Spring2026MagazineFinalISSUU

PATH TO ST. MARY’S LEADING FROM WITHIN

ST. MARY’S

2026 SPRING MAGAZINE

GROWING FORWARD

Growing Minds, Growing Hearts, Growing Together, Comes Alive! INSIDE: STRATEGICOUR2026-2030 PLAN

Head Of School: Doug Patterson

Managing Editor: Heather Wilkins

Contributors:

Abeni Bias, Virtue Byrd

Marco Camargo, Alex Carroll

Jamie Chou, Camden Delle Donne

Lisa Dennis, Tim Dennis

Kendall Dowd, Adam Goehle

Martin Guisar, Shelly Harmon

Roxanne Kane, Blair Macdonald

Melissa Mamola, Greg McCollum

Dustin Mittelsteadt, Rob Risley

Jen Staudenbaur, Lauren Sterner

Kari Sylvester, Christina Texel

Leila Volkmann, Rob Warren

Joceyln William, Mimi Yogaratnam

Photography:

Nick Davies, Patty Siegman, Heather Wilkins

© 2026 St. Mary’s School

All Rights Reserved. No part of this publication may be reproduced without permission from St. Mary’s.

FORWARD GROWING

Dear St. Mary’s Community,

Every spring, I find myself pausing to take in the full picture of what we have built together over the course of a year. It is in these quieter moments—between the final performances, the last field trips and the celebrations that mark another chapter—the depth of this community becomes most clear.

This edition of our magazine is, in many ways, a reflection of that depth.

Within these pages you will find stories that span every corner of our school. You will read about students who traveled to France and Sacramento, who argued for justice in Model United Nations, who performed on stage and painted works now celebrated across Orange County. You will meet the educators who make all this possible—teachers who invest in their own growth, so they can bring more to yours and long-serving members of our community like Cathy Smith, whose 29 years of dedication have shaped this school in ways impossible to fully measure.

You will also see the work happening beneath the surface—the strategic thinking, the campus investments, the academic leadership and the intentional programs that ensure St. Mary’s remains a place where every child is known, challenged and supported in becoming who they are meant to be.

What strikes me most as I read through these stories is not any single achievement but the thread that connects them all. At St. Mary’s we believe education

is not something that happens to children—it is something that unfolds within them through relationships, through discovery, through the courage to try and the grace to grow. That belief shows up in a Grade 6 Falcon debating Roman policy, in a Middle School student discovering math has more than one right answer, in a senior visiting a care facility and leaving a little more human for it.

This is what we mean when we talk about world-sized hearts and world-class minds. It is not a tagline. It is what we see in our students every single day.

As we look ahead, there is much to be excited about. Our strategic plan is guiding meaningful investments in our people, our programs and our campus. The Nest has opened its doors. New partnerships, new spaces and new possibilities are taking shape. And through it all, the heart of this school—our students, our families, our faculty and staff—remains steady and strong.

Thank you for being part of everything you see in these pages. This community is built by all of us, and I am deeply grateful for the role each of you plays in making St. Mary’s what it is.

With gratitude and pride,

Doug Patterson Head of School

by Camdyn Delle Donne Grade 8 Student

SENIOR SMILES

Bridging Generations With Joy

At St. Mary’s, helping others is a big part of who we are as a school community. One of the best examples of this is the Grade 8 MYP Community Project where students identify a need they care about and are challenged to make a difference.

For my project I wanted to create something that would last longer than a one-time volunteer event. That’s why I started St. Mary’s Senior Smiles, an outreach program for people living in local assisted living communities.

Señor Valdez has been a huge support throughout this process. He introduced me to Tracy Beam, the Activities Director at The Covington Assisted Living Residence, located just up the street from our school. Because of its close proximity and smaller number of residents, The Covington is the perfect place to begin this program. I hope it will continue to grow and eventually reach other assisted living communities.

My inspiration for Senior Smiles came from my grandmother, Kathy Delle Donne, who recently moved into assisted living. Watching her go through that transition helped me understand many seniors in these communities may feel isolated or lonely. I wanted to find a way to bring more joy, friendship and connection to seniors in our community.

Senior Smiles is designed to bridge the generational gap between students and seniors. It encourages respect and understanding while bringing energy, kindness and happiness to assisted living communities. The program includes monthly volunteer opportunities, increasing activities at The Covington from just one per year to more than twelve.

These activities include inviting seniors to St. Mary’s sports, arts and academic events, as well as leading social and recreational activities at The Covington. In April we hosted 13 seniors at the EEP Fashion Show. With the help of Señor Valdez, Mrs. Siegman and Mr. Camargo, we created a VIP experience with reserved seating, refreshments and student ambassadors who helped our guests feel welcomed and engaged. In May we were delighted to welcome them back for our spring musical production of Matilda JR.

Because activities at The Covington must be planned at least three months in advance, I am already working with St. Mary’s faculty to organize events for the 2026–2027 school year. I hope to include a student musical performance and a cheer performance to bring excitement and Falcon spirit. Other activities will be more hands-on, such as helping residents write or record their life stories and offering technology tutorials.

Senior Smiles is more than just my community project—it is a way to bring people together, spread joy and remind seniors they are valued and not forgotten.

The strength of our school is rooted not only in our students and faculty, but also in the dedicated leadership of our Board of Trustees. Working in close partnership with the Head of School, the Board plays a critical role in ensuring the long-term vitality of the school—providing strategic direction, stewarding resources and upholding the mission that defines the St. Mary’s experience.

Board members bring a wide range of professional expertise and personal commitment to their work. As parents, community leaders and advocates, they help guide decisions that support academic excellence, innovation and the continued growth of our programs and campus. Their service is both impactful and deeply rooted in a shared belief in the mission of St. Mary’s.

Welcoming New Trustees

We are excited to welcome four new members to the St. Mary’s Board of Trustees. Each brings a unique perspective and a shared commitment to the school’s mission: Morgan Fine, Katrina Gantes, Ramin Baschshi Hussain, MD, and A.G. Spanos. These individuals join the Board at an exciting time in the school’s growth and evolution. Their professional expertise, leadership experience and dedication to community will help guide St. Mary’s as we continue to invest in our students, faculty and future.

Morgan Fine

Morgan Fine is Vice President, Corporate Development & Strategy at Ingram Micro, where he leads mergers and acquisitions, transformation initiatives and strategic planning across global operations. In this role he serves on the boards of several companies within Ingram Micro’s corporate venture capital program, supporting growth strategy and governance across the firm’s innovation ecosystem. He has served as a member of the St. Mary’s Finance Committee since 2025 and brings strong financial acumen and strategic perspective to support the school and its future growth plans. Morgan earned his MBA from the Rotman School of Management at the University of Toronto and his Bachelor of Science from the University of Toronto. Morgan and his wife, Erica, are both originally from Canada and have been part of the St. Mary’s community since 2021. Their sons, Asher (Grade 4) and Gavin (Grade 2), enjoy being part of the school’s engaging learning environment. Morgan also teaches the St. Mary’s summer rocketry program and serves on the Board of Directors for The Rocketry Organization of California. The Fine family are avid rock climbers and snowboarders who enjoy outdoor-centered family travel and value the strong sense of community, academic excellence and hands-on learning opportunities that St. Mary’s provides. They especially appreciate the school’s commitment to the International Baccalaureate framework and its integration of design thinking to foster inquiry, creativity, global perspective and character development. They look forward to continuing to support programs that inspire curiosity, resilience and a lifelong love of learning.

Katrina Gantes

Katrina Gantes and her husband, Allan, joined the St. Mary’s community in 2023 and are the parents of two students, Linda Brynn in Early Kindergarten and Allan in Early Preschool. From their earliest days at St. Mary’s, Katrina and Allan have seen firsthand the school’s commitment to its mission of helping children grow into courageous, caring, global citizens through meaningful learning experiences. They are grateful for the positive environment, warm families and dedicated faculty and staff who make St. Mary’s such a special place.

Professionally, Katrina has 20 years of experience in financial services and currently focuses on business management and change strategy at PIMCO, a global asset manager headquartered in Newport Beach. Previously, Katrina held senior human resources roles at PIMCO and began her career in New York in institutional markets at Bank of America Merrill Lynch. Through her professional experience, Katrina has come to appreciate how the skills emphasized in an IB and design-thinking education are critical for students to be ready to make a positive impact on the world. Katrina is honored to contribute her experience through board service and looks forward to partnering with fellow trustees in support of St. Mary’s vision. Outside of work and school life, Katrina most loves spending time with her family, baking cookies, visiting her hometown in Connecticut and reading a good book.

With Gratitude: As we look ahead, we extend our sincere thanks to Ali Santore, who concludes her service on the Board after three years of dedicated leadership. During her tenure Ali served as Chair of the Community Life Committee and contributed her time and expertise across several key areas, including Development, Strategic Planning, Governance and Audit & Risk Management.

Ali’s thoughtful leadership and deep commitment to strengthening our community have made a meaningful and lasting impact on St. Mary’s. We are grateful for her service and the many ways she has supported the growth and spirit of our school.

GUIDING THE FUTURE

Of St. Mary’s

Honoring Service And Welcoming New Trustees

Ramin Baschshi Hussain

Ramin Baschshi Hussain, MD, is a leader in pediatric healthcare and nonprofit management. She currently serves as Vice President of Restorative Care & Community Support Services at Rady Children’s Health of Orange County (formerly CHOC), a role she assumed following the integration of Unlimited Possibilities (UP) into the health system in 2025. As President and CEO of UP from 2018 to 2025, she led significant growth—expanding services, doubling capacity and opening a state-of-the-art pediatric therapy center—while successfully guiding the organization through its transition into a larger health network.

Ramin’s commitment to community impact extends beyond her professional work. She serves on the Board of the First 5 Children and Families Commission of Orange County, where she previously held the role of Board Chair, and is a Board Member at Westcliff University. Her leadership has been recognized by the Orange County Business Journal and the Women CEO Leaders program.

At the heart of Ramin’s work is her family. She and her husband, Khalid, are proud parents of three St. Mary’s students—Leone (Grade 8), Simone (Grade 5) and Soleil (Grade 2). Their connection to St. Mary’s began with a visit for their oldest child and quickly became a full-family decision. They were drawn to the school’s strong sense of community and its commitment to developing the whole child.

Since joining St. Mary’s, the Hussain family has felt deeply welcomed and supported. Their student and family experience has been nothing short of exceptional. They have felt embraced as true partners in the community, and they have witnessed the profound and lasting impact the dedicated educators and staff have made on each of their children, academically and personally. St. Mary’s mission of academic excellence, faith and the development of globally minded, service-oriented young people mirrors the values the Hussain family works every day to instill at home, making it not just a school, but a true community and shared partnership.

A.G. Spanos

The Spanos family is incredibly grateful to be part of the St. Mary’s community. Their three boys—Dean (Grade 5), Leo (Grade 3) and Theo (Grade 1)—are thriving at the school, while their youngest, Niko (2), is already eager to follow in their footsteps. St. Mary’s has become a special place for their family, and they have enjoyed getting involved in many ways, from supporting school initiatives to contributing to campus planning efforts. Mrs. Spanos is especially passionate about volunteering and helping wherever needed. Professionally, Mr. Spanos serves in a leadership role with the Los Angeles Chargers and remains active in community and philanthropic efforts across Southern California. He is honored to serve on the Board of Trustees and support the continued growth and mission of St. Mary’s.

ADVANCING EXCELLENCE In Teaching & Learning

St. Mary’s commitment to academic excellence is rooted in our mission: to develop students who think deeply, act with purpose and engage meaningfully with the world around them. This year we made intentional, mission-driven investments in teaching, learning and the overall student experience—strengthening our academic program while preparing students for a rapidly changing and increasingly complex world.

Learning Environments That Inspire

One of the most visible expressions of this commitment is the opening of the Sillers Center. Now home to our EEP through Kindergarten students, this purpose-built space reflects our belief that learning begins with curiosity and wonder. Bright classrooms, play-based learning environments and dedicated tinkering spaces invite our youngest learners to explore, create and discover.

Beyond early childhood the entire school benefits from our Design Center—a dynamic hub where art, technology, science and design intersect. Used across all grade levels, this shared space encourages interdisciplinary thinking, innovation and hands-on problemsolving, helping students connect ideas and apply their learning in meaningful ways.

Strengthening The Middle School Experience

In Middle School we took important steps to deepen learning and better support student growth. A redesigned daily schedule now includes longer instructional blocks, giving students more time to engage thoughtfully with material, collaborate with peers and develop critical thinking skills.

We increased core academic time with Language & Literature and Math now meeting five days per week. At the same time extended blocks in Science, Individuals & Societies, Arts and Design allow for more experiential, project-based learning—ensuring students not only understand concepts but can apply them in real-world contexts.

by Lauren Sterner Dean of Academics

An Update From The Dean Of Academics

Innovating Curriculum And Programs

Our commitment to continuous improvement is reflected in several key curriculum initiatives. We introduced a new, research-based math program strengthening consistency, rigor and foundational skill development across all grades.

To further support families, we hosted our first-ever Math Night, creating opportunities for parents to better understand how math is taught today and how they can support their children’s learning at home.

Creativity and innovation remain central to the St. Mary’s experience. This year we fully integrated Design units across every grade level from EEP through Grade 8, reinforcing collaboration, creative thinking and real-world application. In Grade 5, students participated in a new LEGO Robotics Day where teamwork and engineering skills came to life through hands-on, joyful learning experiences.

Investing In Our Educators

At the heart of every strong academic program are exceptional teachers. We doubled our Professional Development budget, reaffirming our belief investing in educators directly benefits our students.

Faculty engaged in a wide range of targeted professional learning opportunities both locally and globally. Through international travel and collaboration, our teachers continue to bring innovative practices, fresh perspectives and broader global awareness back to our classrooms—enriching the learning experience for every student.

St. Mary’s academic excellence is not static—it is dynamic, evolving and deeply connected to our mission. By investing in our programs, our spaces and our people, we are ensuring our students are not only well-prepared for the next stage of their education, but equipped with the curiosity, confidence and capability to thrive in an ever-changing world.

INVESTING IN OUR EDUCATORS, EXPANDING OUR WORLD

Global Learning Through Faculty Professional Development

by Joceyln Williams Middle School Science Teacher

A Transformative Experience in Inquiry-Based Learning

Attending the Kaleidoscope of Inquiry Conference in Hong Kong was one of the most transformative professional development experiences of my career. Engaging with educators from around the world, observing innovative practices and reflecting on my own teaching has had a lasting impact on how I approach learning in the classroom.

A central focus of the conference was empowering students to take ownership of their learning through curiosity, questioning and critical thinking. I explored strategies such as visible thinking routines, structured reflection and inquiry-driven lessons built around open-ended questions and real-world connections.

“I’ve shifted from delivering instruction to creating opportunities for students to ask their own questions and lead their learning.”

Since returning I have intentionally redesigned lessons to include more open-ended entry points. Rather than beginning with direct instruction, I now use images, scenarios or problems to spark curiosity and discussion, allowing students to generate their own questions and pursue meaningful lines of inquiry.

I have also increased opportunities for reflection and collaboration, helping students think more deeply about both their learning process and outcomes.

Ultimately, this experience has already begun transforming my classroom into a more dynamic, student-centered environment—and I am excited to continue building on these practices.

St. Mary’s believes exceptional teaching begins with continuous learning. Our commitment to developing students with world-size hearts and world-class minds starts with investing deeply in the growth of our faculty.

Professional development is not an add-on—it is a priority By providing meaningful opportunities for our educators to learn, collaborate and explore new ideas, we ensure our classrooms remain dynamic, innovative and aligned with best practices in education. This year that commitment extended across the globe. Two of our faculty members traveled to Hong Kong to participate in the Kaleidoscope of Inquiry Conference, engaging with educators from around the world and exploring what student-centered, inquirydriven learning looks like in action.

Experiences like these do more than enhance instruction—they expand perspective. By stepping into global learning communities, our teachers return with fresh ideas, renewed energy and a deeper understanding of how to prepare students for an interconnected world.

HONG KONG

by Jamie Chou Kindergarten Teacher

A Kaleidoscope of Inquiry: A Lower School Perspective

Last November Mrs. Williams and I had the incredible opportunity to represent the only U.S. attendees at the Kaleidoscope of Inquiry Conference at Hong Kong Academy, an International IB school. Surrounded by educators from around the world, we explored what meaningful, student-centered learning looks like in action—and yes, it was both an honor and a little surreal.

Throughout the conference I learned from leading voices in inquiry-based learning, including Mark Church, Kath Murdoch, Trevor Mackenzie and Alice Jungclaus. While each speaker brought a different perspective, one idea stood out: inquiry isn’t a program or a checklist—it’s a mindset that shapes how we plan, teach and respond to students in real time.

“Inquiry isn’t a program or a checklist— it’s a mindset that shapes how we respond to students in real time.”

Back in the classroom, even small shifts have made a big impact. Using thinking routines like “I notice…” and “I wonder…” has helped more students share their ideas and feel confident in their thinking. Giving learning more time to unfold and following student curiosity—even when it takes us in unexpected directions—has led to some of the most meaningful conversations in our classroom.

One strategy that has transformed engagement is the “question pencil.” It sounds simple, but the impact has been huge. We went from about 15 inquiry questions per unit to more than 35. Students are more confident, more curious and much more willing to take risks in their thinking. (I may need a bigger bulletin board.)

I’ve become more intentional about incorporating movement and creating space for all students to feel seen and heard—especially in a classroom with many multilingual learners. Slowing down, checking for understanding and allowing students to express their thinking in different ways has created a more inclusive and supportive learning environment.

Outside of the conference, the experience was just as impactful. Hong Kong’s blend of cultures was inspiring—it truly felt like a global community. In true “practice what you preach” fashion, I leaned into being a risk-taker: trying local foods, connecting with people and immersing myself in daily life. One highlight was selecting fresh seafood straight from a fishing boat and bringing it to a restaurant to be prepared Cantonese-style—definitely not your average dinner experience, but one I won’t forget.

Watching children from different cultures interact so naturally was a powerful reminder of what an international community looks like—and the kind of world we are preparing our students to engage with.

Connecting with educators across the world reinforced something simple but important: while classrooms may look different, our goal is the same—to help students become lifelong learners who continue to ask questions and seek understanding.

I am grateful for the opportunity to represent St. Mary’s and to bring these experiences back to my classroom.

P.S. If you go to Hong Kong and just happen to bring back too many pineapple buns and egg tarts, you know where to find me.

by Tim Dennis P.E. Teacher

FROM CLASSROOM TO CONFERENCE

This spring I had the opportunity to present at the California Association for Health, Physical Education, Recreation and Dance (CAHPERD) State Conference in Oakland—an experience both professionally rewarding and personally meaningful.

After 29 years at St. Mary’s and more than three decades in education, I set a goal to step outside my comfort zone and present to my peers. The idea began two years ago during a conversation at a conference when I shared an interest in expanding beyond traditional dance units to include elements of stage fighting—taught creatively using pool noodles. The response I received was simple: “Do it.” That encouragement stayed with me.

What followed was a period of planning, refining ideas and ultimately submitting a proposal. When I learned in August my session had been accepted, the idea became a commitment.

Standing in front of a room of fellow educators was both energizing and humbling. While there were initial nerves, they quickly gave way to something familiar—the same principles that guide my teaching every day: connecting with an audience, encouraging participation and sharing ideas with purpose. The difference, of course, was my audience was made up of peers.

The response to the session was incredibly encouraging. Participants were engaged and open to trying something new, reinforcing in me the value of creativity and innovation in physical education—even when it starts with something as simple as a pool noodle.

Beyond presenting, the conference offered valuable opportunities for professional growth. I returned with new strategies for classroom management, fresh ideas for large-group activities and additional tools to support students with social-emotional and sensory needs. Just as meaningful was the opportunity to connect with other educators who share a commitment to continually improving their practice.

Experiences like this are made possible through the support of our Board and Leadership team. Their investment in professional development allows us not only to learn, but also to contribute, take risks and grow as educators. Those opportunities ultimately benefit every student we serve.

I am grateful for the support that made this experience possible. It was a powerful reminder of the importance of setting goals, embracing new challenges and sharing our work beyond the classroom.

HONORING

CATHY SMITH

Celebrating 29 Years Of Joy & Dedication

by Blair Macdonald Yearbook Advisor

After 29 remarkable years at St. Mary’s School, Cathy Smith is retiring, leaving a legacy of love, laughter and lasting impact on generations of students, families and colleagues.

Cathy began in 1997 as a Grade 1 teacher before moving to Kindergarten in 2000 where she became a cornerstone of the program. Since 2020 she has served as Early Kindergarten lead teacher, continuing to nurture the school’s youngest learners with warmth and enthusiasm. Her contributions have extended well beyond the classroom. Cathy served as interim pastor in 2010–2011 and founded the Charter Breakfast tradition, now a cherished celebration of longtime Falcon students. As Responsive Classroom Coordinator, she helped shape a culture rooted in respect, and her festive spirit inspired the beloved Christmas Sweater tradition—now honored through an award bearing her name. Even in her final year, Cathy has remained deeply involved, assisting with chapel, leading EK LEGO Robotics, mentoring students and welcoming new families.

Reflecting on her time at St. Mary’s, Cathy shares, “I am the most blessed person. My students have inspired me, challenged me and helped me learn new skills.” Inspired to teach by her husband’s encouragement, she went on to build a career centered on her love for children.

“I am all about the kids,” she says.

Among her favorite memories are student hugs, special trips, Kindergarten Nativity programs and watching her own sons graduate from St. Mary’s. She treasures most the relationships she has built and the joy of watching her students grow.

In retirement Cathy looks forward to time with her grandchildren, traveling and finishing children’s stories she hopes to publish. Her advice to students: “Always believe in yourself. Do your best. Lead with kindness. Find your joy.”

Thank you, Cathy Smith, for 29 unforgettable years. Your legacy will continue to inspire the St. Mary’s community for generations to come.

Our exceptional educators shape not only what students learn, but how they think. Few embody this more fully than Middle School Mandarin teacher Myoung Hwa Kim (Ms. Kim), whose passion for language, culture and inquiry continues to transform the student experience.

Now in her fifth year at St. Mary’s, Ms. Kim brings more than two decades of teaching experience and a lifelong dedication to language education. Her work recently reached an exciting milestone with the publication of her latest book, Discovering Mandarin—her 11th textbook and her first developed specifically for American students.

Designed for the IB Middle Years Programme (MYP), Discovering Mandarin reflects Ms. Kim’s belief that language learning should be both structured and meaningful. While students build foundational skills step by step—learning sounds, words and sentence structures —they are also encouraged to think critically, ask questions and explore deeper cultural perspectives.

Her approach bridges a gap she identified in IB education: the need for resources that support both strong language acquisition and inquiry-based learning. Through years of classroom practice and refinement, she developed a curriculum that does both—now fully integrated into her teaching at St. Mary’s.

Students benefit in unique ways from learning directly from the author of their textbook. Ms. Kim’s deep understanding of each lesson’s purpose allows her to bring clarity and intention to instruction, helping students engage more meaningfully with the material. The program incorporates modern tools, including QR codes for listening and writing practice along with companion workbooks and visual supports to enhance learning both in and out of the classroom.

Beyond language skills Ms. Kim’s teaching invites students to explore the world. Through accessible Mandarin they encounter global perspectives and cultural insights, making learning both engaging and relevant.

Her work has strengthened the Mandarin program at St. Mary’s bringing greater consistency, alignment with IB standards and a sustainable foundation for future growth.

Ms. Kim is quick to recognize this accomplishment was not achieved alone. She expresses deep gratitude to her colleagues and school leaders—including Mr. Patterson, Mr. Mittelsteadt, Mr. Valdez, Mrs. Brauner, Ms. Auckland and the Middle School faculty—whose encouragement, feedback and support helped bring Discovering Mandarin to life (available for purchase on Amazon).

INSPIRING LANGUAGE, CULTURE & CURIOSITY

Celebrating Myoung Hwa Kim, Middle School Mandarin Teacher

For Ms. Kim the most meaningful part of this journey has been the community itself. “Everyone celebrated it as if it were their own success,” she reflects. “It made me realize how deeply grateful I am to be part of such a supportive and loving community.”

Through her dedication, innovation and heart, Myoung Hwa Kim continues to enrich the academic experience at St. Mary’s— empowering students to think deeply, communicate confidently and engage with the world in meaningful ways.

by Jen Staudenbaur Executive Director of Advancement

THE PATH TO ST. MARY’S

Choosing a school is one of the most important decisions a family can make. It is about finding a place where your child is known and supported and where your family feels aligned, connected and at home. Our families arrive in different ways. Sometimes it is a relocation. Sometimes it is a recommendation. Sometimes it begins with a feeling something is not quite right. What they often share is what happens next. A sense of connection, clarity and confidence in what their child’s experience can be. Recently, I had the chance to connect with several families about their journey here. Each story is different, but together they reflect what makes this community so special.

A New Beginning

A family relocating from Los Angeles in search of connection and community.

When the McCullough family began their school search in Los Angeles in 2019, the process was extensive. Consultants, campus tours and weekend programs filled their schedule as they worked to find the right long-term fit. Then COVID hit, and everything paused. By late 2020 their plans shifted south. As they considered a move to Orange County, finding the right school became the priority. As we have often heard, “We found St. Mary’s before we found our home.”

At first St. Mary’s stood out for a few practical reasons: a strong academic foundation through the International Baccalaureate, the ability for their children to grow within one school from age two through Grade 8 and the sense of continuity that really matters during those formative years. But what ultimately set it apart was something less tangible. Alisha McCullough remembers an early call with the admissions team while driving to look at houses. After years of structured tours and interviews, it was the first conversation that felt different. The focus was not on process or outcomes. It was on people, on the character of the students, the relationships on campus and the kind of community their children would be part of.

Six years and three children later, that early instinct has deepened. St. Mary’s has shaped not only their children’s growth, but their family’s experience. It is where they built their community and continue to feel a strong sense of belonging.

The Right Fit

A family who made the transition from public school in search of more for their son.

For the Carroll family the decision to explore a new school began with a growing sense that something was missing. Their son had thrived in a Spanish immersion program, something that mattered deeply to the family given Alexandra Carroll’s Ecuadorian background and her commitment to raising him bilingual. But as he moved into middle school, there was a shift. He was doing well, but he was ready for more. The environment felt larger and less personal, and the level of challenge was not always there. He even expressed it himself. He wanted to feel more engaged and more challenged. He was ready for a fresh start.

After a conversation with Mr. Patterson, who walked them through both public and private school experiences and introduced the IB program, the path forward became clearer. Their son completed a shadow day and immediately felt it too. He joined mid-year during Intersession, met friends quickly and stepped into the community with ease.

Since then the difference has been clear. He comes home more grounded, more positive and more connected to what he is learning. For his parents the takeaway is simple. Trust your instincts and advocate for your child. The right environment can make all the difference.

Worth the Drive

A Newport Beach family who found the right balance and now shares St. Mary’s with others.

Living in Newport Beach the Fenstermacher family approached the school search with intention. They evaluated every private school in the area, visiting campuses, asking questions and carefully weighing their options. Throughout that process one name kept coming up: St. Mary’s.

At first it did not quite make sense. With strong options closer to home, they kept asking the same question many Newport families do. Why are people making the drive? After hearing it enough times, they decided to see it for themselves. That visit changed everything.

From the moment they stepped on campus, they felt the difference. Students were confident, kind and welcoming. Hearing about the Portrait of a Graduate in the information session brought immediate clarity. If that was the outcome, then St. Mary’s was the school they wanted for their daughters.

Their oldest daughter was accepted to each of the schools they applied to. Each offered something strong. But what they found at St. Mary’s was a balance that felt harder to replicate. With two girls who learn and engage differently, they were not looking for a one-size-fits-all environment. They were looking for a school that could meet each of them where they are. They saw that in the classrooms, in the way students learn and in the culture of the school, strong academics, character development and a sense of purpose all working together in a way that felt natural and complete.

Today their girls are challenged and supported, and their family has found a strong sense of connection. What began as a recommendation they once questioned is now something they share with confidence.

Where Learning Comes Together

A family who found the right balance of academics, empathy and real-world thinking.

For the Zeigler family, the search started with academics. But when Kelly and Aaron Zeigler stepped onto St. Mary’s campus, something shifted.

With her background in corporate strategy at Pearson and teaching design thinking at Stanford University, Kelly spends her days thinking about how students are prepared for what comes next. What she saw at St. Mary’s felt different—not just one strong program, but everything working together. The IB framework builds deep, multi-perspective thinking. Design thinking gives students a way to apply it. The Episcopal foundation grounds it in values and purpose. At the center of it is empathy, not as a concept, but as something students practice every day.

She has seen this come to life most clearly in her daughter, Zoe. Math, once very straightforward, has become more flexible. Zoe now looks for different ways to solve problems, seeks new ways to understand and is willing to try, fail and try again— because she is in an environment where it is safe to take risks and grow. Even Zoe’s grandparents have become part of the life of the school, building their own relationships along the way.

For Kelly the impact is simple: she sees her daughter growing into someone who is thoughtful, confident and prepared for what lies ahead.

Each family’s path to St. Mary’s is different, but what they find here is the same. Children feel known. Families feel connected. There is a shared sense of growth, both in and out of the classroom.

These experiences continue to shape our community—each new family adding to something built over time. It is that balance of new energy and shared values that makes St. Mary’s such a special place.

THE PATH TO ST. MARY’S

by Abeni Bias Director of Enrollment Management

AN INTENTIONAL ADMISSION PROCESS

A Process Built Around People

As the Director of Enrollment Management, one of my greatest privileges is welcoming new families into a community that you—our current families—have helped build. Each year the admission season is a reminder of what makes St. Mary’s so special, so I wanted to take a moment to pull back the curtain and share how our process works.

At its core our approach is simple: we look at individuals, not just applications. Every family that walks through our doors is met with intention. We want to understand what makes a child curious, what challenges them and how they will contribute to the community your children are already part of.

How We Find the Right Fit

Our process is built around three pillars—discovery, connection and partnership. Prospective families begin with information sessions and campus tours, move into Shadow Days and family interviews and ultimately work closely with our team to share a full picture of their child. It is a relational process by design because the best decisions are made when families and schools truly know each other. Once applications are complete, our Admissions Committee—composed of administrators and faculty—reviews each file holistically. Teacher recommendations, school records and personal interactions all inform our thinking. We are not simply filling seats. We are carefully and thoughtfully building the future of this community alongside you.

You Are Our Greatest Asset

Here is what I most want our current families to know: you are our most powerful voice.

When a neighbor asks where your child goes to school, when a colleague mentions they are searching, when a friend is looking for something more for their child—that conversation matters more than any advertisement we could run. The families who find St. Mary’s through a trusted recommendation arrive already believing in what we do. That trust is something we never take for granted. If you know a family who would be a wonderful addition to our community, please encourage them to connect with us. An introduction, a kind word or simply sharing your own St. Mary’s story can be the reason a child finds their place here.

Key Dates For the Fall Season

• First information session: Thursday, October 22, at 11 AM

• Application & financial aid deadline: Monday, January 4

• Decision notifications: Early March

We are grateful for the community you help us sustain—and excited for the families who will soon discover what you already know.

Falcon Theatre Company’s

by Rob Warren Director of the Arts

This spring the Falcon Theatre Company brought Roald Dahl’s Matilda JR. to life in a production that was as heartfelt as it was inspiring. Audiences were reminded why this story has endured for generations—it speaks to something deeply human: the quiet power of courage, kindness and standing up for what is right, even when the odds feel impossibly stacked against you.

Over the course of the production, our students embodied these themes with remarkable authenticity. Matilda JR. is a story about voice—about young people discovering their ability to think independently, challenge injustice and create change. In many ways this message resonated far beyond the stage. Our students did not just perform this story—they lived it through their process demonstrating resilience, empathy and a willingness to take creative risks.

At its core this production was a celebration of creativity in action. Creativity is not limited to performance; it is the ability to imagine, problem solve, collaborate and bring ideas to life. Throughout rehearsals and performances, students engaged deeply in this process—making artistic choices, adapting to challenges and working together to shape a cohesive and dynamic piece of theatre. These are the very skills that extend beyond the stage and into every aspect of their learning and future lives.

The strength of this production lay in its sense of community. Theatre is inherently collaborative, and Matilda JR. was no exception. Our Grade 3-8 students committed themselves to the process with extraordinary focus and dedication. From early rehearsals to final performances, they supported one another, refined their work and grew both as performers and as individuals.

Equally important were the contributions of our student designers and technicians, whose work behind the scenes brought the world of Matilda to life. Through set construction, props, costumes, lighting and sound, these students transformed ideas into tangible elements that shaped the audience’s experience. Their work is a powerful reminder storytelling extends beyond performance—it is built, crafted, engineered and imagined through many hands and perspectives.

What stands out most, however, is the growth we witnessed in our students. They learned to collaborate, to lead, to listen and to trust both themselves and one another. They faced challenges with determination and embraced the creative process with openness and curiosity. In doing so they reflected the very journey of Matilda herself: discovering their voices, trusting their instincts and realizing their potential.

This production reinforces a broader truth about the role of the arts in education. Creativity is not an “extra”—it is essential. It teaches students how to think, not what to think. It gives them the tools to express who they are, to connect with others and to imagine new possibilities. In a rapidly changing world, these capacities—creativity, collaboration, adaptability and empathy— are more important than ever.

To our cast and crew: you brought this story to life with imagination, humor and sincerity. You reminded us brilliance comes in many forms and when young people are given the opportunity to create and collaborate, they are capable of extraordinary things.

As the curtain closed on Matilda JR., what remains is not just the memory of a performance, but the lasting impact of the process. The confidence built, the friendships formed, the risks taken and the voices discovered will continue to shape these students long after the final bow. This is the power of theatre. This is the power of creativity.

ARTISTIC TEAM

BACKSTAGE CREW

CAST

SPECIALSECTION:2026-2030 STRATEGICPLAN

ST. MARY’S SCHOOL STRATEGIC PLAN2026—2030

Background & Purpose

St. Mary’s has served Orange County for more than half a century, the final—and what Father Sillers considered the crown jewel—of the several Episcopal schools he founded. What began as a small parish school has grown into a vibrant Early Preschool – Grade 8 community known for its warm culture, global outlook and commitment to nurturing both the hearts and minds of its students.

In recent years, St. Mary’s has embraced forward-leaning practices—including the IB framework, global competencies and human-centered problem-solving (often associated with design thinking)—positioning the school to model what excellent education can be. With the opening of its new Design Center and continued investment in innovative teaching, St. Mary’s is poised to clarify and strengthen the educational model that sets it apart. This strategic planning process comes at a pivotal moment. Families increasingly seek programs that prepare children for a rapidly changing world, and community input has revealed a desire for greater clarity around identity, academic philosophy and how St. Mary’s will distinguish itself among regional peers while learning from national innovators. The insights in this plan reflect perspectives gathered from faculty and staff, families, students, trustees and the Strategic Planning Committee, supported by regional and national research. Together, these strategic priorities chart a focused path forward—one that unifies the community, elevates program excellence and prepares students not only to understand the world, but to care about it and contribute to it meaningfully.

With Gratitude To The Steering Committee

Jake Blazona | Alumni

Madlen Brauner | Faculty and Parent

Morgan Brown | Parent

Matt Clifford | Trustee and Parent

Kevin DeAllen | Trustee and Parent

Trent Jones | Staff

Liz Kraninger | Trustee and Parent

Henry Lee | Parent

Kate Levering | Parent

Dustin Mittelsteadt | Staff and Parent

Gordon McNeill | Trustee and Parent

Doug Patterson | Head of School

Ali Santore | Trustee and Parent

Jen Staudenbaur | Staff and Parent

Lauren Sterner | Staff and Parent

Sally Vandermolen | Parent

Heather Wilkins | Staff and Parent

Kelly Garrett Zeigler | Trustee and Parent

Mission: World-Sized Hearts. World-Class Minds.

Vision:

We envision a generation of globally-minded leaders who are grounded in purpose and inspired to design solutions for the world.

Values:

Our Values are the essence of our community —the principles upon which we make our daily decisions.

Stay Curious

At St. Mary’s, curiosity is our spark. It’s why we ask big questions, seek deeper understanding and design new possibilities for our shared future.

Be Kind

Compassion guides how we treat one another. By practicing empathy and care, we create a community where every person feels known, valued and respected.

Seek to Understand

Listening with openness helps us see through others’ eyes and recognize how every person’s story, shaped by culture, faith and experience, expands our understanding of the world.

Own Your Actions

We are each responsible for the mark we leave. At St. Mary’s, we care for ourselves and one another, learning from experience and intentionally choosing how we move forward.

Share Your Gifts

Each of us has creativity and purpose to offer. By sharing our ideas and talents generously, we contribute to something greater than ourselves.

SPECIALSECTION:2026-2030 STRATEGICPLAN

5 STRATEGIC COMMITMENTS

The strategic commitments below define how St. Mary’s lives its values through academic and co-curricular programs. Each commitment reflects a deliberate choice: to pursue excellence through inquiry, empathy, perspective, responsibility and purpose to shape tomorrow’s thinkers and leaders.

2

1

We commit to:

Inquiry as the engine of excellence.

We commit to advancing our Early EducationGrade 8 leadership in rigorous, inquiry-driven scholarship where staying curious is the foundation of intellectual mastery and the hallmark of a community that learns and grows together. We will focus on the following strategic priorities:

• Develop a clear, living playbook that guides educators (at St. Mary’s and beyond) to design student-led, hands-on, collaborative learning inspired by our unique educational model.

• Reimagine how we measure and understand what students learn, so St. Mary’s graduates enter high school with unmatched preparation.

• Build a reputation as a center of teaching excellence by investing in faculty first and providing ongoing professional learning that expands their ability to use emerging tools and approaches (including AI) with confidence, creativity and care.

• Tell the St. Mary’s story with clarity and conviction so that our community shares one powerful narrative of who we are, what we stand for and the impact our graduates make in the world .

We commit to:

Empathy as the measure of relevant work.

We commit to an educational approach where empathy and kindness strengthen both the depth and relevance of every academic endeavor and the relationships that define our school community. We will focus on the following strategic priorities:

• Integrate service into everyday learning, so students turn compassion into action and experience making a meaningful difference.

• Deepen a culture where empathy is practiced daily, led by students and faculty, so that care and a shared sense of belonging strengthen the St. Mary’s community.

3

We commit to:

The pursuit of truth through the dialogue of many ideas.

We commit to a curriculum where exploring ideas through the lenses of culture, faith and experience defines rigor and deepens our collective understanding of knowledge and truth. We will focus on the following strategic priorities:

• Implement consistent social-emotional learning practices that equip students with the skills and knowledge to engage meaningfully across differences.

• Provide ongoing training for faculty to model and teach cultural competence, so that classrooms reflect awareness, inclusion and respect for learners of all different backgrounds and faiths.

• Reimagine parent education as a first-hand learning experience, giving families the opportunity to engage in the same reflective, inquiry-based practices that shape their children’s education.

4

We commit to:

Integrity shaped through personal reflection.

We commit to a philosophy of learning where responsibility, integrity and faith identity anchor the pursuit of knowledge and well-being. We will focus on the following strategic priorities:

• Design learning experiences that empower students to use emerging technologies (including AI) with integrity and purpose, so that they take responsibility for their learning and well-being in a digital world.

• Provide professional development that empowers educators to foster an environment where well-being, mental health, self-awareness, emotional intelligence and faith identity are actively cultivated as integral parts of learning.

• Elevate sports and wellness facilities to align with the quality of other campus spaces, supporting physical development, collaboration and stewardship.

5

We commit to:

Creativity in service of the greater good.

We commit to a school culture where creativity is channeled into purposeful action, inspiring every member of our community to use their gifts in service of something greater than themselves. We will focus on the following strategic priorities:

• Expand student creativity across all disciplines by enhancing the facilities and programs that carry artistic learning beyond the classroom.

• Build partnerships with families, alumni and community organizations, so that students have meaningful opportunities to practice leadership, citizenship and service in the broader world.

BENEATH THE SURFACE

The Executive Skills Shaping How Children Learn & Relate

by Kari Sylvester School Counselor

There’s a quiet set of skills developing beneath the surface of every child’s lived experiences—skills that shape how they start their homework, respond to frustration, manage friendships and navigate the growing demands of school life. We often notice these moments behaviorally: the student who forgets materials, the child who melts down when plans change or the one who seems capable but struggles to begin. What we are seeing in many cases is executive functioning in action.

Executive functioning refers to a set of cognitive processes that help us plan, organize, initiate, sustain attention, regulate emotions and adapt to changing situations. These skills are described as the brain’s “management system”—the internal conductor that coordinates thoughts, actions and emotions in service of a goal. Like language, executive functioning is something children are biologically prepared to develop: at birth, the brain contains the foundational neural architecture for these skills, but they emerge gradually over time through experience, guidance and practice. Importantly, executive functioning is not a fixed trait or a measure of intelligence. It is developmental, experience-dependent and highly sensitive to stress, environment and relationships.

For our students at St. Mary’s, executive functioning is still very much under construction. The prefrontal cortex—the region of the brain most closely associated with harnessing these skills—continues to develop well into early adulthood. This means what can sometimes look like defiance, carelessness or lack of motivation is often better understood as a lag in skill development. When we shift from a lens of “won’t” to “can’t yet,” we open the door to more effective and compassionate support.

Executive functioning plays a central role in emotion regulation. Skills like inhibitory control, cognitive flexibility and working memory allow children to pause before reacting, consider alternative perspectives and hold onto coping strategies in moments of distress. Without these capacities emotions can feel immediate and overwhelming, which may lead to impulsive reactions, difficulty recovering from setbacks or challenges tolerating frustration. When a child “overreacts,” it is often less about the size of the emotion and more about the availability of the internal tools needed to manage it.

These same skills are deeply tied to academic performance. Task initiation helps students get started without excessive prompting. Sustained attention allows them to persist through challenging or less-preferred work. Organization and planning enable them to break down assignments, manage materials and meet deadlines. Working memory supports following multistep directions and integrating new information with what they already know. When executive functioning is taxed, even bright and motivated students can appear inconsistent—capable one day and overwhelmed the next. Equally important, executive functioning shapes how children show up in relationships. Cognitive flexibility allows for perspective-taking and problem-solving during peer conflict. Emotional control supports repair after misunderstandings. Self-monitoring helps children notice how their words and behaviors impact others. In many ways executive functioning underpins social competence—not because children lack empathy or kindness, but because they may struggle to access those capacities in real time when emotions run high.

One of the most important insights from the research is that executive functioning thrives in supportive environments. Stress has a profound impact. When a child is overwhelmed—whether by academic pressure, social dynamics or internal expectations—the brain shifts resources away from higher-order thinking and toward survival-based responding. In these moments asking a child to “try harder” is unlikely to be effective. What helps instead is reducing load, increasing structure and co-regulating before expecting independence.

At school and at home, there are practical ways to strengthen executive functioning over time. External structure can stand in for internal skills while they are still developing: visual schedules, checklists and consistent routines reduce the cognitive burden of planning and organization. Breaking tasks into smaller, manageable steps supports initiation and follow-through. Modeling language such as “Let’s figure out the first step together” or “What’s our plan if this gets tricky?” helps children internalize problem-solving processes.

Equally important is the relational context in which these skills are built. Children develop executive functioning not in isolation, but through repeated experiences of being guided, supported and gradually given more responsibility. This is the essence of scaffolding—meeting a child where they are and then slowly transferring the load as their capacity grows.

Ultimately, executive functioning is less about perfection and more about progress. It is built through practice, supported struggle and opportunities to recover from mistakes. When we view these moments not as failures but as part of the developmental process, we begin to foster not only stronger skills but greater confidence and resilience. In our community this shift in perspective matters. It invites us to see children not simply as students completing tasks but as developing learners building the internal architecture that will support them far beyond the classroom.

by Shelly Harmon Head of Early Education

GROWING TOGETHER

The EEP Parent Book Club Experience

by Melissa Mamola School Counselor

This spring our Early Education Program community came together in a meaningful way through a parent book club centered on The Whole-Brain Child by Daniel J. Siegel and Tina Payne Bryson. Led by Shelly Harmon and Melissa Mamola, the book club created a welcoming space for families to learn, reflect and connect around the shared goal of supporting children’s emotional and developmental growth.

Understanding the “Why” Behind Behavior

Throughout the sessions participants explored how a child’s brain develops and how this impacts behavior, emotions and decisionmaking. One of the most powerful takeaways was the understanding that children’s reactions are often rooted in brain development rather than intentional misbehavior. This shift in perspective encourages a more empathetic and patient approach during challenging moments.

Ms. Harmon and Ms. Mamola guided conversations around key strategies from the book, such as “connect and redirect” and “name it to tame it,” offering practical tools that could be immediately applied at home. These strategies emphasize first acknowledging a child’s feelings then guiding them toward problem-solving—strengthening both emotional regulation and parent-child relationships.

Building Connection at Home

Participants shared personal stories, challenges and successes, fostering a strong sense of community and reassurance. Many noted the book club not only provided valuable parenting tools but also helped normalize the ups and downs of raising young children. Knowing others face similar experiences was both comforting and empowering.

Discussions highlighted the importance of connection as the foundation for guidance. By prioritizing relationships, families found children are more receptive, cooperative and confident.

Strengthening

the School-Home Partnership

A key strength of the book club was the collaboration between school and families. With Ms. Harmon’s leadership and Ms. Mamola’s expertise in social-emotional development, participants gained insights that align closely with what children experience both in and out of the classroom.

This shared language and understanding help create consistency between school and home—an essential component in supporting children’s growth. When children receive the same messages of empathy, regulation and connection in both environments, they are better equipped to navigate their world.

Looking Ahead

The success of the parent book club reflects our school’s commitment to partnering with families and supporting the whole child. As we continue to build on these ideas, we look forward to offering more opportunities for families to engage, learn and grow together.

By investing in an understanding of how children’s brains develop, we are not only supporting their present experiences—we are helping shape resilient, compassionate and emotionally healthy individuals for the future, fostering world-sized hearts and world-class minds.

by Tom Spence Head of Lower School

STEPPING INTO CALIFORNIA’S STORY

Grade 4’s Sacramento Adventure

As students move through the older grades at St. Mary’s, they experience incredible educational travel opportunities through Field Studies trips and Middle School Intersession offerings. Catalina, Yosemite, Washington, D.C., Joshua Tree, Boston—and even destinations like London and the Galápagos Islands—are all part of the journey for our Falcons.

But what many people don’t realize is it all starts in Grade 4. Each March in connection with their Where We Are in Place and Time Unit of Inquiry on migration, our Grade 4 Falcons take a deep dive into California history. This includes heading to Sacramento for their first overnight Field Studies trip—and it’s a memorable one. In just two packed days, students and their parents experience an impressive amount of learning, exploration and, yes, a whole lot of fun. What makes this trip special is how naturally it connects to classroom learning. Concepts like government, perspective and how the past shapes the present stop being abstract ideas and start to feel real. Walking through the State Capitol, students see firsthand how decisions are made and begin to understand their role as future citizens in a meaningful way.

From there it’s a deep dive into California’s past. In Old Sacramento students visit places like Sutter’s Fort and the Railroad Museum, gaining insight into life during the Gold Rush and how quickly the region grew and changed. A visit to the California State Indian Museum adds an important layer, helping them better understand the culture and history of California’s Native peoples—an essential part of the story we want them to know well.

And then there’s Placerville—a highlight for every fourth grader. In this historic mining town, students hear stories of the Forty-Niners as they explore an authentic mine shaft, watch a blacksmith at work and try their hand at panning for gold. The experience brings the Gold Rush to life in a way no textbook ever can. You can feel the excitement in those moments—especially when a student crouched over their pan, suddenly looks up and shouts, “Gold!”

Of course as much as this trip is about history, it’s also about growth. For many this is their first overnight experience away from home with classmates. They navigate airports, stay in a hotel, manage their belongings and learn to take care of themselves and one another. Those shared moments—meals, reflection time, laughter at the end of a long day—are just as meaningful as anything on the itinerary. By the time they return, our Grade 4 students have gained a deeper understanding of California’s story. Just as importantly, they’ve grown in confidence and independence. It’s a full, fast-paced experience—one that sets the tone for the many adventures still to come at St. Mary’s.

After 15 years of teaching science at St. Mary’s, I still believe in one simple idea: science is more than a subject—it is a way of thinking and understanding the world around us. As the Science Department Chair and a Biology teacher, I have the opportunity to guide students through this process and help them connect what they learn in class to real life.

At St. Mary’s, our mission calls us to develop curious, thoughtful learners who use their knowledge to make a positive difference. Science plays an essential role in that work.

SCIENCE AS A WAY OF THINKING & DISCOVERY

My own journey with science started long before I became a teacher. I spent the first 30 years of my life in Brazil, surrounded by one of the richest biodiversities of flora and fauna in the world. Growing up in a small village, I was constantly observing nature and asking questions about how things worked. My father was a physician and my mother a chemist, and through them I was exposed early to the beauty and purpose of scientific work. I became interested not just in what science tells us, but in the logic behind it.

I studied biology at a university in Brazil, where my interest continued to grow, especially in research and the environment. One of my projects focused on genetics using fruit flies to study how traits are passed from one generation to the next. Working in the lab taught me the scientific method, careful observation and how to analyze data. It was during this time science became real to me—not just information in a book but a process of discovery.

One of the most meaningful experiences during my studies was meeting my mentor, Professor Jose Lutzenberger, an environmentalist and Alternative Nobel Prize winner in Ecology. He taught me how to observe nature more carefully and how to see the connections between living things. We would walk through gardens and forests identifying plants and discussing how everything interacts. He encouraged me to ask questions and seek my own answers. That experience shaped not only how I learned, but also how I teach. Our science program is designed so students grow step by step each year.

In Grade 6 students study Earth Science where they learn about the systems that shape our planet. They begin to ask questions, observe patterns and think about how the Earth works as an interconnected system.

In Grade 7 students focus on Biology, which is my passion. This is often when students become deeply engaged because they are learning about life itself. They study cells, genetics, ecosystems and evolution—topics that help them understand how living things function and how everything is connected.

In Grade 8 students move into Physical Science where they explore Chemistry and Physics. They learn about matter, energy and forces, and how these ideas explain what happens in the world around them. By the end of Middle School, students have a strong and balanced foundation in science.

Across all Middle School grades, we increase the level of challenge—not only in the content, but in how students explain their thinking. Lab reports become more detailed and more independent each year. Students learn how to organize their ideas, analyze data and support their conclusions with evidence.

An important part of our program is learning outside the classroom. Our Field Studies to Catalina Island and Yosemite National Park are directly connected to what students are learning in class. In Catalina students study marine ecosystems and observe how organisms interact in the ocean.

by Leila Volkmann Middle School Science Teacher

In Yosemite, students explore geology, ecosystems and environmental science in a real-world setting.

Students participate in service learning projects in partnership with the National Park Service, contributing to conservation efforts. Yosemite provides opportunities for interdisciplinary work where students connect science with other subjects as they investigate environmental issues and communicate their findings in meaningful ways.

These connections extend beyond science. Students explore links between language and literature, science and the arts through the study of Ansel Adams’ photography. By analyzing his work, they examine how light, shadow, landscape and ecology can be expressed through art. This helps them understand science and art are not separate fields, but complementary ways of interpreting the natural world.

My teaching is strongly influenced by my own experiences as a student and researcher. I strive to create a classroom where students feel comfortable asking questions, exploring ideas and learning from mistakes. I believe students learn best when they are actively involved, not just memorizing information. I often introduce new concepts through simple language and stories, helping students build confidence before moving into more complex ideas. I connect science to other disciplines such as history, language, math and the arts. When students see these connections, science becomes more meaningful and accessible. I encourage them to express their learning in different ways—through writing, discussion or creative projects—recognizing each student learns differently.

Building relationships with students is an important part of my teaching. I take time to understand their goals and interests, so I can better support their learning. When students feel comfortable, they are more willing to participate, ask questions and take risks in their learning.

Science is not only about facts. It is about developing curiosity, critical thinking and responsibility. As students learn about the environment and human impact, they begin to understand their role in the world.

For me teaching biology is something I truly enjoy. My classroom is a place where students can question, struggle and grow—a place where science becomes a process of discovery and where students begin to see themselves as thinkers and learners.

As a department our goal is to continue building curiosity, confidence and a strong understanding of science. Science is not only about learning information—it is about helping students think critically, ask meaningful questions and make a difference.

At its core science is a process of discovery through investigation and careful collection of evidence. Through this work students design new understanding and develop knowledge that benefits life on Earth and all species that share it.

LEADING FROM WITHIN

Building WorldSized Hearts & World-Class Minds

Every morning before the first bell rings, the most important work of the day has already begun. Alongside Mr. Valdez and often joined by members of our faculty, we stand at morning drop-off welcoming students as they arrive. In those few moments, we have the opportunity to set the tone for a student’s entire day.

A smile. A high-five. A fist bump. A quick check-in.

These simple interactions may seem small, but they carry tremendous weight. They communicate to our students they are seen, valued and known before they ever step into a classroom. For us, that sense of belonging starts right at the curb.

These moments are grounded in a simple but powerful truth: “Let all that you do be done in love.” (1 Corinthians 16:14).

These daily routines are not for show or incidental. They are intentional. They are a reflection of what it means to truly lead from within a community.

As a Middle School principal, I believe leadership does not begin behind a desk or in an office buried with the day’s tasks. It begins within the community. It is built through presence, relationships and a shared commitment to something greater than ourselves. At the heart of our mission, developing world-sized hearts and world-class minds is the understanding that who we are as a community matters just as much as what we accomplish.

Middle School is a uniquely formative time in a young person’s life. Research consistently shows students thrive academically and socially when they feel known, valued and connected. Studies on school climate and relational trust emphasize strong relationships between students and educators are among the most significant predictors of student success. In other words learning is deeply tied to belonging. This belief shapes how I approach leadership each day.

For me leading from within means being fully present not just in big moments but in the everyday rhythms of school life. It means standing at the front gate each morning offering a handshake or a high-five and letting students know they are seen. It means walking the hallways between classes, sitting in classrooms while lessons are being taught and hopping into a baseball or football game at break, not simply to supervise, but to listen, to connect and to understand the pulse of the Middle School experience in real time.

by Dustin Mittelsteadt Head of Middle School

It also means being an active partner with our teachers. Our faculty works tirelessly to create engaging, meaningful classroom experiences, and my role is to support them not from a distance but alongside them. Whether it’s stepping into a classroom, collaborating on ideas or simply being available in the moment, I strive to be a visible and consistent presence. Leadership is not about having all the answers but about building a culture where everyone feels supported in doing their best work.

Culture, after all, is not created in a single event or assembly. It is built day by day, interaction by interaction. It is reflected in how we speak to one another, how we handle challenges and how we celebrate growth. When students see adults modeling respect, care and accountability, they begin to embody those same values.

That is where world-sized hearts take shape.

At the same time our commitment to world-class minds calls us to challenge students to think critically, to engage deeply and to take ownership of their learning. Academic excellence is not separate from a strong community; it is strengthened by it. When students feel safe and supported, they are more willing to take risks, ask questions and push themselves beyond their comfort zones.

Leading from within is not always the easiest path but it is the most meaningful. It requires consistency, visibility and a willingness to be present in both the celebrations and the challenges. It is in these shared experiences trust is built and a true sense of community is formed.

As I reflect on our Middle School, I am continually inspired by the energy, growth and potential I see each day. From the classroom to the court to advisory discussions to everyday hallway interactions, our students are learning what it means to be part of something bigger than themselves.

And that is the goal, to cultivate a community where students not only achieve at a high level, but also develop the character, empathy and resilience that will carry them forward.

Because in the end, leadership is not about where you stand. It is about how you show up.

And the most meaningful leadership happens from within.

by Kendall Dowd I&S Teacher

FROM THE FORUM TO THE FUTURE

St. Mary’s Grade 6 Builds a Legacy

In an interdisciplinary unit between Individuals & Societies and Design, titled “Rome Built a Legacy—What Is Ours?” students bridge the gap between ancient engineering and contemporary innovation. Guided by the idea engineering shapes communities, these young thinkers set out to design public spaces that solve problems and improve quality of life.

Looking Back: The Roman Foundation

Before picking up a single tool, students immerse themselves in Individuals & Societies. They explore how the Romans used architecture to communicate wealth, power and social structure—not just by observing, but by analyzing how spaces functioned in daily life.

From the Forum and Curia Julia, which supported civic participation, to the contrast between domus and insulae, students examine how architecture reflected social realities. They study aqueducts and roads, recognizing how infrastructure fueled expansion and connection. Through this lens, students come to understand public spaces were more than stone and mortar—they were the heartbeat of a community.

Designing the Future: Innovation in the Design Center

With this historical foundation in place, students transition to the Design Center where ideas move from concept to creation. Here, learning becomes hands-on, iterative and deeply collaborative.

In Design class, the focus shifts to scientific and technical innovation. Students develop practical building techniques and program Hummingbird micro:bits to bring their ideas to life. Using the tools of the Design Center—including XTool laser cutters and 3D printers—students move beyond sketches to fabricate precise, functional components for their models.

They explore the principles of contemporary architecture, emphasizing sustainability, organic forms and the integration of the natural world. The Design Center provides the space and resources for students to test ideas, problem-solve and refine their thinking—mirroring real-world design processes.

The Ultimate Challenge: The Summative Project

The unit culminates in a collaborative summative project: designing and building a model of a public-use space—such as a stadium, library, park or marketplace—that blends Roman influence with future-focused innovation.

Students are challenged to incorporate both classical elements (arches, domes, vaults, columns) and modern sustainable features. They situate their designs in real-world environments, considering the needs of specific communities.

To “bring their structures to life,” students program their micro:bits to include interactive elements like lighting, sound and motion—simulating real engineering solutions. This requires not only technical skill, but strong collaboration as teams divide responsibilities to ensure their designs are both functional and meaningful.

Imagining What’s Next

Students rise to the challenge with creativity and purpose. Many projects focus on addressing real-world issues such as housing shortages and environmental constraints. Some groups design floating structures to maximize limited land while others reimagine community-centered spaces that prioritize sustainability and accessibility.

The ideas come quickly, and the results are inspiring. More importantly, students demonstrate what is possible when disciplines intersect—when history informs design and when learning extends beyond the classroom into hands-on creation.

BUILDING STRONG BODIES, CONFIDENT MINDS

Middle school is a pivotal moment in a young person’s life—a bridge between childhood and adolescence where identities begin to take shape. During this formative time, sports and physical education offer far more than a break from the classroom; they provide a structured environment where students discover their strengths, face challenges and build habits that last a lifetime.

At St. Mary’s we believe developing the whole child includes nurturing both mind and body. Participation in sports during these years supports physical health at a time of rapid growth, improving cardiovascular fitness, building strength and encouraging lifelong habits of movement—especially important in an increasingly screen-driven world.

Just as important are the mental and emotional benefits. Middle School can bring social pressures and self-doubt, and physical activity provides a healthy outlet for stress. Whether through mastering a new skill or simply experiencing the joy of play, students build confidence, resilience and a positive sense of self.

Team sports foster essential life skills. Students learn to communicate, collaborate and navigate both success and setbacks. These experiences translate beyond the field—into the classroom, friendships and future leadership opportunities. Physical education classes further promote inclusivity, bringing together students across social circles and encouraging mutual respect.

Through athletics students develop discipline and time management. Balancing academics with practices and games teaches responsibility, commitment and perseverance—skills that directly support academic success and personal growth.

A defining strength of the St. Mary’s program is the role of our faculty as both teachers and coaches. This unique connection allows educators to support students holistically—reinforcing lessons from the classroom on the field and vice versa. Students are seen, known and guided not just as athletes or learners, but as whole individuals.

In a world where academic achievement often takes center stage, middle school athletics and physical education remain essential. They help shape healthier, more confident and more connected students—preparing them not only for high school, but for life.

The Lasting Impact Of Middle School Athletics And Physical Education

Jog-a-Thon 2026: A Meaningful Milestone

by Rob Risley Director of Athletics

This year’s Jog-a-Thon brought our Falcons together in a powerful way as students ran the Falcon Field course one final time. The energy, enthusiasm and school spirit on display reflected the very best of our community.

Looking ahead we are excited for Jog-a-Thon 2027, which will take place on our brand-new turf field—marking the beginning of an exciting new chapter for St. Mary’s athletics.

Jog-a-Thon 2026 had our Falcons up and moving as they took their final laps around Falcon Field in its current form. With a brand-new turf field on the horizon for 2027, we look forward to building on this year’s success with fresh ideas for this beloved school tradition.

On the day of the event, the campus came alive with energy. Music filled the air, teachers cheered from the sidelines and students from EEP through Grade 8 took to the field—jogging or walking at their own pace. The focus wasn’t on competition, but on participation, perseverance and school spirit.

Funds raised from the Jog-a-Thon directly support the athletic department, helping cover the cost of equipment, uniforms and technology such as cameras used to livestream games.

Beyond fundraising the Jog-a-Thon promotes healthy habits and strengthens our community. It encourages students to stay active while reinforcing the value of teamwork and collective support. By the end of the event, participants leave not only with a sense of accomplishment, but with the knowledge their efforts have made a meaningful impact.

The St. Mary’s Jog-a-Thon is more than laps around the field—it’s a celebration of movement, generosity and the power of our community coming together to show Falcon Pride.

by Christina Texel Design Center Coordinator & Design Teacher

INTRODUCING THE BEAVERBOT Building Skills From The Ground Up

This year in Design Technology, students in Grades 1 and 2 were introduced to an exciting new addition to the Falcon Workshop: the BeaverBot. This child-safe cardboard cutting tool empowers young learners to transform their ideas into tangible creations. As an accessible and versatile resource, the BeaverBot engages all students— an uncommon and valuable quality in makerspace tools.

Through hands-on use, students develop essential design skills such as hand-eye coordination, tool control and safety awareness. They gain a deeper understanding of how materials behave when cut while building confidence in using tools responsibly.

Grade 2 students applied these skills over several lessons, using the BeaverBot to cut cardboard bones for their life-size skeleton projects. Compared to previous years, the tool provided a more efficient and precise cutting experience, allowing students to focus more on design and construction. In Grade 1 students concentrated on foundational skills, learning to cut straight lines and simple shapes—an important first step toward more complex design work.

In Lower School the emphasis remains on building a strong foundation rather than introducing advanced tools too early. By developing muscle memory, control and a safety -first mindset, students are well prepared for future work in the Design Center.

The BeaverBot is more than just a new tool—it represents an intentional step in helping students grow as confident, capable makers. By starting with accessible, hands-on experiences, we are laying the groundwork for creativity, innovation and problem-solving that will continue to develop throughout their time at St. Mary’s and beyond.

by Alex Carroll Media Arts Teacher

Lisa Dennis

Middle School Art Teacher

Roxanne Kane

Lower School Art Teacher

CELEBRATING CREATIVITY

St. Mary’s Artists Shine Across Orange County

The arts program at St. Mary’s continues to flourish, offering students meaningful opportunities to explore creativity, refine their skills and share their work beyond the classroom. This year student artists were recognized across multiple prestigious venues through the Orange County Department of Education’s (OCDE) OCArts4All Showcase, South Coast Plaza exhibitions and the Festival of Arts in Laguna Beach—an inspiring reflection of both individual talent and the strength of the program.

Student work was featured in a variety of formats including 2D, 3D and film. Selected pieces were displayed at the OCDE as well as South Coast Plaza’s Crystal Court and Crate and Barrel wing where hundreds of student works from across the county were showcased. Many St. Mary’s artists were further honored with selection to the Festival of Arts Junior Exhibition held alongside the renowned Pageant of the Masters.

Among the highlights alumna Claire Coa ‘25 had her acrylic painting Koi selected for yearlong display at the OCDE—an exceptional achievement that underscores her continued artistic growth. Another alumna, Maiya Konetzke ‘22, will attend the Rhode Island School of Design this fall building on the strong foundation she developed at St. Mary’s.

Current students earned widespread recognition across grade levels. Grade 6 student Emma Joseph was selected to have her watercolor piece, The Drifting Polar Bear, displayed at the OCDE through December. Additional Middle School students were featured in both 2D and 3D showcases, including:

• Rose Beuchat (Swimming to the Light)

• Taylor Vali (Save the Hammerheads) also selected for the Festival of Arts

• Emerson Pangborn (The Spotted Mantaray) selected for both OCDE and Festival of Arts

• Luca Siegman, Dillon Del Rio, Victoria Wang and Sullivan Steele, whose imaginative “dragon eye” sculptures were selected for the OCArts4All 3D Showcase with Victoria and Sullivan advancing to the Festival of Arts

• Kate McDaniel (The Lost Sister) and Olivia Kaufman (In the Deepest Ocean, Bottom of the Sea, Your Eyes) with Olivia’s work also selected for the Festival of Arts

Lower School students were recognized in the annual all-county 2D competition with works displayed at South Coast Plaza and select students advancing to the Festival of Arts:

• Madison Carmona (K) – I Want to Be a Teacher!

• Isobel Khagi (1) – Songbird

• Sunny Pateryn (1) – Pretty Peacock (Festival of Arts)

• Ashlyn Woods (1) – A Few of My Favorite Things (Festival of Arts)

• Helen Tao (3) – Eye of the Beholder

• Thomas Webb (4) – Sailin’ the Wind

• Quinn Bui (4) – Impressionist Tornado (Festival of Arts)

• Delilah Muller (5) – Saint Rose of Lima (Festival of Arts)

In 3D categories Quinn Bui (White Lace Lamb) and Brooke Snyder (Ella the Elephant) both advanced to the Festival of Arts. Additional recognition at the OCArts4All display at the Board of Education includes Hannah Zhang (2) (Orchid Visitor) and Rose Khaleghi (5) (Space Blooms), whose work will remain on display through December.

The arts program extends into filmmaking with three Grade 8 student films selected for the OCArts4All showcase. Created as part of a unit exploring genre, the films include The Food Heist (Abigail Labovitch, Zoey Do, Leone Hussain, Corine Tran), The Retake (Joey Cruise, Van Widney, Jordan Konetzke) and Alert (Joey Cruise, Van Widney, Jordan Konetzke, Jack Baker). These works were featured at a student reception hosted by the OCDE, highlighting the breadth of creative expression at St. Mary’s. Together these accomplishments reflect a program that encourages students to take creative risks, develop technical skills and express their ideas with confidence. From early exploration in the Lower School to advanced work in Middle School and beyond, St. Mary’s artists continue to make their mark—demonstrating creativity, when nurtured, has the power to inspire, connect and endure.

A JOURNEY THROUGH CULTURE & HISTORY

St. Mary’s France Intersession

This spring a group of St. Mary’s students embarked on an unforgettable journey through France—an immersive Intersession experience designed to bring history, culture and global perspective to life. From the bustling streets of Paris to the sunlit shores of the French Riviera, the program offers far more than sightseeing. It is an opportunity for students to step into the stories, art and ideas that have helped shape the modern world.

The adventure begins with an overnight flight to Paris where students are welcomed into one of the world’s most iconic cities. After settling in they take their first steps through the historic Latin Quarter and along the Seine River beginning to connect classroom learning with lived experience.

In Paris the city itself becomes a classroom. Students explore medieval streets and revolutionary landmarks on guided walking tours, gaining insight into France’s rich civic and cultural history. Visits to world-renowned museums such as the Louvre or Musée d’Orsay allow them to engage directly with masterpieces they may have only seen in textbooks, deepening their understanding of art and its global influence.

The journey continues to Versailles where the grandeur of the palace and its gardens offers a powerful lens into themes of monarchy, power and revolution. Walking through its halls, students witness firsthand the setting of pivotal moments in history, making abstract concepts tangible and memorable.

From there the group travels to Normandy where the tone shifts to reflection and remembrance. Visits to D-Day and World War II sites provide a meaningful opportunity to consider the sacrifices that have contributed to the modern era. This portion of the trip encourages students to engage thoughtfully with history, fostering empathy and a deeper global awareness.

As the journey moves south through the Loire Valley, students encounter the architectural beauty of Renaissance châteaux, exploring how art, politics and culture intersected during a transformative period in French history. The experience highlights the diversity of France beyond its capital, offering a broader perspective on regional identity and heritage.

The final leg of the trip brings students to Nice and the French Riviera where Mediterranean landscapes and vibrant coastal culture provide a new dimension to their learning. A visit to Marseille—France’s oldest city—introduces themes of trade, migration and modern identity, encouraging students to compare regions and consider how geography shapes culture.

Throughout the trip Middle School students are not only travelers but ambassadors of St. Mary’s, engaging with new environments while developing independence, responsibility and cultural understanding. The Intersession trip emphasizes both academic enrichment and personal growth, challenging students to think critically and embrace new perspectives.

By the time they return home, students carry more than photos—they bring back stories, insights and a deeper connection to the world around them. The France intersession trip is not just a trip; it is a journey that transforms learning into experience and curiosity into lifelong inspiration.

by Blair Macdonald Yearbook Advisor

A YEAR IN FULL CIRCLE

Student Artists Bring the 2025–26 Yearbook to Life

The 2025–26 St. Mary’s yearbook is a collection of memories framed by the creativity and vision of two student artists whose work captures the heart of the school community from beginning to end.

Selected for the front cover, Joseph Liang (Grade 6) created a powerful and uplifting design that reflects St. Mary’s identity. A bold Falcon appears alongside a vibrant, mosaicstyle cross rising above the globe—symbolizing faith, strength and a global perspective. The thoughtful use of color and imagery creates a sense of movement and purpose, setting the tone for the story within.

The back cover designed by Daniel Wu (Grade 2), offers a joyful and meaningful reflection of the student experience. Featuring a Falcon in graduation attire surrounded by symbols of learning—books, art tools and global imagery —the piece celebrates growth, creativity and achievement. The message “Courageous, Global Citizens, Enlightened Learners” reinforces the values that shape each student’s journey at St. Mary’s.

Together these works tell a complete story. The front cover reflects the foundation of faith and community that anchors St. Mary’s while the back cover celebrates the growth, learning and future possibilities that emerge from it. The shared imagery of the globe highlights a unifying theme: St. Mary’s students are prepared to engage with and contribute to a world beyond campus.

These young artists have done more than create beautiful illustrations—they have captured the spirit of a school year. Their work is a powerful reminder creativity is not only an expression of talent, but also a way to tell stories, share values and leave a lasting mark. Opportunities like this reflect our commitment to nurturing the whole child. The 2025–26 yearbook stands as a testament to that mission—beginning and ending with student voice, vision and pride.

St. Mary’s Model United Nations (MUN) is one of our school’s most engaging and enriching student clubs. Model UN is a simulation of a real United Nations conference where students become international delegates, representing different countries while debating global issues.

Inside St. Mary’s Model United Nations Program

SHAPING GLOBAL THINKERS

by Adam Goehle & Mimi Yogaratnam

Students select a topic of interest, choose a country to represent and join committees filled with other delegates, each advocating for their nation’s perspective. While there is formal procedure and UN terminology involved, the goal is simple: to allow students to learn how the world works. Delegates build an understanding of international conflict, diplomacy and the structure of the United Nations while strengthening skills in public speaking, negotiation, critical thinking and resolution writing. As Dario (Grade 8) shared, “MUN has really helped improve my critical thinking skills, especially since I write my own resolutions in committee.”

Model UN strongly supports the values of the International Baccalaureate (IB) framework. Delegates act as inquirers through research, communicators through debate and open-minded learners by considering perspectives different from their own. In many ways MUN reflects the IB mission of developing internationally minded students prepared to engage with the real world. Claire (Grade 7) explained MUN “expanded my global knowledge about countries around the world.”

In addition Model UN aligns closely with Design Thinking as students are challenged to approach global problems with creativity and strategy. Delegates identify issues, investigate root causes and collaborate to propose realistic solutions. They refine ideas through discussion, compromise and feedback, learning meaningful change requires teamwork. Ryan Tseng reflected, “I’ve grown in my confidence and knowledge of global conflicts.”

The United Nations supports Model UN programs worldwide by encouraging accurate simulations and connecting student work to UN values, especially the Sustainable Development Goals (SDG). These goals can reshape our world, but progress requires active global citizens. Model UN gives

students opportunities to practice leadership, responsibility and cooperation. Anaya (Grade 8) noted, “MUN has taught me excellent speaking skills and improved my self-confidence.”

St. Mary’s has been involved in MUN for over a decade, and this year we have expanded the program by encouraging students to explore new formats, including crisis committees and dual delegations. During the 2025–2026 school year, advisors Ms. Mimi and Mr. Goehle helped students attend conferences including SOCOMUN at Santa Margarita Catholic High School, Long Beach Polytechnic High School, OC MUN Club, Laguna Hills High School, Northwood High School and Mater Dei High School. St. Mary’s MUN has attended two international conferences in Singapore in the past and plans to travel abroad for more conferences in the future.

One of the most meaningful parts of the program is its continuity. Students often return as alumni to support younger delegates, keeping the spirit of MUN alive beyond graduation. Olivia (Grade 8) captured this connection saying, “I can’t wait to come back and help with the summer MUN camp after graduation.”

Model United Nations continues to be a place where St. Mary’s students grow into confident speakers, thoughtful researchers and capable leaders. Whether students are passionate about global politics or simply want to strengthen their voice and perspective, MUN offers an experience that is challenging and unforgettable.

“MUN has taught me excellent speaking skills and improved my self-confidence.”

OUR ONGOING COMMITMENT TO CAMPUS SAFETY

by Martin Guisar Director of Operations

St. Mary’s continues to prioritize the safety and security of its campus community by actively enhancing and evolving its protective measures. With a strong commitment to providing a safe learning environment, the school has recently implemented several important upgrades and initiatives. Among the most notable improvements is the expansion of the campus camera system. Additional cameras have been installed in key areas to strengthen monitoring capabilities both during school hours and after hours. This increased visibility helps ensure quicker response times and adds an extra layer of deterrence and awareness across campus.

Transportation safety has also been a focus. Updates to bus service procedures along with the introduction of new protocols are designed to better safeguard students during arrival and dismissal. These changes reflect a proactive approach to addressing potential risks and improving overall coordination.

In addition St. Mary’s recently welcomed a visit from its new Orange County Sheriff’s School Resource Officer (SRO). The SRO conducted a comprehensive tour of the campus, offering valuable insights and recommendations to further enhance existing safety measures. This collaboration strengthens the school’s partnership with local law enforcement and reinforces our preparedness.

Through these ongoing efforts, St. Mary’s demonstrates our dedication to continuous improvement in campus safety. By investing in technology, refining procedures and building strong community partnerships, the school remains focused on creating a secure and supportive environment for all students, faculty and staff.

CELEBRATING LEADERSHIP

This spring the entire St. Mary’s community gathered for one of our most meaningful traditions—the Tribute to Leadership Assembly held at Coast Hills Church. More than just an annual event, the assembly serves as a heartfelt celebration of the student leadership, compassion and values that define our school community.

Each year this special assembly culminates with the presentation of the Father Ernest D. Sillers Legacy Award—an honor that carries deep significance within our school’s history. Named in memory of Father Sillers, a champion of service and integrity, the award recognizes one Grade 8 student whose leadership, service and character best reflect St. Mary’s Four Aces of Leadership—Academic Excellence, Artistic Expression, Athletic Dedication and Acts of Service.

This year’s program was especially moving. Student speakers shared inspiring reflections centered on the ASB theme “Thinking. Believing. Achieving” offering personal stories of growth, purpose and service. Their courage, clarity and empathy reminded everyone in attendance of the profound impact young leaders can have on their communities.

We are proud to congratulate this year’s 12 outstanding Legacy Award finalists:

Camdyn Delle Donne, Eli Kahng, Olivia Kaufman, Abigail Labovitch, Charlotte Minhas, Vivien Murphy, Kourtney Pedigo, Ethan Phan, Leo Shaverdian, Maxton Thavirat, Huxley Turk and Hailey Youdall

FATHER

by Marco Camargo Student Activities Coordinator

Each of these students exemplifies what it means to lead with a worldsized heart and a world-class mind, and their dedication to their peers, their school and the wider community is truly commendable.

2026 Recipient: Kourtney “Koko” Pedigo

Kourtney “Koko” Pedigo has been a dedicated member of the St. Mary’s community since preschool. Maintaining a perfect 4.0 cumulative GPA throughout her Middle School years, Koko has balanced academic excellence with a deep commitment to campus outreach. As a Student Ambassador for four consecutive years, she has played a vital role in representing the school to prospective families by leading tours and sharing her personal experiences. Her leadership was formally recognized early when she was chosen by faculty and peers to deliver the commencement speech for her Grade 5 Promotion.

Beyond her academic and ambassadorial duties, Koko has been a driving force in campus spirit and student life. She demonstrated significant leadership as the Captain of the Varsity song team where she focused on fostering teamwork and maintaining a positive attitude among her peers. Koko gave back to the school’s youngest learners by serving as a volunteer for EEP during the Middle School Intersession program. Her deep-rooted commitment to service and her multi-faceted leadership across athletics and academics make her a truly exemplary recipient of the Father Ernest D. Sillers Legacy Award.

Congratulations, Koko—and to all our student leaders. Thank you for showing us what it looks like to live with purpose, lead with compassion and how we can be thinking, believing and achieving.

Ashley Martin ‘12

Ashley graduated from Santa Margarita High School before earning her degree in Journalism from the University of Arizona where she also completed business coursework through the Eller College of Management. She now works as a PR & Marketing Specialist at South Coast Plaza leading brand communications and marketing initiatives for a range of high-profile retailers. Her career reflects a strong foundation in both storytelling and strategy.

Kaylin Martin ‘14

Kaylin is a St. Mary’s charter student who began her journey in Preschool and earned the prestigious Father D. Sillers Legacy Award. At Santa Margarita Catholic High School, she earned her International Baccalaureate Diploma while competing on both the varsity soccer and track teams.

Kaylin played Division I women’s soccer at the University of Southern California where she was a four-year starter, earned multiple Pac-12 honors and received All-American recognition. She graduated with a Bachelor of Science in Business Administration with a minor in Cybersecurity and later earned a Master’s degree in Cybersecurity Engineering, both from USC.

Vaughn Vogel ‘18

Vaughn graduated cum laude this May from the University of Miami with a major in Ecosystem Science and Policy and triple minors in Political Science, Sustainable Business and Marine Biology. While at UM, Vaughn served as a Student Senator and Chair of the Finance and Policy Committee. He was also a four-year member of UM’s Club Swim Team and the Cuban Club (despite not being Cuban!).

Vaughn was inducted into the Environmental Honor Society and was recently offered membership in the Phi Beta Kappa national honor society. Building on his experience as a Student Ambassador at St. Mary’s and Sage Hill, Vaughn also served as a P100 at UM, one of the university’s most selective student leadership groups.

After graduation, Vaughn is moving to Atlanta to work in Game Day Experience for the Atlanta Falcons.

Carson Brandenberger ‘22

Carson is graduating from Pacifica Christian High School and will attend Lipscomb University in Nashville, Tennessee, this fall where he plans to major in Communications with aspirations to pursue a career in sports broadcasting and media. He looks forward to immersing himself in campus life—including joining the spirited student section known as the “Lippy Lunatics.”

Kaylin now works in the Bay Area as a Technical Solutions Engineer in the technology sector. Beyond her professional life, she remains deeply connected to the sport she loves—playing on a semi-professional women’s soccer team and coaching both boys’ and girls’ teams at a local high school.

Jake Martin ‘16

Jake graduated from Santa Margarita High School and went on to study at both the USC Viterbi School of Engineering and the USC Marshall School of Business. He now serves as an Associate Technical Support Engineer at Tanium, where he supports enterprise systems and resolves complex technical issues. Jake brings a strong analytical approach and a genuine commitment to client service to everything he does.

Kyle Evans ‘18

From his early days on our K–8 campus to compet ing at the Division I level, Kyle continues to make us incredibly proud. At Santa Margarita Catholic High School, he earned All-Trinity League Second Team honors, helped lead the Eagles to a standout 20–4 season and a top-three ranking in Orange County and distinguished himself through his involvement in Lion’s Heart service.

Kyle began his collegiate career at Colorado State before transferring to UC Irvine, where he became a key contributor— known for his defensive presence, efficiency and energy on the court. Highlights from this season include ranking among national leaders in blocked shots, recording a career-high 16 rebounds and scoring a careerbest 12 points on multiple occasions, including a perfect shooting night. Next season Kyle will play for NC State, having chosen the program over notable schools including Marquette, Cal and USC—a commitment that has generated considerable excitement among the Wolfpack fan base. Beyond the stats Kyle remains a role model for our younger students. When seven St. Mary’s Grade 4 boys recently attended a UC Irvine game to cheer him on, it was a full-circle moment that speaks to the lasting bond between our alumni and our school community. Off the court Kyle enjoys golf, juggling and embodying the values of leadership, service and perseverance that took root right here at St. Mary’s.

Genevieve Masson ‘18

Genevieve, Class of 2026, graduated from the University of Oregon with a double major in English and Theater, along with a minor in Italian. During her time at Oregon, she was recognized for her dedication to the theater department, earning the prestigious Ellen Wood Karrer Scholarship. Congratulations, Geni, and we can’t wait to see your next chapter.

A recipient of the Lion’s Heart Award, Carson is especially proud of his six-year commitment to the Lion’s Heart program. It was at St. Mary’s he first discovered a passion for service—one he is excited to carry with him to Nashville.

Liem Vo ‘22

Liem is graduating from JSerra Catholic High School and will attend the University of Southern California in fall 2026 where he plans to pursue a Bachelor of Architecture. He is eager to deepen his passion for design and architecture as he begins this exciting new chapter.

Brianna Gorski ‘22

Brianna is graduating with honors from Mater Dei High School where she distinguished herself through an impressive balance of academic excellence, faith and service. During her four years she earned a place on the Principal’s Honor Roll and was awarded the Seal of Biliteracy in French. Her philanthropic work has focused on supporting women and children in need—a reflection of both her compassion and her leadership.

A dynamic and multifaceted student, Brianna was a four-year member of Mater Dei’s nationally ranked Song Team, a Trinity League track athlete and an active participant in ASB Leadership and Campus Ministry. She was recently honored as the CIF Southern Section Athlete of the Year in track and field. A lifelong competitive dancer and print model, Brianna has served as an Extraordinary Minister of Holy Communion with faith remaining a guiding force throughout her journey.

This fall Brianna will attend the University of Notre Dame to study business where she plans to continue dancing as a member of the Fighting Irish. She aspires to one day become a professional NFL dancer, combining her passions for performance and business with purpose and ambition. Go Irish!

Logan Minhas ‘22

Logan will graduate with honors this May from Santa Margarita Catholic High School and continue his academic journey at Indiana University Bloomington where he will join the inaugural class of the Business Intelligence & Data Science major—a collaboration between the Kelley School of Business and the Luddy School of Informatics, Computing and Engineering. He plans to focus on the application of artificial intelligence in business. At Santa Margarita Logan served as a student ambassador, was a member of both the National Honor Society and California Scholarship Federation and received the Academic Athlete Award

for four years as a member of the Trinity League Champion Varsity Boys Volleyball team. Passionate about financial literacy as a pathway to social mobility, he developed an educational app called Fundsdamentals.

Logan was honored with the Golden Lion Award, recognizing more than 150 hours of community service over six years of Lion’s Heart participation. He looks forward to his next chapter at Indiana University— and hopes to study abroad along the way.

Mia Wensinger ’22

Mia will graduate from JSerra Catholic High School this spring and plans to attend the USC Marshall School of Business, where she will study Business Administration.

During her time at JSerra, Mia was actively involved in both the Varsity Pep Squad and the JSerra Dance Arts Magnet Program, where she served as Dance Captain. She also demonstrated strong leadership as a student leader in JSerra’s House System Program and as a member of the National Honor Society and the California Scholarship Federation.

Dedicated to serving others, Mia has spent the past three years volunteering as a tutor with UNIDOS, a nonprofit organization that supports under-resourced communities throughout South Orange County. Most recently, she participated in a mission trip to Peru, serving at an orphanage and girls’ home, distributing food and clothing to families in need and helping build homes within local communities.

Payton Westcott ‘23

From discovering a love for speed to competing on the international stage, Payton is quickly becoming a name to watch in motorsports. Now a rising star in the F1 Academy, Payton is in the midst of her rookie season as a driver for the Mercedes-AMG Petronas F1 Team—and she has already made an impressive impact, earning a podium finish in Shanghai with poise and determination well beyond her years.

Payton’s journey began in karting at age six where she quickly stood out for her speed and competitive edge. She advanced through international circuits including the Formula Winter Series, the Italian F4 Championship and the F4 Saudi Arabian Championship, earning accolades along the way including a UAE Trophy victory and a Female Trophy title.

Despite the intensity of elite competition, Payton embraces the challenge. She credits racing not only for her athletic development but for shaping her mindset—building resilience, focus and confidence under pressure. Her goal is clear: to one day become a Formula One World Champion.

Kailee Desmond ‘24

Kailee is a St. Mary’s graduate and recipient of the 2024 Father Sillers Fellowship Award, who recently achieved a remarkable milestone in public health advocacy. Kailee played a key role in the development and advancement of Oregon Senate Bill 1504, which was signed into law in March 2026. The legislation modernizes school health policy by allowing epinephrine to be administered through non-injection methods such as nasal sprays while also strengthening training requirements so school personnel can respond safely to severe allergic reactions. In addition to her legislative work, Kailee was recently crowned Miss Portland’s Teen, where she also received the Director’s Award. During her year of service, she will champion her community initiative—Food Allergy Awareness—focused on increasing education, improving safety and expanding resources for those managing food allergies. Kailee will compete for the title of Miss Oregon Teen in June 2026.

Maddie Jo Chapman ‘22

Maddie Jo will graduate from San Juan Hills High School with a 4.0 GPA while competing in both varsity basketball and varsity lacrosse. This fall, she will attend Concordia University Irvine, where she plans to major in business and continue her lacrosse career at the collegiate level.

Natalie Chapman ‘20

Natalie is completing her second year in the nursing program at the University of Indianapolis while competing as a collegiate lacrosse player.

She has helped lead her team to remarkable success, including a fourth-place finish in last year’s NCAA Division II Tournament. This season, her team captured the Great Lakes Valley Conference (GLVC) Championship and enters the NCAA Tournament ranked No. 1 in Division II.

Grace Chapman ‘19

Grace will graduate this year from Grand Canyon University with a Bachelor of Science in Elementary Education.

During her final semester, Grace studied Spanish abroad in Madrid, an experience that deepened her passion for travel and cultural learning. As she completes her student teaching and credential requirements, she is exploring opportunities to teach overseas.

Alumni Spotlight: Ella Kraninger '22

Living With Purpose, Balance & Confidence

For Ella Kraninger life after St. Mary’s has been anything but quiet. A senior at Santa Margarita Catholic High School and soon-to-be UCLA Bruin, Ella is the kind of graduate who fully embodies the St. Mary’s spirit—balancing academic excellence, leadership, creativity, service and faith with energy and purpose.

Since graduating Ella has immersed herself in a wide range of experiences. She has spent the past two years working as a tutor at Kumon while also offering private tutoring, recently added a second job at a local ice cream shop and continues to play competitive club soccer with her CFA team, which is on track for nationals. At the same time, she volunteers regularly at the Boys and Girls Club—where she’s even run into Señor Valdez at service events like Operation Holiday—and serves her church community through Children’s Liturgy of the Word.

Despite her full schedule, what Ella is most proud of is not any single achievement, but her ability to stay grounded. “I’m very proud of how I balance everything while still making time for the people I love,” she shares. Whether it’s Sunday family dinners or time with friends playing pickleball or going to the beach, she prioritizes being present—an approach that reflects a maturity beyond her years.

At Santa Margarita Ella has taken on significant leadership roles, serving as President of the National Honor Society and Editor-in-Chief of the school newspaper, EagleEye. She was selected as a student leader for Kairos, a Catholic retreat experience she describes as especially meaningful, allowing her to serve as “a sign of Jesus” for other students.

Ella credits much of her success to the foundation she built at St. Mary’s. “St. Mary’s does very well at making well-rounded students,” she explains. “It broadened my perspective on what a student is and gave me a love for learning.” Experiences like learning guitar, acting out Hamlet, watercoloring and even creating papier-mâché—helped shape her ability to think creatively and approach problems from multiple perspectives. In fact one of the most lasting impacts of her St. Mary’s experience has been her appreciation for the arts. Inspired by Ms. Greenfield’s fashion design class, Ella discovered a love for sewing she continues today— thrifting fabrics and creating new pieces, often losing track of time in the process.

Ella points to the teachers who shaped her growth in lasting ways. Ms. Volkmann challenged her to take ownership of her learning and held her to high expectations while Mr. Marmelstine’s “tough love” taught her resilience, accountability and what it means to lead both on and off the court. Ms. Greenfield encouraged her creativity and gave her the freedom to dream big—even helping with costumes for Seussical—and Mr. Warren helped her grow in confidence through improv, teaching her to think on her feet and let go of fear.

Some of her favorite memories reflect the strong sense of community at St. Mary’s, especially winning the girls’ basketball league championship in Grade 8. She still remembers classmates like Jules and Myles cheering loudly from the sidelines, a moment that captured the joy and support that defines the school experience.

Looking ahead, Ella plans to attend UCLA, majoring in Mathematics/ Economics, with long-term goals of entering the business side of the fashion industry. Whether in marketing, finance or operations, she hopes to combine her analytical strengths with her creative passions—and perhaps one day follow in her mother’s footsteps as a leader in business. Her advice to current St. Mary’s students is both honest and encouraging: don’t compare yourself to others, don’t feel pressure to have everything figured out and most importantly, be yourself. “You will feel so much more fulfilled if you just be yourself—because that’s your best version,” she says.

From being voted “most likely to become your boss” to graduating as salutatorian of her class and preparing to speak at senior awards night, Ella’s accomplishments speak for themselves. But it is her character— her balance, humility and drive—that truly sets her apart.

Ella Kraninger is a powerful example of what it means to be a St. Mary’s graduate: confident, compassionate and ready to make a meaningful impact on the world.

Alumni Highlights

A Lasting Commitment to Service: The Golden Lion Award

At St. Mary’s a spirit of service takes root early and continues to grow.

One of the most meaningful expressions of that commitment is the Lion’s Heart program where students dedicate their time to serving others throughout their middle and high school years.

We are proud to recognize seven members of the Class of 2022—Blake Herman, Andrew Kirchhoff, Noah Mooney, Aidan Pla, Caleb Beadel, Carson Brandenberger and Logan Minhas—who earned the prestigious Golden Lion Award. This honor is awarded to graduating seniors who remain active in Lion’s Heart for all six years and complete at least 150 hours of community service.

Now attending a range of high schools, these alumni continue to carry forward the values of compassion, leadership and service they first cultivated at St. Mary’s. The Golden Lion Award represents more than a milestone—it reflects a sustained dedication to making a difference and a deep understanding of the power of giving back. We celebrate each of them.

In The News

Alumni Golfers Shine

At Estancia Tournament

Alumna Speaker Helps Power Record-Breaking Gala

One of the most meaningful moments of this year’s Gala was our FundA-Need, centered on the full renovation of Falcon Field along with our playground and sports courts—spaces where students build confidence, develop leadership and experience the value of teamwork every single day.

A highlight of the evening was hearing from Kaylin Martin ‘14, who returned to campus to share how her time at St. Mary’s—especially her experiences on the field—helped shape the path she has taken. As a charter student and Father D. Sillers Legacy Award recipient, Kaylin’s remarks were both personal and deeply moving.

Her words set the tone for an extraordinary evening of generosity. We are proud to share the Gala raised a record-breaking $1.6 million in support of the Falcon Field renovation. Thanks to the incredible commitment of our community, we will be breaking ground this summer. We extend our sincere gratitude to Kaylin for returning to share her story and helping inspire such a remarkable outcome.

The Corona del Mar High School Boys’ Varsity Golf Team is having a wonderful season, and our alumni are leading the charge. At a recent Estancia Tournament—which the team won by 52 strokes—Matthew Hull ‘22 (a future UCLA Bruin) shot an impressive 11-under par; Trent Hull ‘24 made seven birdies; and Brooks Buckley ‘23 finished at 1-under with five birdies of his own. Congratulations to all three!

Record Broken on the Track

Aidan Pla ‘22 and Jack McDaniel ‘22 have been running together since their days as St. Mary’s Falcons—and they’re still making history together.

Congratulations to both for breaking the Santa Margarita Catholic High School track record in the 4x200 relay. Once a Falcon, always a Falcon.

Speech & Debate: National Qualifiers

Congratulations to Zach Hubbard ‘23 and Cyril Zhu ‘25 of Sage Hill School on their outstanding performances at the National Speech & Debate Tournament qualifiers in Richmond, Virginia—Zach placing second in World School Debate and Cyril earning fourth in Dramatic Interpretation.

Introducing The Nest: A New Home for School Spirit

This spring St. Mary’s opened the doors to The Nest, a new on-campus store designed to bring school spirit, community and connection to life in a fresh and meaningful way.

Located on the ground floor of the Sillers Center next to the Welcome Cafe, The Nest is more than just a place to shop—it is a reflection of the St. Mary’s experience. Created with intention and care, the store features a curated, seasonal collection of apparel and accessories that celebrates the pride, tradition and identity of our school.

Unlike traditional spirit wear, The Nest offers a boutique-style collection of distinctive, higher-quality pieces—primarily designed for adults with a smaller selection for students. Each item has been thoughtfully chosen to reflect both style and school pride, offering our community new ways to represent St. Mary’s both on and off campus.

St. Mary’s continues to provide families with multiple options to meet their apparel needs. Land’s End remains our official provider for school uniforms, offering all required items online to ensure consistency with school guidelines. For everyday spirit wear, our BSN Sideline Store is open online yearround, featuring a wide variety of customizable options at a range of price points—making school pride accessible to all.

The Nest complements these offerings by introducing an elevated, in-person shopping experience—one that is seasonal, curated and uniquely St. Mary’s.

The vision for The Nest grew from a desire to create a space that feels distinctly connected to our community. Whether it’s a sweatshirt worn at a weekend game, a thoughtful gift or a way to celebrate school pride, The Nest offers something special for our St. Mary’s families.

We invite our community to stop by, explore the collection and experience

The Nest firsthand. With limited, seasonal inventory, each visit offers something new—making it a destination worth returning to throughout the year.

At its heart, The Nest is about more than apparel. It is about connection, identity and celebrating what it means to be part of St. Mary’s.

Hearts for Blue & Gold Benefit Dinner & Gala

Our community came together in spectacular fashion on March 28, 2026, as nearly 300 guests gathered at the Waldorf Astoria Monarch Beach Resort for the Hearts for Blue & Gold Benefit Dinner & Gala. The evening began with a reception featuring an eye-catching ice sculpture, community curated auction offerings, live entertainment and signature cocktails that invited guests to connect and celebrate.

That energy carried into the ballroom where a three-piece marching band escorted guests into an elegant ballroom glowing with candlelight and beautifully decorated in St. Mary’s signature blue and gold. During dinner guests enjoyed a heartfelt keynote from beloved alumna Kaylin Martin (Class of 2014), who shared how athletics played a meaningful role in shaping her journey as a successful high school and collegiate athlete. The evening continued with an auction—an inspiring show of support for St. Mary’s—and concluded with an all-out dance party.

Together, our community raised more than $1.6 million to benefit our students and key initiatives, including the Falcon Field and Outdoor Play Spaces. We are deeply grateful to Gala Co-Chairs Erika Brown, Stephanie Steinhafel, Priscilla Colwell and every member of the Gala Committee, whose dedication made this extraordinary evening possible. Committee members: Parveneh Carter, Stefanie Coleman, Jen Furst, Jennifer Kite, Alyssa Monroe, Simeen Nabavi, Ellie Price and Paulina Thomas.

A YEAR OF CONNECTION

Celebrating Community at St. Mary’s

Our St. Mary’s community is at the center of it all. This year, our families, volunteers and staff came together in ways both big and small—creating lasting memories through events, service and shared experiences. From our Hearts for Blue & Gold Gala to the Rock the Legends All Community Dance, every moment was a reflection of just how special the St. Mary’s community is.

A YEAR OF CONNECTION

Leading With Heart:

The Parent Teacher Fellowship Board

Throughout the year our Parent Teacher Fellowship (PTF) Board played an essential role in fostering a connected and vibrant school community. Through thoughtfully planned events and ongoing support for our families and faculty, their leadership helped strengthen the sense of belonging that defines St. Mary’s.

From celebrations and service opportunities to social gatherings, their efforts created meaningful moments that brought our community together and deepened connections across all grade levels.

A special thank you to our PTF Executive Team: Carey Tushin-Vile, PTF President, for her vision and guidance; Mahdis Bormand, Parliamentarian, for her mentorship; and Maggie Liu, Vice President, for her steadfast support and leadership.

We are deeply grateful to the entire 2025–2026 PTF Board for their dedication to keeping our community engaged, supported and thriving.

All Community Dance “Rock the Legends”

What a night! Rock the Legends brought the St. Mary’s community together for an evening packed with music, creativity and high-energy fun for all our Falcon families from EEP to Grade 8. From rockstars to pop sensations, our Falcons showed up in style and kept the dance floor buzzing all night long.

A big thank you to Marco Camargo, St. Mary’s Student Activities Coordinator, and our amazing PTF Event Directors, MaryAnn Samuel and Simeen Nabavi, for creating such a dynamic and memorable experience. From the creative theme to the smallest details, their efforts made this a night our community won’t soon forget. A big shout out also goes to our many parents, faculty and staff and alumni volunteers who stepped up to help from start to finish. It truly takes a team, and we are so grateful to everyone who helped make the magic happen.

Supporting Those Who Support Us

At the heart of St. Mary’s are the educators and staff who nurture and inspire our students each day. In recognition of their dedication, the PTF Board and our broader community came together to celebrate them throughout the year, culminating in a special week of themed appreciation and daily surprises in May.

Our sincere gratitude goes to Megan Roshan and Jenn Junkin, Faculty and Staff Appreciation Directors, whose care and attention to detail ensured a truly memorable and meaningful celebration.

President: Carey Tushin-Vile

Parliamentarian: Mahdis Bormand

Vice President: Maggie Liu

Secretary: Brock Weaver

PTF Events Directors: Simeen Nabavi & MaryAnn Samuel

EEP Room Parent Director: Alisha McCullough

LS Room Parent Director: Anne Hepworth

MS Grade 6 Directors: Missy Arman & Jen Kramer

MS Grade 7 Director: Mingying Gu

MS Grade 8 Directors: Shiva Manoucheri & Joy Wang

Volunteer Directors: Jen Furst & Nahan Nami

Outreach Directors: Kim Davenport & Michele Hull

Care and Compassion Directors: Priscilla Colwell & Rebecca Maloof

Faculty/Staff Appreciation Directors: Megan Roshan & Jenn Junkin

Social Events Coordinators: Ellie Price & Anna Lubrano

Celebrating Community at St. Mary’s

Community Outreach:

Spreading Cheer & Hope

This winter the St. Mary’s community united in a heartfelt effort to give back. Through our Community Candy Canes donation drive by PTF Outreach Directors Kim Davenport and Michele Hull—St. Mary’s families purchased new toys and household essentials to support local organizations including UNIDOS and Orange County Social Services’ Operation Santa Claus.

Thank you to everyone who helped bring joy and comfort to those in need, and a special thank you to Kamri Spanos for providing the beautiful holiday décor that made our campus so festive and welcoming. The spirit of the season was truly felt in this shared act of giving.

Friendship Beyond the Classroom

At St. Mary’s connection extends beyond campus in meaningful ways. Thanks to the creativity of Social Events Coordinators Ellie Price and Anna Lubrano, our Falcon families participated in a range of thoughtfully planned outings. From a festive evening of laughter and holiday cheer at Winter Fest to a rejuvenating Hot Yoga class, each gathering created space for connection and camaraderie. These experiences strengthened bonds and nurtured lasting friendships across our Falcon community.

The Heart of Every Classroom: Our Room Parents

Our St. Mary’s Room Parents are at the center of creating welcoming and connected classroom communities. This year PTF Room Parent Directors Alisha McCullough (EEP) and Anne Hepworth (Lower School) provided outstanding leadership, supporting Room Parents in organizing class celebrations, strengthening communication between families and teachers and helping bring cherished traditions —like Faculty and Staff Appreciation Week—to life.

We are deeply grateful to our Room Parents for their time, care and enthusiasm. Their efforts help ensure every family feels included and every classroom is filled with connection and school spirit.

2025–2026 Room Parents:

Moments That Brought Us Together

Care & Compassion

Guided by Priscilla Colwell and Rebecca Maloof, the Care and Compassion Committee brought comfort and connection to our community— supporting families with meals, flowers and prayer during times of need and uplifting spirits through monthly gatherings.

Celebrating Our Middle School (MS) Grade Level Parent Representatives

At the center of our Middle School community is a dedicated group of Grade Level Parent Representatives who help keep families informed, engaged and connected throughout the year. From coordinating Middle School socials to sharing important updates and supporting faculty and staff appreciation efforts, their leadership and enthusiasm make a meaningful impact.

We extend our sincere thanks to this outstanding team: Missy Arman and Jen Kramer, Grade 6 Directors; Mingying Gu, Grade 7 Director; and Shiva Manoucheri, Grade 8 Director. Their commitment helps strengthen the sense of community that defines St. Mary’s.

Anita Ayer, Jasmine Bahrami, Sarah Baker, Megan Barnes, Kim Bender, Casey Brown, Erika Brown, Lindsay Carmona, Tracy Chen, Priscilla Colwell, Nikki Cummings, Chelsea Degner, Lindsay Dickhout, Kara Engemann, Ashley Forman, Jasmine Ghatoade, Mary Goodarzi, Christina Harmon, Sara Harty, Jenn Junkin, Jessica Lee, Paige McCord, Alisha McCullough, Athena Merage, Alyssa Monroe, Melissa Murphey, Mariko Nordhoff, Melissa Osvalds, Lena Patrick, Jen Petrocelli, Ashley Rhodes, Jenni Rovelli, Jodie Sivewright, Kamri Spanos, Stephanie Steinhafel, Alex Sutty, Sally Vandermolen, Lauren Vitti, Sara Webb, Danielle Williamson and Maryam Yamin.

COMING SUMMER 2026 COMING SUMMER 2026

OUTDOOR SPACES. REIMAGINED

From Early Childhood through Middle School, our outdoor spaces are in constant use. They support play, athletics and daily connection across campus. They are where students build confidence, work together and compete, and where our community and visiting teams come together.

After more than a decade, these spaces have reached the end of their lifecycle. This summer we begin refreshing them.

A new chapter for play, movement and connection is coming to St. Mary’s.

WHAT’S INCLUDED

Falcon Field

• New turf system with organic olive pit infill

• Up to 20% cooler surface temperature

• Shock-absorbing underlayer for improved safety

• Updated striping and Falcon branding

Outdoor Play Spaces

• New playground structure designed for age-appropriate exploration

• Dedicated cheer and spirit space

Expanded Athletics & Activity Areas

• Sand volleyball court

• Resurfaced sport court

• Upgraded fencing and netting for safer play

Timeline

Ready for 2026–2027 school year.

• Spring 2026: Final phase of fundraising

• June 15-August 28: Summer construction window (11 weeks)

• Fall 2026: Field and play spaces open for student use

A Community Effort

Nearly 150 families have already supported this project.

Thank you to those who have helped move this forward. Your early support is already shaping what comes next for our students. There is still an opportunity to be part of it. Scan to learn more, view plans & support the project. Questions? Contact development@smaa.org.

Arts Programming

Our mobile stage debuted during the Winter Market production. This investment provides a flexible, professional-grade platform for student performances that can be used across campus.

Intersession Programming & Planning

Supporting the extensive programming and logistical planning for Intersession and Field Studies, an immersion that extends learning beyond the classroom.

International Field Studies: Cultural and language immersion trips to destinations such as Italy, France, China, Costa Rica, London and the Galápagos Islands.

THE POWER OF THE ST. MARY’S FUND Your Impact in Action:

Domestic & Service Learning: Coordination of overnight trips (like Joshua Tree) and local service-based experiences that foster personal growth, reforestation efforts and community interdependence.

Robotics & Engineering

Launching the Grade 5 LEGO Robotics Day, fostering teamwork and technical skills through hands-on play and building.

The St. Mary’s Fund acts as the vital bridge between tuition and the true cost of the school’s mission-driven education. With over $800,000 raised thus far from 422 donors, your support has directly fueled the following advancements:

Design Integration Programs

Support for Design Thinking programming units for every grade level, reinforcing real-world problem-solving, leading with empathy, ideation and creativity.

Supporting The New Math Program

Implementation of a rigorous, research-based math curriculum for the 2025–26 school year to ensure global competitiveness.

Community Building Moments

Powered major connection points including the Winter Market, Grandparents Day, Annual Benefit Dinner and Gala and Alumni events & reunions.

Faculty Growth & Global Leadership

Doubled the budget for educator growth, supporting over 60 experiences worldwide.

International Training: Faculty engaged in specialized training in Rome (Reggio Emilia), Berlin (IB math) and Hong Kong (inquiry-based learning)

Local Training: Leadership training in Seattle, WA (CASE NAIS & NAIS), Creative Teaching Methods in Los Angeles (Canva Create), all to bring world-class practices back to the classroom, making learning fun and accessible for every student.

The Result: Your contributions ensured 720 Falcons have the resources, spaces and elite educators necessary to develop, “World-Sized Hearts and World-Class Minds.”

Help us reach our goal! We’re 10% away from meeting our St. Mary’s Fund goal this year. Be part of the impact and support the St. Mary’s Fund today!