Spring 2016 Magazine

S P R I N G 201 6 MAG A Z I N E FOR FAMILIES, FRIENDS, ALUMNI, AND SUPPORTERS OF ST. MARY’S SCHOOL

FULL STEAM AHEAD

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SPRING 2016

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INSIDE

MANAGING EDITOR Virtue Byrd CONTRIBUTING WRITERS Carmen Anderson Virtue Byrd Carole Blake Stacie Daniel Christine Downie Peggy Fowler

Head Master’s Letter............................................................................................................ 2 Cover Story: Full STEAM Ahead – New Facilities Reflect the Future of Education........ 4 Project Based Learning – Where Beauty and Learning Meet.......................................... 8 Global Exchange Inspires Deeper Learning..................................................................... 10 Theatre Program Takes Center Stage.............................................................................. 12 IB Accredidation Groundwork........................................................................................... 14

Vince Fragasso

Helping Your Child Face Tough Situations....................................................................... 16

Heidi Galloway

IB Showcase – Learning With Passion.............................................................................. 18

Madlen Hulme Roxanne Kane Doug Patterson Andrea Sherman

Legacy Leadership Award.................................................................................................. 22 Our Alumni.......................................................................................................................... 24

Lauren Sterner Jaime Hoffnagle Marie Stone Sharon Taylor

On the Cover: From Left – Sharon Taylor Head of School, Mike Munzing Mayor of Aliso Viejo, Lisa Merage Trustee and Chair of Development, Scott Lester Chair of Board of Trustees.

ART DIRECTION AND DESIGN k.j. schultz design CONTRIBUTING PHOTOGRAPHERS Rick Davitt

ST. MARY’S MAGAZINE is published two times a year for families, friends, alumni and supporters of St. Mary’s School.

WE WELCOME YOUR FEEDBACK. Please address questions and comments to Virtue Byrd at virtue.byrd@smaa.org ALUMNI: We enjoy hearing from you.

Please send us your latest news and notes: alum@smaa.org Join St. Mary’s community online by becoming a friend on Facebook.

St. Mary’s School 7 Pursuit, Aliso Viejo California 92656 USA www.smaa.org 949.448.9027 ST. MARY’S SPRING 2016 MAGAZINE

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Head of School

LETTER FULL STEAM AHEAD – a phrase that causes us to think about progress, movement and a confident determination to look to the future, while integrating the successes and lessons from the past.

At St. Mary’s, we are wholeheartedly committed to and focused on providing opportunities for our students and our faculty to creatively and critically think about what tomorrow might bring, while holding on to who we are and what it means to be caring, respectful and courageous.

Within the pages of this year’s Spring Magazine Full Steam Ahead, you will find evidence of how the programs, facilities and philosophies reflect the holistic nature of St. Mary’s dedication to developing students into lifelong learners and leaders with strong values. You will also catch a glimpse of how we take seriously our commitment to continually find new ways to provide our students with the educational and emotional foundation to suceed and take ownership of their future.

Our lead article highlights the newly renovated IB Hub. This premier learning space was designed for our students with their future in mind. At St. Mary’s, every student will experience collaboration, experimentation, research and engagemnt. Within these “new” walls, we are profoundly reminded of our founder, Father Sillers and his wife Aldine, and their love of libraries, reading and fellowship.

(Check out the 21st Century fireplace in the “Living Room.”) This innovative space has given us a taste of what a transformative environment looks like and will guide us through the process of creating new spaces that reflect the future of education.

As we all know, transformative learning is not just about the space. It is also about the instructional strategies and how we engage and motivate our students. Carrie Zulanas, Dean of Academics, presents in her article, Project Based Learning, how students are given “time to investigate and respond to complex questions, problems or challenges.” In the section titled, IB Showcase, we find meaningful, significant examples of an IB education at St.Mary’s and how teachers and students alike are forever changed

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through their learning experiences. School Counselor Dr. Carmen Anderson reminds us in her article to let our children be problem solvers as they encounter challenging social situations.

We are in the midst of a paradigm shift in the world of education. Our learning environment and instructional delivery must be organic, personalized and student-driven. It is imperative that we create opportunities for our students to flourish. We will confidently move ever forward, keeping in mind the immense responsibility and blessing of working alongside our students each and every day. I invite you to immerse yourself in the pages of this magazine and experience the excitement that resides at St. Mary’s.

Sincerely,

Sharon Taylor Head of School ST. MARY’S SPRING 2016 MAGAZINE

COVER

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STORY

FULL STEAM AHEAD New Facilities Reflect the Future of Education

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By MARRIE

STONE

ood schools nurture the child and foster a strong educational foundation. Great schools employ experienced faculty to prepare students to be critical thinkers and responsible citizens.

But cutting edge schools go a step beyond, recognizing the need not only for a nurturing

environment and skilled faculty, but also state-of-the-art facilities that reflect the curriculum and values of the institution—namely leadership, innovation, collaboration, international awareness, and environmental consciousness. St. Mary’s takes pride in its status as a cutting edge school.

When Sharon Taylor assumed the role as Head of School, she began steering St. Mary’s into exciting and uncharted territory, reimagining what the future of education looks like. She saw the need to prepare students for unforeseen challenges, and equip them for careers that may not exist yet.

Taylor discarded outdated instructional methods in favor of advanced teaching techniques. This led naturally into a discussion about the school’s facilities and architecture. Form follows function, after all, and the environment becomes our students’ “third teacher.”

Taylor needed the physical spaces within the school to reflect the groundbreaking approaches St. Mary’s takes toward a global, 21st century education. Knowing the IB Hub was something she could tackle now, and a master plan would require a longer-term, more complicated commitment, Taylor pursued a twoprong approach. The first prong has now been realized, and the second is fast underway.

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WELCOME TO THE IB HUB

Recognizing that within a few short years, the role of the library has drastically changed, Taylor challenged the school to reimagine its spaces. This May, St. Mary’s unveiled the IB Hub, best described as the library of the future. Once hushed, sterile, and solitary, the library is now a bright, colorful gathering place that encourages the dynamic collaboration of ideas.

The space itself tells students there are different ways to approach old ideas, common problems can be tackled with new solutions. From modular furniture to a textured computer-generated 3D wall lit by changing LED lighting, students are inspired to think differently. Travel trunks line one wall, containing objects from countries around the world. The Hub’s ceiling maps the world in full-color panels, reminding St. Mary’s students to always remain globally minded. Surrounding students with creative solutions allows them to think critically about solutions of their own.

Students are also encouraged to interact differently. Even the words for everyday pieces of furniture have changed to reflect their new and expansive functions. Sure, you know what a chair is, but what do you know about the scooch? How about the hedge? Do you still think desks are made for sitting, or that they have four corners? The Hub’s furniture is flexible—not to mention colorful—to accommodate a wide range of needs. Desks configure and reconfigure in several different ways. Chairs bounce, scoot, roll, swivel and wobble to reflect the learning styles and needs of the students. The hedge, like a modern-day water cooler, is where gatherings happen and work gets done. The Snugglestor builds a cozy couch into a wall surrounded by storage, creating quiet alcoves where students can huddle, chat, read, or conspire.

The space is imaginative, inventive, and inspiring, all the qualities it intends to instill in its students.

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FEEL DIFFERENT – THINK DIFFERENT.

“If students are comfortable, they’re focused,” says librarian Mimi Yogaratnam. “Movement often stimulates thought. If you provide students with flexible, collaborative and interesting spaces to congregate, who knows what ideas will be stirred?”

The Hub space also reflects the diversity of the student body. “There are several single chairs facing the windows, and the athletic field beyond, for those introverted students who need a quiet place,” says Yogaratnam. It also accommodates every size of student, from two year olds to teenagers. “It’s flexible and inclusive for every single student at the school,” she says.

There’s also space in the Hub’s living room to nestle by the fire and curl up with a book. And there are plenty of books to choose. The Hub is home to 18,000 titles, a large international collection, and authors from around the world. Through the school’s web page and vast database, it’s a library that never closes, even when the LEDs go off.

THANK THE THINK TANKS

The Hub also incorporates two innovative think tanks and collaboration rooms. A throwback to the mechanic’s library of the 19th century, these spaces provide students with tangible tools and dynamic workstations to tinker, create, experiment, invent, and explore. Drawing from computer labs, art labs, woodworking shops, and science labs, these think tanks incorporate elements across disciplines to stimulate imagination and discovery.

“Libraries are cathedrals of the mind; hospitals of the soul; theme parks of the imagination,” British journalist Caitlin Moran once said. The Hub reflects this ideal. It’s more “urban children’s museum” than traditional library, encouraging interactive learning and igniting curiosity. The space is imaginative, inventive, and inspiring, all the qualities it intends to instill in its students.

ST. MARY’S SPRING 2016 MAGAZINE

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A MASTER PLAN IN THE MAKING

The IB Hub is just the beginning. A Master Plan for the campus is currently being developed to address St. Mary’s goals in alignment with the school’s Vision, Mission, and Pillars of Excellence. The Master Plan Team is working closely with the St. Mary’s School Board of Trustees and Administrative leadership, under the direction of Head of School Sharon Taylor, to confirm the school’s goals, guide programmatic priorities, and identify the strategic elements of The Master Plan most suitable to meet the school’s goals over the next fifteen years.

The goals of The Master Plan will reinforce St. Mary’s vision of shaping young minds into world citizens, through spaces that support a robust curriculum. The priorities of the goals focus on providing physical environments that enhance and reinforce the academic and pedagogical aspirations for the school, as it moves into the next fifteen years of facilities upgrades. It is important to note that a Master Plan is a living plan that can be amended as the school’s needs or conditions change. Drawing on input from faculty, parents, students, administrators, board members and industry professionals, we have determined five goals for the Master Plan.

1. Build a new facility to house student centered, hands-on learning in STE(A)M instruction • Includes science, technology, engineering, arts, and mathematics through classrooms, innovation labs, and maker spaces.

• Includes a gathering space to support the performing arts, and an entire ‘school’ of students.

2. Provide an identifiable school entry

3. Renovate existing spaces to maximize our current facilities

4. Build a new academic building to house Early Education and Administration

5. Implement sustainable solutions throughout the campus

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STEM to STE(A)M Science, Technology, Engineering, Arts and Math

STEAMING AHEAD AT ST. MARY’S

The National Center for Technological Literacy recently reported people spend 95% of their waking time interacting with some type of technology. Buildings, furniture, household devices, cell phones, and transportation systems all incorporate technology, and are all manufactured by engineers and designers to meet our growing wants and needs. According to Paul Erickson of American School and University Magazine, labor statisticians project that the U.S. economy will call for millions of new professionals in the technology disciplines within the next 10 years. Today’s kindergartner is tomorrow’s design engineer, and their education at this moment must prepare them for those growing careers.

But the best technology ideas are often found at the place where technology intersects with the arts. As Steve Jobs observed, “It is in Apple’s DNA that technology alone is not enough –it’s technology married with liberal arts, married with the humanities, that yield us the results that make our heart sing.”

Once revolutionary, Jobs’ insight is now becoming mainstream.

Educational institutions have begun integrating arts and design studies into their traditional science, technology, engineering and math programs, turning STEM to STEAM. Educators in Rhode Island discovered that adding art and design into a science-based curriculum shifts not what is being taught, but the way the content is taught. It’s not a change in curriculum, but a way of integrating the disciplines to show students all angles of a problem. This type of transdisciplinary learning guides student inquiry, dialogue and critical thinking.

To introduce this important new integrated curriculum to St. Mary’s, the school has engaged Steinberg Architects to create a Master Plan that addresses our goals and priorities. Steinberg is a firm that shapes environments and creates inspiring places through research, technology, and innovative design. Founded in 1953, Steinberg has extensive experience in the educational sector, having recently completed the Sage Hill School’s science building.

We are excited to share the complete 15 year Master Plan with the community in the Fall of 2016.

THE ST. MARY’S ADVANTAGE

St. Mary’s is endowed with several advantages – a highly skilled and deeply engaged faculty; an active and vibrant parent community; a highly motivated and talented student body; forward thinking administrators; a strong vision and mission; and a generous pool of financial support. This synergy is powerful. It affords us an array of unique opportunities, and we recognize this as the time to tap into them. We are excited to take this next step into the future, strengthening our position as one of Orange County’s top educational institutions, and securing our children’s future as 21st century leaders.

We are excited to share the complete 15 year Master Plan with the community in the Fall of 2016.

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PROJECT BASED LEARNING

Where Beauty and Learning Meet

By CARRIE

R

ZULANAS

on Berger, author of The Ethic of Excellence asks, “Is there a more profound lesson than taking pride in creating work of importance and beauty?”

Beautiful and important work is the result of meaningful and engaging work, an essential component of Project Based Learning.

Project Based Learning is different than traditional project work.

Projects are often considered the “dessert” of a unit. After learning content, the students apply their knowledge to a project. In Project Based Learning, the project is the “main course.” Students are given the concept of the project at the beginning of a unit, and learning occurs through the creation of this new idea or product.

This provides a context and reason to learn.

At St. Mary’s, Project Based Learning begins at an early age.

Through the transdisciplinary units, students in the Early Education Program and the Lower School Program are given time to investigate and respond to complex questions, problems, or challenges. They collaborate, problem solve, and give and receive feedback. Students develop solutions using evidence to support their claims, and present these ideas in a public forum.

This meaningful work occurs in a variety of ways.

In LS science, students take on the role of engineers as they complete projects connected to the units of inquiry. For example, students in first grade participate in the 5x5 challenge. The goal - create a structure that is at least 5 inches tall and can support 5 pounds of weight. Students begin this learning experience by using materials (paper, cardboard, Popsicle sticks, Dixie cups and masking tape) in a free build. Through this activity, they learn how materials work – or don’t work - together. Wanting to better their designs, the children inquire into a variety of building techniques (pillars, cubes, pyramids, sheer walls, cross bracing, how to use tape efficiently). Working with an architect, they use these new understandings to design blueprints of a structure before building and eventually testing the piece. On testing day, Brandi Hartigan, Lower School Science Lab teacher, carefully added one pound at a time to each structure. Students celebrated as some structures supported 36 pounds!

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Ms. Hartigan explains, “I love to see the ingenuity, creativity, and teamwork students employ in order to successfully meet these challenges. The students feel proud of their work, and are always thinking of ways to improve upon their designs.”

talk show. Taking on the role of writers, actors, and directors, the students work collaboratively to create a piece that includes an interview, breaking news, a weather report and a commercial – all written and spoken in the language of Shakespeare!

In fifth grade, students complete a multi-faceted project related to issues that are important to them. They begin this six week study with a single question – What concerns you about our world?

Students inquire into a variety of subjects before choosing a topic of interest. From there, they become experts, working with numerous sources and consulting with experts to gain knowledge. In the service-learning component of the project, the students spend a day in the field, completing action related to their topic. They also work with the technology department to produce a short public service announcement that includes the causes, effects and possible solutions for their chosen topic. Finally, the students present their work in a public forum answering questions about their knowledge of the topic, the choices they made, and their reflections on what was gained by doing the project.

To create this kind of high-quality work, students need to do much more than remember information. They need to use higherorder thinking skills, clearly articulate their ideas, read a variety of material, write in various modes, and make effective presentations on both a local and global level. Next year, the eighth grade students will submit their work to ShakeMeUp! – an international film festival being hosted by the Prague Shakespeare Company, which will feature student work from around the world.

Sharing his own reflections on this unit, fifth grade lead teacher Dustin Mittelsteadt explains, “Since the topics are self-selected, students take more ownership of and pride in this project because it is something they care about, which makes the learning real to them. Students who don’t always shine in a traditional assessment have an opportunity to because they can present their knowledge in a variety of ways like programming video games, creating 3-D models, and developing science experiments related to their topics.”

Project Based Learning continues into the Middle School in all subject areas. For example, the mathematical concepts of dimension and scale become real to the students as they construct three dimensional scale models of their bedrooms using Google Sketchup. In the Visual Arts, students learn about the history and cultural significance of artistic pieces as they create faux stained glass windowpanes.

Through the “Who Did it?” project, students in Language Acquisition work in teams to create a mystery regarding a missing backpack.

They learn and practice prepositions, school locations, and supplies to write clues in Spanish that lead to a suspect.

Language and Literature teacher Peggy Fowler understands the importance of providing this authentic audience for her students.

“This project empowers the students to create their own vision of success, and it is an opportunity for them to explore the works of Shakespeare with a purpose beyond just reading his plays and sonnets. They find themselves exploring his craft, his wit, and as they reimagine his works into their own show production, they find themselves clearly addressing audience imperatives. I am excited to see how extending this project to a worldwide audience next year will further inspire my students.”

Through Project Based Learning, our students better understand the relevance of their work. They strive to know more; to do more.

“When students have a stake in their learning,” explains Mrs. Fowler, “they stop asking, ‘What do I have to do?’ and start asking ‘What can I do?’” The possibilities for our students are limitless, but one thing is certain. Students at St. Mary’s are inspired to and take pride in creating work of importance and beauty.

In the MYP Year 3 (Grade 8) Language and Literature “A Midsummer Night’s Dream Show” project, students are asked, “Why do we still read Shakespeare?” Reflecting on the modern relevance of this author, students transform significant events and character dialogue from Shakespeare’s works into a lively and engaging

Beautiful and important work is the result of meaningful and engaging work.

ST. MARY’S SPRING 2016 MAGAZINE

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Global Exchange

INSPIRES DEEPER LEARNING

By ANDREA

A

SHERMAN, Level Up Village

t St. Mary’s School, an International Baccalaureate World School in Aliso Viejo, California, teachers are always looking for ways to broaden students’ global understanding.

“I have overheard some deep insights on the part of my students.”

To that end, Heidi Galloway, Language and Literature teacher and Department Chair, recently offered Global Conversations to all four of her sections of sixth grade English.

Her students read and discussed I am Malala with global partners in India and Uganda.

“It has been a fantastic experience. The partnership has elevated my students’ thinking and awareness. Their global partners are becoming real to them, real people, real friends,” said Galloway.

13 Galloway’s students were paired one-on-one with partner students from one of three schools: Ekalavya in Bangalore, Masoom Night Schools in Mumbai and Gayaza High School in Uganda. While reading I am Malala, they communicated with their individual global partners by sending and receiving video messages each week that explored important themes from the book.

“I have overheard some deep insights on the part of my students.

For example, when talking about how they are leaders, and how they can develop further as leaders, many mentioned activities they are involved in that I did not know about. Some said they are leaders for their younger siblings, and others shared that this spring they will run for office in our school’s student government,” said Galloway.

“It’s a sure thing that they have been inspired by Malala.”

The students are also gaining insights into their partner’s daily life, traditions and popular culture.

Another one said, “Education is very important to everyone, both girls and boys. Everyone should get an education. Like Malala, she is getting education with bravery.”

Comments from Ugandan students were also eye-opening for their partners in the U.S. One student at Gayaza High School said, “In my opinion, education has helped the emancipation of women in Africa.

In some places in Africa, and around the world, some girls don’t go to school because their families don’t have the money or it’s not allowed in their tradition so they get married early because their parents need the bride price.”

When it was their turn, students at St. Mary’s reflected with comments like these: “My education has really helped me throughout life. It has helped me write well and do math. My Dad got a good education and got a good stable job because of his education.”

“They are genuinely curious about their partners’ customs and interests. They ask about their school day, their subjects and their sports,” said Galloway.”When it came to the conversation about leadership, they asked high level questions about the governments of our partner countries. The partnership has elevated my students’ thinking and awareness.”

Letters to Malala

The Ugandan students paired with St. Mary’s learned a great deal from the global exchange, as well.

Students’ response to literature was a series of letter written to the author. In the first letter, students asked Malala questions.

In the second, they described her in terms of one of the IB Learner Profile traits. And in the final letter, they commented on a quote from Ziauddin Yousafzai, Malala’s father. When he was asked by a reporter, “Do you know who it was who shot your daughter?”

Mr. Yousafzai replied, “It was not a person. It is an ideology.”

One of the important themes students discussed as part of the Malala exchange was access to education. Students at St. Mary’s heard first-hand how education is valued by Masoom night school students, who have jobs such as selling vegetables or making shoes during the day, and then go to school at night.

“From education, we learn about having respect for everyone and manners,” said one Masoom student. “Many children don’t go to school but they need to get educated. I am working in the day and I am studying in Sri Krishna night school.”

This year for the first time, grade six Language and Literature students had the opportunity to read an important new autobiography, I am Malala, by Malala Yousafzai. They came away with great admiration for this young woman, very close to their own age, who has the courage of her convictions.

Sixth grader Gabe McNeil’s thoughts on this quote are beautifully expressed in the letter below.

6 April 2016 Dear Malala,

Your father is a great person for not wanting revenge against the person who shot you. He wanted to

stop the ideology of what he did instead. When asked about who shot you, he replied with, “It was not a person, it was an ideology.” I think that everyone should know about this. It’s not the person who attacked you who should get the blame, it’s their ideas.

I think he means that the ideology of extremism was your shooter’s motive. This extremism ideology

controlled all his actions. The shooter was probably raised extremist, or was converted by someone he trusts.

Your father is a brilliant man for knowing that revenge against the shooter wouldn’t stop later shootings.

He knows that to stop the shootings, you would have to stop this extremism. The extremism is the motive behind all of the Middle East’s problems right now. The problem is, when one group is destroyed, another takes its place.

Your book and your speeches have inspired millions, including me. You and your father are amazing

people to keep on fighting through everything. Your book has taught me many lessons, like not to want revenge, or to accept what has happened throughout my life, and move on. It has helped me become a better person, thank you for writing this book!

Sincerely,

Gabe McNeill ST. MARY’S SPRING 2016 MAGAZINE

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THEATRE PROGRAM

Takes Center Stage

How St. Mary’s IB Curriculum Got Disney’s Attention

By MARRIE

A

STONE

ll the world’s a stage. But for many St. Mary’s students, the stage—and all that lies behind it—is their world.

And this theater fever seems to be spreading throughout the campus.

When Maren Galarpe, Chair of the Arts Department, joined the school in 2012, drama was offered only as an after-school activity.

At that time, 43 students were involved in theatre. She quickly saw both a need and an opportunity. A curious, engaged, and creative student body lends itself well to the lessons of musical production.

Since 2012, her membership has more than doubled. Students have selected and staged four major shows: Willy Wonka, The Little Mermaid, Beauty and the Beast, and—this spring—The King and I. Galarpe has a no-cut policy for theatre students, very unusual in academic settings where cast and crewmembers are often constrained, and eager thespians aren’t always allowed to participate. “We find a role that’s suitable for everyone based on their interests,” says Galarpe. “I encourage students to write the word ‘open’ on their audition forms. This reflects our IB values— being open-minded about the possibilities.”

That open-mindedness often pays dividends. Galarpe says some students come into class timid and shy, offering to participate only at the margins or behind the scenes. But they’re often quick to change their minds. “It’s common for a student to start in crew, build confidence, and then ask if it’s too late to be on stage,” she says. “We always find a way.”

Galarpe’s theatre program reflects all the tenants of an international baccalaureate (IB) curriculum—namely leadership, self-reliance, inquiry, creative problem solving, and teamwork. “Every leadership position behind the scenes is held by students—stage managers, costume designers and coordinators, props managers, sound chief, set designers,” says Galarpe. “Of course the entire cast is comprised of students. It’s very risky, but also extremely rewarding.”

This innovative approach got the attention of Disney. Last year, Disney’s theatrical licensing group sent Galarpe a personal email, asking her to respond to a series of questions that revealed she was doing something unique and exciting. They seized on St. Mary’s student-driven approach to creativity and selected the school to be featured in a mini-documentary on the benefits of musical theatre.

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The documentary entitled Friends for Change: Disney Musicals in Schools, narrated by eighth grader Gabby Dalgaard, who also played Belle, aired last summer and fall on the Disney Channel. Disney planned to bring in their own actor to narrate the piece, but became so taken by St. Mary’s students, they let them run the show—which they were well prepared to do.

When it comes to creativity, St. Mary’s students know no bounds. From costume creations to set designs, their concepts are imaginative genius. For last year’s production of Beauty and the Beast, seventh grader Clara Cherney took it upon herself to construct an elaborate box set design. She worked every night for over three weeks on an intricate small-scale model, encrusted in gold foil. It boasted two sets of staircases, spiral columns, an elaborate jeweled chandelier, and a red rose made from a pipe cleaner and ruby bead under a tiny glass dome. All encased inside a boot box. “Students have wild ideas,” says Galarpe.

“And I’m there to help those ideas become dreams-come-true.”

Most often these ideas employ another St. Mary’s pillar— environmental responsibility. The costumes, props and accessories

frequently integrate common household objects, recycled materials, and reusable resources. From feathers and pasta shells, to pulltabs on soda cans, students can find a use for nearly any object.

“We’ve used torn up tablecloths as seaweed in The Little Mermaid,” says Galarpe. “Foam hats decorated with pasta shells and gold paint make fantastic crowns.”

One of her favorite creations was born in her 6th grade theatre class while studying Greek myths. Kaiden Martinez played Cerberus, the three-headed dog. Kaiden wanted to purchase three rubber animal masks at $25 a piece, which was out of budget.

Then inspiration struck. Using black baseball hats and Styrofoam mannequin heads, he painted, glued and attached them to a large ring, and fabricated the chilling dog of the underworld.

In addition to incorporating environmentally responsible practices into her classroom, Galarpe emphasizes ethics. Every play is licensed, applications submitted and paperwork filed. She teaches students about intellectual property and copyright, stressing the importance of ethics in the arts. “Not all communities and organizations do this,” she says. “It’s important. Our students need to be creative ethical leaders. These projects must be their own, and this is how they learn those values.”

Galarpe’s love for her students and passion for theater goes a long way. Her enthusiasm is infectious. She flits around her classroom like a hungry hummingbird, rarely settling into her seat. Each time her eyes land on a costume, headpiece, or set-design, it triggers a memory. Her face lights up and stories start to spill. “In my 20 years of teaching, I’ve never forgotten a child or a role. I was just watching Anne Hathaway in Les Miserable the other night. I could only see my old student.” Her eyes well up. “It’s very emotional for me,” she says. The pride on her cast and crews’ faces makes it evident—it’s emotional for everyone.

ST. MARY’S SPRING 2016 MAGAZINE

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IB ACCREDITATION Groundwork I

n 2007, St. Mary’s completed an authorization process that enabled us to become an

International Baccalaureate (IB) World School.

As an IB World School and a member of the IB community, we maintain a close relationship with the IB Association to ensure our adherence to the unique IB academic rigor and the focus on the individual student. As St. Mary’s works towards continuous improvement in our curriculum and programs, the Primary Years Programme (EEPGrade 5) and Middle Years Programme (Grades 6-8) have been participating in a year-long selfstudy, which is a significant component of the rigorous evaluation process required for all authorized IB schools every five years.

The evaluation process will culminate in the fall of 2016, during which two teams of IB educators will visit the St. Mary’s campus. During this visit, these IB representatives will seek to determine and share what St. Mary’s is doing well, and how we might continue to grow our programmes further.

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The International Baccalaureate Programme is a framework for delivering curriculum, aimed at cultivating self-driven, culturally aware critical thinkers. Every five years as part of the evaluation process, the IB Association assesses our implementation of IB standards and delivery of curriculum by reviewing our Programs of Inquiry in the PYP and our subject-specific and interdisciplinary unit planners in the MYP. By evaluating, in detail, each of these tools, IB is able to determine our effectiveness within the IB framework by examining three aspects of our programmes:

1.

Philosophy: Is the IB Mission statement represented within our school culture?

2. Organization: Does our allocation

of resources and budget ensure that

the successful implementation of the

IB programmes is a priority?

3. Curriculum: Do our written curriculum

and our teaching and learning

practices represent IB ideals?

In the PYP arena, IB is looking at individual grade levels and how each unit of inquiry addresses the important facets of the IB framework. The IB evaluates each line of inquiry to determine if it is global, transdisciplinary, and student-driven, how it aligns to standards, and how it has changed and evolved over time. They look at each program of inquiry to ensure we have shown growth and self-evaluation over time and, more specifically, since the previous five year accreditation process.

In the MYP arena, our Middle School is participating in the Building Quality Curriculum Program which was launched

by IB in 2015 and has been thoroughly embraced by our faculty. The purpose of this program is to provide specific feedback to reflect, collaborate, and continually improve the curriculum being delivered within the MYP. As a step in this process, teacher-created unit planners and

accompanying reflections were submitted to the IB for feedback. Our MYP planners were returned with well-deserved praise for the manner in which our MYP educators are delivering age appropriate content within the IB framework, in addition to helpful suggestions for future growth.

St. Mary’s commitment to the IB Programme is at the core of our mission and embraces the effectiveness and beauty of the framework itself. The IB Mission states: The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Our commitment to this self-study and accreditation process demonstrate the integral nature of IB at St. Mary’s school.

St. Mary’s commitment to the IB Programme is at the core of our mission and embraces the effectiveness and beauty of the framework itself.

ST. MARY’S SPRING 2016 MAGAZINE

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Helping Your Child Face

TOUGH SITUATIONS Spring has sprung, and I’m already anticipating summer vacation. This is the time of year in the life of a school when we see an increase in relational conflict among students. It happens every year, but takes the parents of those involved by surprise – especially if their children don’t have a history of social concerns. I’m not sure if it’s hormones or simply the need for a well-deserved break, but educators can predict it like clockwork.

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I think it’s safe to say we all want our children to be happy and well-adjusted.

Consequently, there’s nothing harder than watching them struggle.

I think it’s safe to say we all want our children to be happy and well-adjusted. Consequently, there is nothing harder than watching them struggle. However, many of life’s most important lessons are learned when we as parents sit back and let them sift through the messiness of daily life without jumping in to rescue them. This is not to say that we should not offer guidance, but the truth is that our children’s perspectives will not always be right.

There are at least two sides to every story, and perhaps our children even did something to provoke an unkind interaction with their friends.

I love my children more than words can express, and I’m also pleased to say that they’re not perfect! I’m okay with that. Even if I encourage my children to act in a manner that’s consistent with our values, it doesn’t guarantee that they will always do so, and it certainly doesn’t guarantee that the behavior of others will change. So yes, from time to time my children will be shunned on the playground, excluded from playdate invitations, and talked about behind their backs. As horrible as it is to sit back and watch, those are growing pains.

I can’t protect them every minute of every day. I have two choices when these things happen.

I can either focus on what the others involved need to do to change, or I can empower my children to respond in a way that preserves their integrity and builds valuable skills for them to take into adulthood. I’ve found it’s a better use of my time to choose the latter.

I can encourage my children to voice their concerns, advocate for themselves, and spend time with those who treat them well. I can praise them for standing up for themselves.

As counterintuitive as it may feel, we are actually doing our children a favor when we allow them to struggle. Intervening too soon suggests that we do not believe children can cope on their own, and we are subtly sending a message that we are not confident in their ability to handle themselves. It’s also important to consider whether we are responding in an overly zealous manner, simply because we have difficulty tolerating our children’s sadness or disappointment. In contrast, offering a few tips, sitting back, and waiting to see what they do with our suggestions will only grow their confidence and personal relationships. I challenge you to let your children be problem solvers!

Dr. Carmen Anderson our School Counselor is a guest blogger for OC Mom Blog and has had numerous articles published on this site including this piece.

TAKE AWAY TIPS • Listen but don’t automatically take your child’s side when they tell you about a social conflict • Avoid asking leading questions when asking about your child’s day (Did you play with so and so? How did they treat you today?)

• Have your child identify one thing they can do differently when they tell you about a recent social conflict so they begin to consider their own role in relationships.

ST. MARY’S SPRING 2016 MAGAZINE

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IB SHOWCASE

Learning With Passion

The Impact of the Holocaust Submitted By

PEGGY FOWLER, Grade 8 Language and Literature Teacher

G

rade 8 students engage in an inquiry into the events of the Holocaust and how it still impacts us today. The Tolerance Unit introduces students to the video-taped testimony of Holocaust survivors, in conjunction with their participation in the annual Chapman University Holocaust Art and Writing Contest.

Watercolor by Nicole Ryu, Grade 8

Students read the memoir Night to examine the detailed recollections of Holocaust survivor Elie Wiesel, and engage in dialectical journals which allow them to respond to and reflect on the treatment he suffered during his internment in the Nazi death camps.

Students take an inspirational journey through the U.S. Holocaust Memorial Museum in Washington, D.C. as part of their field study trip.

While our students arrive at the memorial museum knowledgeable, their hearts are soon overflowing with sympathy and sadness as they travel along the corridors of this unique location. The experience ends in the Hall of Remembrance, where our students spontaneously engage in quiet prayer and reflection.

When we return from our field study, students write a prose or poetry piece to express their admiration for the enduring survivors and the emotional connections shared along the way. These writing pieces are an important milestone in the Grade 8 writing portfolio, demonstrating the incredible empathy for the Jewish people that our students develop through the unit, as well as the connections to their own family members who served in the military during World War II.

The Winter Rose

by Zoe Strickland, Grade 8

The Holocaust was a dark age That ended only with death and pain.

11 million souls were crushed, But before they lost their lives They lost all hope- in their hearts.

The Holocaust was like a rose Suffering a fierce winter blow.

The petals have fallen- all beauty has been shed And the stem lay covered in thorns- frozen and dead.

My dear grandfather Whom I wish I had known Helped end this tragedy And thank the Lord he came home.

He fought for the British With bravery and courage.

The things he saw, And the things he found; It tears me apart to know That he amongst many, Witnessed pure Hell.

But he shut down that camp And fought in combat in the war As he watched his fellow soldiers die off One by one, until most were gone.

The Holocaust was like a rose Suffering a fierce winter blow

The petals have fallen – all beauty has been shed And the stem lay covered in thornsfrozen and dead.

The end of the war appeared on the horizon And with every bit of strength the prisoners leftover kept on surviving.

The war ended and the frozen rose began to bloom.

Defrosting, it revealed a light red color-beautiful and solemn Representing the blood of millions killed Who we can never get back.

And the day that the rose bloomed, We swore to never let the Holocaust happen again.

A Coexist Wall

Submitted By Jaime Hoffnagle, Grade 5 Teacher Throughout the year, Grade 5 students bring in current event articles to share and discuss with their class in preparation for the final Grade 5 exhibition project which requires group collaboration and research of local, national, and global issues. These articles create organic conversations that cause the students to think globally and consider issues that happen in other parts of the world that trace back to core values in our local world.

“It’s because they’re Muslim,” I overheard a fifth-grade student say as I walked through the table pods. I took a step closer. As students discussed global and national concerns, the issue of terrorism had come up. I crouched at the corner of the desks. They stopped speaking to one another and stared at me.

“Oh! I’m just observing. Keep talking, this is interesting.”

The students kept on. It seemed some students had the misconception that all people of the Islamic faith also practice terrorism on a regular basis. I was taken aback, but then remembered that we hadn’t even discussed this topic. How were these students supposed to sift through hours of media footage, anonymous social media posts and ignorant remarks?

“Let’s talk more about this,” I said to them as I gathered everyone together. Students asked questions, answered each other’s questions about religion, and took out their Chromebooks to research the Islamic faith. They asked about the Crusades, where millions of people were slaughtered in the name of Christ. We discussed extremism, when some people twist a beautiful faith to fit into dangerous ideas. They asked about different skin colors, and beards, and hijabs. They talked about Christianity, Judaism and Buddhism.

In all the excitement of this inquiry, students decided to create a “Coexist” section in our classroom, where they each wrote down a fact about a life philosophy or faith to post on the wall. A Jewish student brought in a menorah to add to the setup.

“This will help remind us,” a fifth grader said when they stood back and looked at the wall.

“About what?” I asked.

“To understand each other better.”

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Dialoguing Global Issues Submitted By Vince Fragasso, Grade 7 Individuals and Societies Teacher

Model United Nations (MUN) is an extra-curricular experience for middle school students to come together to research, write, listen, speak, negotiate, and collaborate and then offer creative and innovative solutions to some of our planet’s most pressing problems. As an IB World School, this program is an important step toward achieving our vision of educating tomorrow’s global leaders and providing the opportunity for students to dialogue about important global issues with other students from all over California.

This year, students served as delegates to the different committees of the United Nations representing countries such as New Zealand, Pakistan, China and the United States. Topics of discussion included the current refugee crisis in Syria, the education and rights of women and North Korea’s Nuclear Program.

The global learning provided through the MUN program at St. Mary’s has made an impact on many students. Angie Yogaratnam, Grade 8 student and 2016 Legacy Award recipient, had the following to say, “There are lots of things that I like about MUN: Learning about issues around the world, improving my writing and public speaking skills through MUN, and, of course, learning about different countries, cultures and views on important issues in our world, not to mention working our way around them and figuring out how to resolve them in a fair way. “ St. Mary’s sent over 100 students to 6 conferences where they earned 52 awards competing against mostly high school students from all over California. What makes me most proud is that students are discussing global events, stepping out of their comfort zone, and writing, researching and collaborating with other students outside of the St. Mary’s community. This year the school also attended a conference at the University of California, Santa Barbara and have been invited to attend an international MUN conference next year in Singapore.

MUN parent, Richard Cherney (father of Cole ’14 and Clara Grade 7) had the following to say about the MUN program at St. Mary’s, “Both of our kids have participated in MUN at St. Mary’s, and if you ask them about their experience, they will tell you that beyond learning about an issue facing a foreign country they also got the chance to practice vocalizing their own opinions, understanding opposing views and having collaborative discussion towards finding a solution, all amongst a small group of peers. They will say that one of the toughest aspects and also best rewards was gaining the courage, confidence and comfort to speak in front a bunch of strangers.”

Depiction of California’s Natural Resources Submitted By Roxanne Kane

In Grade 4 students inquire into the interconnectedness of human-made systems and communities in support of this line of inquiry students consider how natural resources impact an area’s population and economy. To support this unit of inquiry, students create watercolor-based “glue paintings” depicting a Californiainspired theme that could have been used to decorate the ceiling of the Capitol Museum building. California’s abundant natural resources are explored as inspiration for these “glue paintings.”

Students had the opportunity to learn about the parget relief work recently uncovered on the Sacramento Capitol Museum building’s ceiling. Parget is the colorful plaster decoration that may be seen in the ceiling and frieze of the Archive Exhibit room on the first floor of the Capitol Museum, which students experience in person during their field study to Sacramento. The unique plaster designs were once common throughout the building. Through the years, efforts to modernize the Capitol have resulted in the delicate plasterwork being painted over or sometimes removed entirely. Fortunately, during the restoration project, workers found a full-color segment of an original California poppy design hidden behind a heating duct. This revelation provided artisans clues about how to best re-create this lost art form.

Going Green Crew

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Submitted By Kimberly Komrosky, Pre-Kindergarten Lead Teacher

Anthropologist Margaret Mead once said, “Never doubt that a small group of thoughtfully committed citizens can change the world.” St. Mary’s littlest citizens, our Pre-Kindergarteners, are on a mission to change the world by becoming ambassadors of recycling, reducing, reusing, and repurposing.

During our IB Unit, Sharing the Planet: What Does It Mean to Be Green?, students watched part of a documentary titled The Landfill Harmonic about a community in Paraguay that lives around a garbage dump and brilliantly repurposes the trash into musical instruments.

Inspired by this story, St. Mary’s Pre-Kindergarteners did their own repurposing project by making a Milk Jug Reading Fort. The Reading Fort is a daily reminder that we must stop sending trash to the landfills. As London Bauer, PK student, stated, “We made the fort so we don’t make the earth ugly.”

Our class had 100% class participation in donating milk jugs to the mighty cause. The repurposed fort is nearly 6 feet tall and is constructed of over 400 milk jugs. One family made twice daily trips to a local Starbucks and collected over 200 milk jugs. Peets and Pain Du Monde also supported the cause. However, students were sad to learn that many of the local coffee shops do not recycle the hundreds of milk jugs they go through in a short period of time. As a next step, the students will be signing petitions asking local coffee shops to get on board with recycling instead of contributing to the environmental problems of landfills.

St. Mary’s Pre-Kindergarteners have clearly embraced the idea that the choices people make affect the earth. They are passionate about caring for our planet and doing their part, both at school and at home. They often remind each other to recycle lunch packaging, reuse lunch baggies, turn off the lights when exiting the classroom, turn off the water when washing hands, collect the rain to water our EEP Garden, and use both sides of the paper when crafting projects in the Writing Center. Our students may be little, but they are mighty in commitment!

Experiencing Egyptian Creativity Submitted By Roxanne Kane

Grade 3 students work in groups in order to create life-size, mixed-media, three dimensional “Egyptian sarcophagi.” This visual arts project ties into the classroom study of the culture and practices of ancient Egyptians, especially their hieroglyphs which were symbols that were not only alphabetic but syllabic and, in some cases, determinative, meaning that they depicted the meaning of the word itself.

The central idea in this unit of inquiry is that indigenous people express their culture in a variety of ways.

By creating their own sarcophagi, students have an opportunity to experience an important aspect of the Egyptian culture while understanding how this culture reflected on and expressed their creativity.

ST. MARY’S SPRING 2016 MAGAZINE

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LEGACY Leadership Award

E

very year, St. Mary’s School presents a Legacy Leadership Award that honors a St. Mary’s eighth grade student who demonstrates superior leadership skill, evidence of service, and civic responsibility.

The competition focuses on four main principles called the “Four Aces,” which form the cornerstones of a strong community: Attitude, Commitment, Engagement and Service. Each student in the competition writes two essays and is interviewed individually by a panel of judges representing local community and business leaders.

This year 12 finalists were named for this prestigious award including: • Connor Rees, Aliso Viejo • Rohun Krishnan, Aliso Viejo • Nick Fish, Aliso Viejo • Cole Engleman, Aliso Viejo • Derrick Adams, Newport Beach • Riley Orcutt, Newport Beach • Dylan Long, Newport Beach • Angie Yogaratnum, Laguna Niguel • Zoe Strickland, Laguna Niguel • Lucas Marcinkowski, Laguna Niguel • Ethan Emes, Laguna Niguel • Haley Augustini, Laguna Niguel

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This year’s judges included Paula Braun, Former National Officer for National Charity League, currently serving at Families Forward and ICEC; David Braun, of Comerica Bank, Kevin Eckhoff, retired Master Gunnery Sergeant from the United States Marine Corps, Bill Phillips, founding member of the Aliso Viejo City Council; and Greg Spierkel, retired CEO of Ingram Micro. The judges review the candidates’ essays, and evaluate each candidate in an oral interview.

This year’s winner, Angie Yogaratnam, was announced at the leadership awards ceremony on April 29, 2016, in front of more than 1,000 students, parents, and members of the community.

Yogaratnam’s aptitude for leadership and service far exceeds her years. Some of Angie’s extracurricular activities include MathCounts at UC Irvine, Model United Nations, and Piano.

Angie is also involved in many volunteer and service learning groups, as well a number of on-campus activities. Angie adds the Legacy Leadership Award to a total of 15 additional awards and certifications she’s earned during her time at St. Mary’s School.

Angie Yogaratnam

Angie’s service learning crosses continents. She shares that “My grandparents live in Sri Lanka. They are very compassionate people who strive to make the lives of others healthier and happier. My grandfather’s organization is called the Pattakannu Foundation, that my great-great grandfather founded and dedicated to educate the underprivileged and provide medical assistance. The Village of Hope is a village the Pattakannu Foundation co-created after the devastating 2004 tsunami. Many Sri Lankans were widowed and orphaned after this tsunami, so my grandfather felt he had to do something. I collect school supplies to donate to this organization.” Even with a busy schedule and a wide array of interests, Angie stands behind her service and community involvement as an invaluable learning experience.

ST. MARY’S SPRING 2016 MAGAZINE

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Keeping Up with

OUR ALUMNI

We love when our Alumni make us proud, which they often do.

Class of 1995

Class of 2007

Brooke (Barbee) Kallenbaugh ’95 is a member of St. Mary’s first

Margarita Arcenas ’07, attended Sage Hill School before

graduating class. She continued her education at Santa Margarita

graduating from the University of Notre Dame in 2015 with

Catholic High School and DePauw University in Greencastle,

a Bachelors in Business Administration in Accounting and

Indiana, where she graduated with a Bachelor of Arts in English

in 2016 graduated Cum Laude with a Master of Science in

Writing. She remains involved with Delta Gamma. Brooke currently

Accountancy also from the University of Notre Dame. She is

works as a Security Analyst for Wells Fargo. She lives in Dana Point

currently working as an Associate in the Assurance Practice

with her husband and their one-year-old son, Harris.

at PricewaterhouseCoopers in Los Angeles.

Class of 2004

Class of 2008

Michael Fice ‘04 attended Santa Margarita Catholic High School,

Jacqueline Adams ’08 attended Mater Dei High School where

before graduating Cum Laude from UCLA in 2012 with a Bachelor

she graduated in 2012. She is currently attending UCLA and will

of Science in Microbiology, Immunology, Molecular Genetics, and a

be graduate this spring with a Bachelor of Arts in Economics

minor in Biomedical Research. Michael spent the next three years

and a minor in English. At UCLA, Jacqueline is involved with

under Dr. Dorshkind at UCLA where he continued to work on stem

Alpha Delta Pi sorority, the Ski and Snowboard Team, and the

cell research and had three papers published in the Medical/Science

Community Service Commission. She is the current Executive

Journals. Michael is currently studying at Rush Medical College in

Director for Project Literacy, a one-on-one tutoring organization

Chicago, Illinois, with emphasis in Orthopedic Surgery.

severing students in grades K-12 and adults in low-income neighborhoods. After graduation, Jaqueline will move to Austin, Texas to work for Oracle as a Sales and Business Development Representative.

Elle Gargano ‘08 attended Santa Margarita Catholic High School and will graduate in May from Texas Christian University with a BA in Strategic Communications and a

Michael Fice ‘04, Joseph Fice ‘11 and David Fice ‘11

minor in Writing. Elle is a member of Gama Phi Beta. She plans to return to California after graduation.

CONNECT WITH US!

We love to hear from out alumni.

Email your updates and photos to alum@smaa.org.

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Class of 2010

Class of 2012 Austin Drysch ’10 is currently a

Baylee Corona ’12 is graduating from Santa Margarita Catholic High

sophomore at UCLA and plans to

School in June and plans to major in Biology at Loyola University

become a surgeon. Last fall, he was

of Chicago. Baylee enjoys her time with the choir, theater, reading,

selected to present a medical research

spending time with family and friends and her volunteer work

brief to over 1300 doctors and surgeons

caring for animals.

from around the world at the 33rd

Austin in Russia to assist with a medical research presentation

Annual World Congress of Endourology

Jacob Fish ‘12 graduates from Sage Hill

in London. Austin has been doing

School this June. He will continue his

research for the head of urology at

studies in Music at Berklee College of

UCI School of Medicine for nearly

Music in Boston, Massachusetts, where he

four years and was the lead author

received a four-year scholarship for voice

of the medical brief he presented

after attending their five-week summer

and submitted for publication. Austin is also doing research for

program last year. Jacob hopes to focus

two orthopedic surgeons at UCLA Medical School and has had

on music production and sound design

one research paper published and several others in process for

as well as perform with his classmates.

publication. He was St. Mary’s Salutatorian, Santa Margarita

He misses St. Mary’s and attributes his love of performing to the

Catholic High School Valedictorian, a National Merit Award

School’s nurturing environment and encouragement.

winner and a US Presidential Scholar.

Frances Gargano ‘12 graduates this Julia Traylor ’10 graduated from Laguna Hills High School and

June from Santa Margarita Catholic

is currently attending Southern Methodist University, studying

High School where she was a four-year

Public Relations, Sports Management and European Studies. She is

member of the Santa Margarita Pep

working as an SMU Ambassador and enjoys exploring Dallas and

Squad. She will attend Marymount

working out. She recently ran the Dallas Rock n’ Roll Marathon.

Manhattan College in New York City this fall where she plans to pursue a

Class of 2011

BFA in Dance Performance and a minor Myles Angel ‘11 is a freshman at

in Sociology.

Chapman University on a talent scholarship majoring in Percussion

Juliet Gonzalez ’12 is graduating from Santa Margarita Catholic

Performance. He is currently taking

High School this June and plans to major in Graphic Design at

18 units and plays in five ensembles.

Loyola Marymount University. She has been a member of the SMCHS Swim Team for the past four years and has received academic achievement awards. She received a Scholarship Award for college from SMCHS for her beautifully written essay on “How does your mother embody the qualities of Mother Teresa?” For the past three years, Juliet has volunteered at an assisted living facility

David Fice ’11 attended Santa Margarita Catholic High School and

in Mission Viejo, which she has found to be very rewarding.

is currently a freshman at Southern Methodist University in Dallas, Texas. He is a Film BFA major and plans to either minor or double

Ashley Martin ‘12 graduates this June

major in Business. David currently works as a promotional associate

from Santa Margarita Catholic High

for Sprint and RadioShack in Fort Worth, producing both television

School where she played volleyball, was

commercials and online advertisements.

a Santa Margarita School Ambassador, was Link Crew Leader and wrote many

Joseph Fice ’11 attended Santa Margarita Catholic High School, and

articles for the school newspaper, The

is currently a freshman at University of Arizona, Tucson. Joseph is

Eagles Nest. Ashley will attend the

majoring in Computer Science.

University of Arizona this fall where fellow St. Mary’s alumna Alex Thrash ’12 will be her roommate. Ashley enjoys reading, playing the piano, going to concerts, and spending time with her family and friends.

ST. MARY’S SPRING 2016 MAGAZINE

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Hunter McNenny ’12 graduated this May from Salpointe Catholic

Blake Engleman ‘14 is a

High School in Tucson, Arizona. He plans to major in Computer

sophomore honor student at

Engineering at the University of Arizona.

Santa Margarita Catholic High School. He recently received

Oliver Price ’12 is graduating this June with academic honors from

the Eagle Scout award for

the Orange County School of the Arts as a pianist/keyboardist in

his project of building two

the Commercial Music Conservatory. Oliver will attend the piano

large mobile bins to hold 50+

program at Berklee College of Music in Boston, Massachusetts

water polo balls for the boys’

where he will major in Film Scoring. Since seventh grade, Oliver

and girls’ water polo teams

“Montage!” the premiere performance group at OCSA. “Montage!”

Blake Engleman’s Eagle Court of Honor with fellow St. Mary’s 2014 graduates: Cole Cherney, Colin Ballantyne, Michael Auriemma and Blake Valum.

performs in large public settings, such as the tree lighting ceremony

community, and a passion for science. He would like to pursue a

at South Coast Plaza. Oliver is the keyboardist, bass player and co-

career as a lawyer and continue his love for science in his practice.

has dreamt of attending Berklee and eventually becoming a film score composer. Currently, Oliver is the pianist/keyboardist for

at SMCHS. Scouting has given Blake experience in leadership, opportunity to serve our

founder of the rock group Front Tiers, which released their first EP this spring. In his spare time, Oliver loves to write music and hang

Kaylin Martin ‘14 was the 2014

out with his band members, play basketball and watch sports.

St. Mary’s Legacy Award Recipient and is currently a sophomore at Santa

Kathryn Querner ’12 is graduating from Dana Hills High School

Margarita Catholic High School. She plays

in June. While at Dana Hills, she was a member of the California

varsity soccer, track and cross country.

Scholarship Federation, Student Senate, the school newspaper, and

She is active in Model United Nations

was on the Superintendents/Principals Honor Roll all four years.

and will visit London as a MUN delegate

Kathryn plans to major in English at the University of San Diego

in the fall. She enjoys playing the French

in the honors program, where she was awarded the Alcala Award

horn and flute for the SMCHS Honors

Merit Scholarship.

Wind Ensemble and is an International Baccalaureate Full Diploma Candidate. Kaylin enjoys spending her

Alanna Verde ’12 is graduating from Dana Hills High School in June.

spare time with family and friends.

She plans to major in Neuropsychology at DePaul University.

Daniel Pillette ’14 is currently a sophomore at JSerra Catholic High Lauren Walker ’12 is graduating from Santa Margarita Catholic

School. Daniel submitted the composition he wrote for his Creative

High School in June. She plans to major in International Relations

Writing class final titled, No More Tolerance, to the Alliance for Young

and Global Business at University of Southern California.

Artists & Writers. He was awarded the Gold Key Award in Science Fiction/Fantasy for the composition.

Class of 2014 Elyse Angel ‘14 is presently a sophomore

Blake Valum ’14 is a sophomore at

at Santa Margarita Catholic High School

Santa Margarita Catholic High School.

where she is the JV Cheer Captain and is

Blake plays on the Junior Varsity soccer

very involved in the performing arts. She

team at SMCHS and also plays for the

has participated in two spring musicals

Mission Viejo Strikers in their soccer club.

with Talon Theatre, both of which were

In addition to soccer, Blake plays the

nominated for many Macys and Cappies

steel drums and is in the Steel Drums

Awards. Elyse is also a member of the

Honor Program at SMCHS and had the

Thespian Honors Society and sings in the

honor of performing at Segerstrom Hall

Honors Chamber Choir.

this past winter. Recently, Blake had the opportunity to return to St. Mary’s as an assistant coach to Arturo Valdez and the Grade 5-6 soccer team. He has enjoyed sharing his passion and knowledge for the game and appreciates the chance to give back to St. Mary’s.

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ST. MARY’S SPRING 2016 MAGAZINE

St. Mary’s School 7 Pursuit Aliso Viejo, CA 92656 www.smaa.org

Save the date for the 2016

The 2016 St. Mary’s Golf Classic, a day of fun and fellowship, will be held at Arroyo Trabuco Golf Club on Friday, November 4, 2016.

Be sure to mark it on your calendar!

DATE: Friday, November 4, 2016 LOCATION: Arroyo Trabucco Golf Club

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