCHOOL

SANTA MARGARITA

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HIGH SCHOOLS BY THE NUMBERS:

Henry Lew - Sage Hill School

Davis Lester - Mater Dei High School

Olivia Lau - JSerra Catholic High School

Cole Lambert - JSerra Catholic High School

Sean Kramer - Mater Dei High School

LAGUNA HILLS HIGH SCHOOL

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CATHOLIC HIGH SCHOOL

JSERRA

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Kate Flanagan - JSerra Catholic High School

Kyle Evans - Santa Margarita Catholic High School

Rex Devenny - Mater Dei High School

Maggie Cox - Laguna Hills High School

Rainie Clark - Tesoro High School

Ryan Khouri - Santa Margarita Catholic High School

Sabrina Valum - Santa Margarita Catholic High School

Sebastian Pla - Santa Margarita Catholic High School

Amelia Kang - St. Margaret’s Episcopal School

Nathan Choe - Laguna Hills High School

Julia Christesen - Santa Margarita Catholic High School

Adam Pellini - JSerra Catholic High School

Evita Kaldowski - ISZL (International School of Zug and Luzern)

Luc Carter - Santa Margarita Catholic High School

Daniel Palfi - Santa Margarita Catholic High School

Michael Skibsted - Santa Margarita Catholic High School

Devon Johnson - Santa Margarita Catholic High School

Brad Orcutt - Mater Dei High School

Ryan Bullock - Santa Margarita Catholic High School

Isabella Simic - JSerra Catholic High School

Dylan Oliver - Santa Margarita Catholic High School

Aiden Simoes - Laguna Hills High School

Ian Shin - Santa Margarita Catholic High School

Abby Isaly - Santa Margarita Catholic High School

Carrington Holritz - Orange County School of the Arts

Jack O’Connor - Mission Viejo High School

Michael Shara - JSerra Catholic High School

Nick Saman - JSerra Catholic High School

Jon Mehr Salmi - Aliso Niguel High School

Skylar Rooney - Santa Margarita Catholic High School

Davis Rogers - JSerra Catholic High School

Lauren Bucaro - Laguna Hills High School

Noah Brull - Laguna Hills High School

Leyton Breese - Santa Margarita Catholic High School

Kennedy Brant - JSerra Catholic High School

Mason Bowles - Mater Dei High School Charlie Ho - JSerra Catholic High School

Gabriel McNeill - Sage Hill School

Maddy Greger - JSerra Catholic High School

Brielle Blye - Santa Margarita Catholic High School

Adam Boserup - Mater Dei High School

Ryan McCloskey - Santa Margarita Catholic High School

Issie Goffman - JSerra Catholic High School

Olivia Blanco - JSerra Catholic High School

Natalie Rief - Santa Margarita Catholic High School

Cali McCanna - San Juan Hills High School

Geni Masson - Laguna Hills High School

Nate Gannaway - Mater Dei High School

Summer Rieden - Mater Dei High School

Milan Ramezani - Sage Hill School

Kaiden Martinez - JSerra Catholic High School

Leila Bauer - JSerra Catholic High School

Sophia Makhail - JSerra Catholic High School

Shervin Fotouhi - JSerra Catholic High School

Mia Foerster - Santa Margarita Catholic High School

Allison Baldwin - Santa Margarita Catholic High School

Brooke Adderton - Sage Hill School

will attend the following High Schools:

CLASS OF 2018

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International Field Studies 2018-2019 ITALY

FRANCE

CHINA & HONG KONG

COSTA RICA

Dates: April 4–April 18, 2019 Applicants: Open to students in Grades 7 and 8 Field Study Leader: Vince Fragasso

Dates: April 7–April 17, 2019 Applicants: Open to students in Grades 7 and 8 Field Study Leader: Ludivine Forté

Dates: April 5–April 13, 2019 Applicants: Open to students

in Grades 7 and 8 Field Study Leader: Olivia Chang

Dates: April 7–April 16, 2019 Applicants: Open to students

in Grades 6, 7, and 8 Field Study Leader: Arturo Valdez

St. Mary’s partners with the International School of Milan (ISM) to provide an exchange program for both of our schools.

ISM, a Kindergarten-Grade 12 World School, is the largest international school in Italy. This dynamic exchange program helps students develop internationallyminded attitudes, experience new perspectives, gain in-depth knowledge of Italian culture, and create friendships and memories that last a lifetime. This unique partnership offers St. Mary’s families the opportunity to host an ISM student in their homes.

Later, our students journey to Milan where they reconnect with ISM students while staying in host family homes and attending ISM. During their travels, students will tour Rome, Florence, Venice and Pisa and explore Ancient Roman, Medieval, and Renaissance historical sites, experience the great art and architecture found there, and embrace the wonderful culture, cuisine and customs of the area. The tour is inspired by and supports the middle school history curriculum.

The France field study offers a fun and enriching experience into the history and culture of France. Students embark on a journey throughout Paris’ famous landmarks: The Louvre, Champs Élysées, Arc de Triomphe, Notre Dame Cathedral, and the unforgettable ascending of the Eiffel Tower. The experience also includes a visit to The Chateau de Versailles, Monet’s gardens in Giverny, and a trip to the countryside and Normandy, where we will gain personal and historical perspectives on the experiences of WWII soldiers. We will visit D-Day beaches, the Memorial Museum and the the American Military Cemetery and pause to pay our respect to the soldiers.

The south of France and Monaco are also part of our itinerary.

Students experience all the beauty France has to offer: the language, the picturesque scenery and the famous French cuisine, while walking in the footsteps of Louis XIV, Napoleon and Victor Hugo.

C’est la vie!

The China and Hong Kong field study is an amazing opportunity for students to use their language skills and be immersed in the Chinese culture. Our first stop is Beijing, the capital of China, which is one of the world’s oldest cities. Our private tour includes Tiananmen Square, Forbidden City, Temple of Heaven, Summer Palace, Kunming Lake and the amazing Great Wall. Additional activities include an authentic cooking class, a traditional Chinese calligraphy class, as well as a demonstration of Tai Chi. Next, the group will travel to Hong Kong, which is a modern city with a unique blend of Chinese culture mixed with British influence.

Highlights of our private tour include riding the tram to Victoria Peak, visiting the largest Buddha at the Po Lin Monastery and spending the day at Ocean Park. Join us for a once-in-a-lifetime journey as we travel and experience the very best of Beijing and Hong Kong. Not only will students have an opportunity to use their language skills, but more importantly students will gain an appreciation for the Chinese culture while developing skills to become global citizens.

The St. Mary’s field study to Costa Rica offers our students the irreplaceable opportunity to immerse themselves in the language, the culture, the green lifestyle and the positive mentality of this wonderful Spanish-speaking country. With the rainforest, the countless rivers and the vast flora and fauna in the background, our students take part in daily activities aimed at expanding not only their knowledge and their personal experiences, but their understanding of the world as well. Our students explore, discover, learn, build relationships and engage in meaningful and sustainable service. At the core of this field study is the collaboration and partnership that we have with the Monte Sion School, which is located in the Cabecar indigenous region. Here, St. Mary’s students and chaperones work hand–in–hand with all members of the school community making improvements to the school. Our travels take us from Rancho Margot, nestled between rain and cloud forests in a UNESCO biosphere reserve at the foot of the Arenal Volcano, to Puerto Viejo and the Gandoca Manzanillo National Wildlife Refuge by the Caribbean Sea. Throughout our journey, we meet local and global leaders and visionaries who deeply care for the protection of the environment and inspire us to make the world a better place to live in. All of this while having the time of our lives. ¡Pura Vida!

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STUDENTS MAKING A DIFFERENCE Carrie Zulanas When sharing her experience with the Grade 8 Community Project, recent St.

Observing the men and women living on Skid Row, meeting with

Mary’s graduate Tatum Tatch explained, “This is the most important project I

doctors and social workers who treat these individuals and talking

have done. It changed me the most. I realized that as an eighth-grader, I couldn’t

with children who live in public housing in Boyle Heights had a

save the world right now, but maybe I could do something that would inspire

profound effect on the boys. “I did not truly realize how many people

someone else to.”

are in poverty until seeing block after block of people in tents,” explained Benson. “When we were driving through the streets of

As a culminating experience of both the Middle Years Programme and the

Skid Row, seeing all of the people who were in such extreme poverty,

Primary Years Programme, students are asked to determine and drive their

I realized how lucky we all are and felt inspired to help.”

own units of inquiry. These units include research, presentations and action. As individuals, we learn and serve best when we engage in something important

This feeling of appreciation was also felt by current Grade 6 student

to us. The MYP Community Project and the PYP Exhibition give our students

Kylie Foerster, who chose to explore access to education. To her,

opportunities to explore local, national or global issues and serve within an area

going to school every day seemed routine, something most of us

that is of interest to them. This year, their investigations were diverse and ranged

take for granted. Foerster noted, however, that throughout the year

from pet fostering and adoption to the fight against national and global terrorism.

her teachers would share stories about children who do not have the same educational opportunities. Intrigued, Foerster wanted to

During the Grade 5 Exhibition, current Grade 6 student Hayden Benson inquired

learn more.

into poverty in the United States. As a part of Exhibition, the children participate in “A Day in the Field,” which allows students an opportunity to experience a day

During her investigation, Foerster started to have a deeper

of volunteerism that directly connects to their topic of research. Benson and his

appreciation for her own education. “I worked really hard during

Exhibition group, which included Brady Ng and Michael Nadruz, spent their day in

Exhibition because I realized I had opportunities other kids my age

South Central Los Angeles.

(cont. on page 12)

ST. MARY’S SUMMER 2018 NEWSLETTER

12

PROFESSIONAL DEVELOPMENT

(cont. from page 7)

This same motivation and excitement was evident in the PYP mathematics

benefits and costs of the industrialization of food systems. Next year

training. Continuing education related to the teaching of mathematics and the

students will have opportunities to calculate food waste; determine

development of a curriculum that features problem solving and real-world

the carbon footprint created by the transportation, packaging and

application has been a focus throughout the year. This workshop gave teachers

production of food; and investigate the calories, carbohydrates and

an opportunity to reflect and build on their work by “dissecting the curriculum

sugar found in their own personal diets. The teachers also hope to

to find authentic connections between the mathematical skills we teach and

use the Green Family Commons to help the students understand the

the bigger concepts addressed in each unit of inquiry,” shared PYP coordinator

process of and work involved in the preparation of the food they eat.

Lauren Sterner.

At St. Mary’s, we are passionate about and proud of our roles as Looking first at each unit of inquiry, grade-level teams of teachers determined

educators, and effective professional development supports us as

which mathematical ideas and skills fit best within the context of their current units.

we continuously strive to be better. Opportunities to place ourselves

With a deeper understanding of these connections, grade-level teachers were able

in the role of a student, to learn from and with one another, enable

to enhance current units. Some teams even developed new units of inquiry.

our teachers to further develop the knowledge and skills needed to empower and inspire our students and to provide the types of

Wanting to help students recognize the real-world application of percentages,

learning experiences that prepare them to lead lives as courageous,

data handling and measurement, Grade 5 teachers designed a unit exploring the

independent thinkers who communicate effectively.

STUDENTS MAKING A DIFFERENCE

(cont. from page 11)

didn’t,” she explained. These opportunities inspired Foerster to want to share

with a fixed mindset, determined to focus on a global issue because

what she has, so she and the other members of her group organized a school

I didn’t think there was a need for help in Orange County. It took

supply drive and donated the items they collected to local schools in need.

about two months before my group and I settled on an issue to explore,” she explained.

In its second year, The MYP Community Project, gives Middle School students opportunities to explore a topic individually or in collaborative groups. Although

This realization occurred when Tatch and her group members,

working on separate projects, recent graduates Amelia Kang and Tatch also

Kate Flanagan and Lulu Hill, were sharing their excitement for and

recognized the importance of education. For them, however, education came in

trepidation about entering high school. They noted they had many

the form of service.

of the same feelings when they moved from the Lower School to Middle School and wanted to help Grade 5 girls with this transition.

In Grade 7, Kang had the opportunity to attend a field study in Costa Rica. While

And just like that, a mentorship was born. Creating a program

there, she and other students on the trip created planter beds for Monte Sion

around topics that were of interest to the Grade 5 students—friends,

School, a local school. Wanting to build on this experience and knowing she would

appearance, lifestyle and balance—the Grade 8 girls spent a morning

return to Costa Rica in Grade 8, Kang focused her study on sustainable farming

educating and easing the worries of the younger students.

and education.

When asked if she would return next year to continue the She and her Community Project partner, Sydney Moran, designed a science

mentorship program, Tatch said yes, but with Grade 8, not Grade 5,

lesson showing the life cycle of a tomato plant and presented this lesson in

students. “I am hoping someone who is closer to the experience of

Spanish to the children at Monte Sion. They then planted tomato, cucumber

transitioning from Lower to Middle School, maybe a Grade 6 or 7 girl,

and lettuce seeds in the planter beds created the previous year. Once the plants

will see it as a calling and continue the program.”

mature, the produce will be used in the students’ lunches. When Amelia reflected on her experience, she noted, “It is exciting to think that something small can

As a component of the St. Mary’s Portrait of a Graduate, we state,

make such a big difference to others.”

“Our graduates understand that service and action are the outward expressions of inward convictions.” To instill this value in our students,

While Kang focused on educating children in Costa Rica, Tatch chose to make a

we give them opportunities like Exhibition and the Community Project

difference a bit closer to home. This was not an easy decision for her, though.

to discover their passions, to find what inspires them, so they can

“The Community Project was a long process, but I needed the time. I went into it

inspire others. For it is from these passions that big things grow.

13

KEEPING UP WITH OUR ALUMNI CLASS OF 2008

Christopher Zadra ‘08 graduated from Sage Hill School in 2012 and from Lehigh University in 2016 with a major in applied sciences. Christopher received a master’s degree in engineering in technical entrepreneurship from Lehigh in 2017. His hobby and interest in building and flying drones became his full-time profession. He is currently the Robotics Program Manager for the Drones Whale Research Program at Ocean Alliance in Gloucester, Massachusetts. The Drones Whale Research Program uses drones to observe whales and collect data without requiring a researcher or boats anywhere near the animals. The biggest success so far in this new program is SnotBot, which has been featured in newspaper articles, magazines and TV shows around the world, including National Geographic, Discovery Channel, BBC, and Vice News. Christopher is one of the lead professionals for the development of SnotBot and the Drones for Whale Research Program. Part of his job includes education and outreach, which is also part of Ocean Alliance’s mission. In a weekly robotics club kids learn how to build and fly drones.

Sometimes they even work on projects directly related to whale research and ocean conservation. Christopher stated, “It’s the most fun and rewarding job ever!”

CLASS OF 2010

Shelby Dewberry ‘10 graduated from Laguna Hills High School in 2014 and from Cal Poly San Luis Obispo in 2018 with a degree in journalism. Shelby served on the Cal Poly Open House Committee, creating an orientation event to welcome new students to campus. She is currently attending Pepperdine University pursuing a master’s degree in public policy. In her free time, she enjoys cooking, listening to music, and camping with her Chihuahua.

Erin Herndon ‘10 graduated from Mater Dei Catholic High School in 2014 and from Cal Poly San Luis Obispo in 2018 with a major in graphic design. Erin is currently employed at Cal Poly University Marketing as a student graphic designer.

CLASS OF 2012

Cole Cervantes ‘12 graduated from JSerra Catholic High School in 2016.

After attending Saddleback College, he transferred to the University of Southern California where he is a current student.

CLASS OF 2013

Melanie Zimmerman ‘13 graduated from Mater Dei Catholic High School in 2017 where she participated in more than 800 hours of service projects. She currently attends the University of Miami, majoring in management with minors in sports administration and media management. Melanie was chosen from 100 candidates for the Wasserman Social Media Internship. She is also a University of Miami Marketing Intern and a South by the Sea University of Miami Ambassador. Melanie was on the field for all University of Miami football games during her freshman year. She performed 50 hours of service for the Make-A-Wish Foundation and Chi Omega Sorority. Melanie enjoys sports, surfing, baking and hanging out with her sorority.

CLASS OF 2014

Colin Ballantyne ‘14 was inducted into the Cum Laude Society at St. Margaret’s Episcopal School in 2017. Upon graduation in 2018, he received the St. Margaret’s Award honoring the student who most contributed to the academic morale of the school. Colin also received the Senior Personality Award describing him as “the next Bill Gates.” Colin will attend the University of California at Los Angeles in the fall, majoring in business economics.

Chloe Boice ’14 graduated from Santa Margarita Catholic High School in 2018 and will attend the University of Notre Dame in the fall, majoring in business at the Mendoza College. Chloe will also join the women’s soccer squad and share her leadership skills in the backfield as a center defender.

Chloe worked hard to recover from tearing both ACLs and has a goal of becoming an important contributor to the Fighting Irish and bringing a national championship title to the Notre Dame program. She has remained close to many St. Mary’s friends and looks forward to the bright futures and lifelong friendships they will share.

Sean Byrne ‘14 graduated magna cum laude from Santa Margarita Catholic High School in 2018 and will attend Texas Christian University in the fall, majoring in business. Sean will also run Division 1 cross country and track at TCU. Bryce Kaese’14 graduated from Santa Margarita Catholic High School with a full IB Diploma in 2018. He was involved in cross country, soccer, track and was a member of the robotics team. Bryce played piano and tuba in the symphony orchestra, which was invited to play at Carnegie Hall in New York City last spring. He participated in MUN where he traveled to international conferences in Montreal and Prague.

Bryce has volunteered for the California State Parks Foundation Park Champions program, Table for Ten, SOKA University’s All Sports Camp and Orange County Junior Guards. He also volunteered for several years with the St. Mary’s Track team and this year worked with Mr. Mittelsteadt as an assistant coach. His love for adventure and all things outdoor led him to select University of Colorado, Boulder to attend in the fall.

Blake Engleman ‘14 graduated from Santa Margarita Catholic High School in 2018 and will attend the University of Oregon in the fall, majoring in environmental science. In August, Blake will attend pre-freshman studies in London, taking nine units at GEO London through the University of Oregon.

Justin Evans ’14 graduated from Santa Margarita Catholic High School in 2018 and will attend Saddleback Community College where he will play for the baseball team.

Michael Fellenzer ‘14 graduated from Dana Hills High School in 2018 and will attend the University of Nevada in Reno, majoring in civil engineering. He will also play Division 1 football for UNR. Michael plans to become an architect.

Caroline Harris ‘14 graduated from Santa Margarita Catholic High School in 2018 and will attend Chapman University in the fall, majoring in business administration. Caroline will also play tennis for Chapman University.

Kaylin Martin ’14 graduated magna cum laude with a full IB Diploma from Santa Margarita Catholic High School in 2018. She is a member of the National Honor Society and received the Coeur a Coeur Service Award for over 300 hours of community service in eight months. Kaylin will attend the Marshal School of Business at the University of Southern California in the fall. (cont. on page 14)

ST. MARY’S SUMMER 2018 NEWSLETTER

14

ALUMNI

(cont. from page 13)

Max Martinez ‘14 graduated from St. Margaret’s Episcopal School in 2018 and will attend Carnegie Mellon University in Pittsburgh, Pennsylvania, majoring in mechanical engineering. Max was also recruited to play Division 3 football at Carnegie Mellon.

Evan Pearson ‘14 graduated from JSerra Catholic High School in 2018 and will attend Concordia University in the fall, majoring in physician’s assistant studies and psychology.

While at JSerra, Evan participated in a service project where he traveled to Peru to build homes and serve the local people.

Giana Pellizzon ‘14 graduated from Santa Margarita Catholic High School in 2018. She is a member of the California Scholarship Federation and National Honor Society. She earned an IB Certificate, Academic Honors, Math Honors and was a Scholar-Athlete for four years. Giana competed in varsity volleyball as a Trinity League Champion, CIF Champion and State Champion. She was the recipient of the CIF State Athlete with Character Award her senior year. She was a Student Ambassador, member of the Pink Ribbon Club, Fellowship of Christian Athletes, T-Street Volleyball Club and National Charity League. Giana received Presidential Volunteer Service Award Bronze Medals her junior and senior years for her work with nonprofit organizations throughout South Orange County. Giana was recruited to play Division 1 volleyball in the SEC for the University of Tennessee where she will major in business in the fall. She also earned direct admission to the Haslam School of Business. Giana is most grateful for the exceptional technical and time management skills she developed while at St. Mary’s School.

John Pellizzon ‘14 graduated from Santa Margarita Catholic High School in 2018. He is a member of the California Scholarship Federation and earned an IB Certificate, Academic Honors and Math Honors. He was a Scholar-Athlete for four years. John competed as Captain of the Varsity Golf Team, earning 1st Team All-Trinity League honors his sophomore year and 2nd Team All-Trinity League Honors his junior and senior years. He earned individual medals during his junior and senior years, scoring lowest individual average on the varsity team. John received the coaches’ Eagle Award for Character and Leadership. He qualified for individual CIF finals and competed for Team USA in the Inaugural Asia Pacific Harmony Cup in Zhengzhou, China.

John also qualified for the Toyota Tour Cup for the last three years. John served as a student member of the SMCHS Accreditation Team and the Fellowship of Christian Athletes. He also volunteered with the Boys & Girls Club. John will be attending Indiana University on a fouryear scholarship and earned direct admission to the Kelley School of Business.

Emma Price ‘14 graduated from Santa Margarita Catholic High School in 2018 where she continued to compete in cheerleading. During her sophomore year, Emma was on the varsity cheer team that finished third in the nation. Emma then shifted her focus and traveled to New York to attend the equivalent of a college semester at Parsons School of Design.

It was there that Emma discovered her passion for the fashion industry. This fall Emma will attend Texas Christian University,

majoring in fashion merchandising with a minor in journalism. Her dream is to become a style editor at a high-fashion magazine. Emma cherishes her memories during her nine-year career at St. Mary’s School. It was during her elementary years that she made incredible friends, some of whom she remains very close to today.

Kylie Sharron ‘14 graduated from Santa Margarita Catholic High School with a full IB Diploma in 2018. She will attend Johns Hopkins University in Baltimore in the fall, majoring in chemistry.

Amanda Smith ‘14 graduated from Santa Margarita Catholic High School and will attend the University of Arizona in the fall, majoring in veterinary science. Amanda danced for 16 years with Pacific Ballet Conservatory and plans to pursue a minor in dance during her sophomore year.

Noelle (Kayle) Stark ’14 graduated from Laguna Hills High School in 2018 and was accepted to California State University, Fullerton. Noelle is currently enjoying a gap year in New York City, pursuing her passion and exciting opportunities for acting, modeling and musical theater. She recently signed with Muse NYC. Noelle and her family are grateful to the wonderful staff, teachers, administrators and parents for their support and the excellent education Noelle received, both academically and artistically, during her years at St. Mary’s School.

CLASS OF 2015 Ryan Sears ‘15 attends Santa Margarita Catholic High School where he is a full IB Diploma candidate and a member of the California Scholarship Foundation. He is involved with ASB and Link Crew and is a tutor for AP history and English courses. Ryan volunteers with The Little Red Dog, HemoPet service project and enjoys scuba diving and running in his free time.

CLASS OF 2016 Jessica Elizalde-Rendon ’16 participated in the Santa Margarita Catholic High School Varsity Track and Field Program during her sophomore year.

She qualified in the 100m and 300m hurdles, and the 4x100m and 4x400m relays in the Trinity League finals, earning first place in both relays. The team earned a Division 3 Championship Team Title and qualified for the CIF State Track Meet in Fresno, California, where the players closed their season with a seventh-place finish. Jessie received the Most Dedicated award and Academic Athlete award. Jessie is also a member of the California Scholarship Federation.

CONNECT WITH US! We love to hear from our alumni.

Email your photos and updates to alum@smaa.org

15

Class of 2014 Off to College Katrina Adams: Texas Christian University Elyse Angel: University of Colorado, Boulder Rita Atarod: Temple University Michael Auriemma: Arizona State University Colin Ballantyne: University of California, Los Angeles Christian Blazona: University of Washington Chloe Boice: University of Notre Dame Jacquelyn Bourke: University of Alabama Rudy Buttlar: University of California, Los Angeles Sean Byrne: Texas Christian University Cole Cherney: University of Waterloo Perry Cheves: Portland State University Chewy Chew: Boston College Robert Colley: Cornell University Brenden Cormie: Texas Tech University Nicole DiNicola: Texas Christian University Blake Engleman: University of Oregon Justin Evans: Saddleback College Eric Fellenzer: University of Nevada, Reno Alexandra Firestone: University of Southern California Michael Framan: Purdue University Aedan Frazier: Purdue University Paul Frech: University of California Santa Barbara Caroline Giddings: Tulane University

Elena Gillespie: Texas Christian University Madeleine Gwynn: Cal Poly, San Luis Obispo Caroline Harris: Chapman University Marriott Hoffmann University of California, Santa Barbara Giuliana Jacobson: Chapman University Andrew Juliusson: Cal Poly, San Luis Obispo Bryce Kaese: University of Colorado, Boulder Daniel Katzman: Louisiana State University Matthew King: University of California, Los Angeles Stefan Kitts: Point Loma Nazarene University Kate Knollenberg: Texas Christian University Kenna Knollenberg: Colorado State University Jenna Leary: University of Arizona Lauren Lemieux: Southern Methodist University Peter Lindegren: University of Hawaii at Manoa Jacob Makowecki: Texas Christian University Kaylin Martin: University of Southern California Max Martinez: Carnegie Mellon University Natalie Matteson: University of Colorado, Boulder Mac McCarthy: Saddleback College Parker McFadden: University of Colorado, Boulder Iden Mozafari: Berklee College of Music David Nielsen: Northern Arizona University

Isabelle Odgers: University of Southern California Jackson Odgers: University of Southern California Alex Oliver: University of Colorado, Boulder Evan O’Neill: Oregon State University Maddy O’Neill: University of Arizona Catherine Orihuela: University of Southern California Evan Pearson: Concordia University Giana Pellizzon: University of Tennessee John Pellizzon: Indiana University Marisa Pla: Seton Hall University Emma Price: Texas Christian University Rachel Rieden: University of Kansas Brady Rowe: University of Arizona Cameron Saman: Saddleback College Kylie Sharron: Johns Hopkins University Erica Shenoi: University of California, Irvine Christian Sieck: Bucknell University Amanda Smith: University of Arizona Paityn Snyder: Baylor University Zachary Stephens: New York University Mackenna Strohmeier: Belmont University Blake Valum: University of Colorado, Boulder Ryan Williams: University of California, Los Angeles Annabelle Wilson: Irvine Valley College Kevin Yee: Pepperdine University Shoki Yoda: Pepperdine University Gillian Yosenick: Loyola University Chicago

Information from the rest of the Class was not available at the time of printing

Alumni on Campus St. Mary’s Summer Resort Program is a wonderful place to have our alumni visit and help out when they are home from college or on summer vacation from high school. We love having them all on campus to hear about their adventures and future plans! This year, we have several alumni working and volunteering in many areas around campus in athletics, summer classes and camps. We can’t thank them enough as they helped make our Summer Resort a fun experience for all, even when our campus was under construction.

EMPLOYED FOR SUMMER:

VOLUNTEERED FOR SUMMER RESORT:

Maggie Cox ‘18

Briana Emerson ‘16

Frances Gargano ‘12

Matthew Orihuela ‘16

Kaylin Maddox ‘17 Jacob Makowecki ‘14 Brady Rowe ‘14

ST. MARY’S SUMMER 2018 NEWSLETTER

FOR FAMILIES, FRIENDS, ALUMNI AND SUPPORTERS OF ST. MARY’S SCHOOL

Managing Editor: Virtue Byrd Contributors: Virtue Byrd, Stacie Daniel, Christine Downie, Peggy Fowler, Terri Gillespie, Doug Patterson, Marrie Stone, Arturo Valdez and Carrie Zulanas.

Non-Profit U.S. Postage PAID Laguna Niguel, CA Permit No.1091

ST. MARY’S An IB World School • 7 Pursuit, Aliso Viejo, CA 92656 • Tel 949-448-9027 • Fax 949-448-0605 • www.smaa.org

SEPTEMBER 7: PTF Welcome Back Coffee, Courtyard, 8-9 a.m.

SEPTEMBER 28: Founders Family Fun Day and Campus Grand Opening, 5-8 p.m.

OCTOBER 19: Mother/Son Game Night, Field, 4-7 p.m.

NOVEMBER 12: St. Mary’s Golf Classic, Aliso Viejo Country Club NOVEMBER 16: EEP/LS Grandparents Day NOVEMBER 30: PTF Community Candy Cane Kick-Off JANUARY 18: Father-Daughter Dance, Gym APRIL 6: St. Mary’s Spring Gala MAY 23-24: Art Tells a Story, All School Art Show MAY 24: Middle School Family Day and Expo MAY 31: PTF Spring Community Event