Head Of School:
Doug Patterson
Managing Editor:
Heather Wilkins
Contributors:
Jillian Auckland
Virtue Byrd
Mark Chapman
Keri Del Conte
Jim Cox
Kim Dzwonkowski
Trent Jones
Kristie Kender
Lydia Kucich
Taylor Maes
Laura Mulchay
Katie Red
Rob Risley
Jen Staudenbaur
Lauren Sterner
Kari Sylvester
Sharon Taylor
Arturo Valdez
Anne Yeargin
Rob Warren Photography:
Dear St. Mary’s Community,
It is with great pride and joy that I share with you the Spring 2025 issue of St. Mary’s Magazine, centered on the theme The Power of Growth: Learning, Leading and Looking Ahead.
Our mission is world-sized hearts, world-class minds. Growth brings that mission to life—seen in the curiosity of our youngest learners, the leadership of our graduates and the innovation shaping our future. Across campus and through generations, growth is happening—in ways that are lasting, meaningful and true to who we are.
Of course, the impact of a St. Mary’s education reaches far beyond our walls. “Shining Beyond St. Mary’s” highlights the remarkable accomplishments of our graduates in high school, while “Cultivating Confident Readers and Writers” offers a window into how our youngest students are developing a lifelong love of literacy.
In this issue, we celebrate many of these moments. You’ll read about how our faculty embraced a year of Professional Development in “Empowered Educators” and how our students are forging new pathways in “Charting a New Course in Mathematics.” From the joyful celebrations in “Small Moments, Big Impact” during the Week of the Young Child, to the inspiring showcase of creativity and problem-solving in “Programming in The Design Center,” it’s clear that our students are not only learning—they’re leading. We proudly share the tremendous progress on campus with “A Legacy in the Making: The Sillers Center Takes Shape,” a major project that reflects our community’s generosity and our shared commitment to the future. We are thrilled to pay homage to our founder, Father Sillers by naming our new building in his honor.
Whether it’s in the new warmth and connection of the Welcome Café or the wonder sparked in our Grade 6 students through a galactic journey in “Science: Galactic Innovation Showcase,” each story reflects how learning, leadership and vision shape every part of the St. Mary’s experience.
As you explore this issue, I hope you feel the momentum of St. Mary’s—honoring our history, celebrating our people and always looking ahead with purpose and promise.
With deep gratitude,
Doug Patterson Head of School
At St. Mary’s the strength of our community is rooted not only in the dedication of our educators and families but also in the unwavering leadership of our Board of Trustees. These individuals offer their time, talent and expertise to ensure our mission flourishes—today and for generations to come. As stewards of the school’s long-term vision, they provide strategic guidance and uphold the financial and institutional integrity of our school.
We extend our heartfelt thanks to each trustee for their thoughtful leadership and steadfast commitment to the transformative power of a St. Mary’s education.
This year, we offer special appreciation to Shawn Baldwin, Nicolaas Vlok, Tommy Beadel and Susan Choe as they conclude their service on the Board.
Shawn Baldwin
Since 2011 Shawn Baldwin has been a cornerstone of the Board of Trustees, offering invaluable insight and leadership across a broad range of initiatives. During his time on the Board, Shawn consistently advocated for and upheld Father Sillers’ vision of faith-based education. He has chaired and contributed to key committees, including Buildings and Grounds, Campus Planning, Executive, Succession Planning, Coast Hills Acquisition, Strategic Planning and Development. Alongside his wife, Keri, Shawn has played a vital role in shaping the school’s growth and spirit. The Baldwin family’s (Shawn, Keri, Hunter, Jackson, Hudson and Kaylee) impact on St. Mary’s is both profound and enduring, leaving a legacy that will be felt for generations.
Nicolaas Vlok
Nicolaas Vlok has been a steady and influential presence on the St. Mary’s Board of Trustees since 2015. Known for his thoughtful perspective and strategic mindset, Nicolaas has served on a range of key committees—including Finance, Strategic Planning, Buildings and Grounds, Campus Planning and Marketing—where his leadership has helped shape the long-term direction of the school. His business acumen, collaborative spirit and deep belief in the value of a St. Mary’s education have made him a trusted voice among fellow trustees and school leaders alike.
Together with his wife, Madeleine, Nicolaas has been an active and engaged parent, investing in the student experience not only for his own children but for the entire community. Whether contributing to strategic conversations or supporting school events, the Vloks have modeled what it means to serve with both vision and heart. Their family’s legacy includes Christopher, Marcus and Alexander. We are deeply grateful for Nicolaas’s decade of dedicated service and for the meaningful, lasting impact his family continues to have on St. Mary’s.
Tommy Beadel
by Anne Yeargin Grade 2 Teacher
From 2018 Tommy Beadel has been a devoted and impactful member of the Board. His leadership has shaped many aspects of school life through service on the Executive, Finance, Buildings and Grounds, Campus Planning and Succession Planning committees. Together with his wife, Brandy, the Beadels have been enthusiastic champions of the St. Mary’s Scholar Program and active participants in our community—from cheering on the sidelines to supporting school events. We’re grateful for their lasting contributions and look forward to their continued presence along with their sons, Caleb and Aidan, on campus as parents of alumni and long standing members of our community.
We are grateful to Susan Choe for her service this past year as a member of the Finance Committee. Her thoughtful input and support have been valuable during her time on the Board, and we are pleased she will remain an active member of the St. Mary’s community as a parent. Her daughter, Delphine (Grade 5), continues the family’s connection to our school.
In 2023 Lower School began transitioning our literacy curriculum from a balanced literacy approach to a structured literacy framework. Structured literacy is a systematic and explicit method for teaching reading and writing, supported by research indicating all students, regardless of their reading abilities, benefit from such instruction. This approach ensures all students receive high-quality instruction, resulting in accelerated growth and enhanced achievement in reading and writing. During this process, teachers received professional development on a variety of instructional practices that align with a structured literacy curriculum.
As part of this transition, we adopted the University of Florida Literacy Institute (UFLI ) Foundations phonics program, which serves as the core curriculum for K-2. This program builds strong foundational skills in phonological awareness and phonics. Since the transition, teachers in these grade levels have reported significant student growth and express confidence we are equipping our youngest learners with the essential skills necessary for success in Grade 3 and beyond. As we finish our second full year utilizing the UFLI curriculum we are seeing the benefit in the students who have received multiple years of explicit phonics instruction. These students are entering the next grade level with higher reading scores across the board.
“Our teachers love how our structured literacy program gives them the tools to meet each student right where they are. It’s clear, consistent and helps build strong reading foundations from day one—and we’re already seeing a big difference in both their reading skills and their confidence.”
— Tom Spence, Head of Lower School
Once students have established their foundational skills in phonics, they further enhance their literacy proficiency through targeted instruction in irregular word reading, multisyllabic word reading, fluency, vocabulary and comprehension. Research indicates the effective reading strategies employed by proficient readers can be explicitly taught and systematic instruction in these areas significantly improves overall comprehension. To this end, teachers in Lower School are using data from assessments to personalize their teaching. By following research-based best practices in reading, they are dedicated to ensuring every student receives the support needed to learn and excel.
The data collected through our reading assessments clearly shows the changes to our instructional practices are working, but we are not done yet. Teachers will continue to carefully examine the literacy curriculums and practices put into use throughout Lower School to ensure we are using the highest-quality materials and following best practices supported by the science of reading. The end goal of this shift in our teaching practice is not only to have highly successful readers and writers graduating from Grade 5, but to build a community where a love of reading is celebrated.
“Moving to a structured literacy approach has been transformative for our Lower School students. By providing explicit, systematic instruction, we’ve seen remarkable growth in foundational reading skills, confidence and overall academic success. Structured literacy has empowered every student—regardless of their starting point—to become a strong, capable reader.”
— Lauren Sterner, Dean of Academics
by Lauren Sterner Dean of Academics
At St. Mary’s School we take immense pride in watching our students grow, not only during their years with us but also as they spread their wings and soar into high school and beyond. This year we again celebrate the remarkable accomplishments of our Grade 8 graduates—both those currently thriving in high school and our newest class members who have just been accepted into the next chapters of their academic journeys.
Our recent alumni are flourishing in their new environments thanks in large part to the strong academic foundation and values they built here at St. Mary’s. From the moment they stepped onto their high school campuses, they were prepared—confident in their abilities, ready to take on new challenges and already setting themselves apart as leaders. Many of our graduates placed directly into honors and advanced-level courses, and they continue to earn impressive GPAs across a variety of subjects. Their seamless transitions are a testament to the rigorous academics, supportive community and character-building opportunities they experienced at St. Mary’s.
Our current Grade 8 class has just received their high school acceptance letters, and the news is worth celebrating! This incredible group of students applied to a wide range of schools, including top-tier private institutions and highly competitive public schools throughout the area. We are thrilled to share 96% of our students were accepted to every school to which they applied—a reflection of their hard work, talent and the reputation St. Mary’s holds for producing well-rounded, high-achieving students.
As we shared in the State of School, our Grade 8 students from last year earned the highest HSPT and ISEE test scores in our school’s recent history—including one student who achieved a perfect score. This remarkable achievement is directly linked to the academic enhancements we’ve implemented over the last two years, including curriculum updates, targeted test preparation and a deepened focus on analytical thinking and writing. Grade 8 Falcon, Ben Arruda shared, “After taking the HSPT and ISEE test prep sessions, felt a lot more confident and prepared for the assessment because I had been exposed to similar content before.”
His experience reflects the intentional support we’ve built into our program to help students approach these high-stakes tests with both skill and confidence.
In our continued commitment to excellence, our academic team meets annually with partner high schools to receive feedback and data on the students we send their way. The message is consistent and encouraging:
St. Mary’s students stand out. High school administrators and teachers describe our graduates as academically strong, globally aware, intrinsically motivated and exceptionally articulate. They are confident public speakers, comfortable in various social and academic situations and always ready to contribute meaningfully to their communities. That kind of feedback affirms what we know to be true—our program works, and our students are truly something special.
At St. Mary’s we don’t just prepare students for high school—we prepare them to thrive well beyond, and year after year our graduates prove just how powerful that preparation can be.
The International Schools’ Assessment (ISA) is designed for students in Grades 3–10 in international schools and schools with an international focus. The ISA assesses how well students can apply skills to situations relating to real life in the 21st century. The ISA extends beyond multiple-choice; it includes open-ended questions and writing tasks which provide a better insight into students’ thinking processes. The questions often require students to construct a response, explain their reasoning, find evidence, or justify their opinion.
We began the year with an on-site workshop right here at St. Mary’s: Making the PYP Happen: Implementing Agency.
In November, 15 Lower School faculty members—including homeroom and single-subject teachers—participated in this engaging and reflective experience. This workshop invited teachers to inquire into their own practices and reflect on how to further develop the capabilities of a PYP educator.
By exploring the PYP framework, participants deepened their understanding of how voice, choice and ownership are recognized and nurtured across our IB community. The training emphasized learning and teaching through a transdisciplinary, concept-driven curriculum, empowering teachers to design learning experiences that promote agency and authentic engagement in our school context.
Trent Jones reflected: “My time at the Cultures of Thinking Summit was both informative and inspiring. It provided a valuable opportunity to hear from and share with educators from around the country and world about how schools are encouraging students and teachers to think differently about thinking. One of the key takeaways for me was the many varied ways we can engage students in reflecting on their own learning—and how powerful that can be in developing a sense of self-efficacy in students. Throughout the summit we were thoughtfully challenged to reconsider some of the “conventional” aspects of schooling. I walked away with rich insight into how we might leverage creativity, thinking routines and our new Design Center to positively rework how our students think, feel and create.”
by Keri Del Conte
Coordinator
In December our PYP and MYP Coordinators journeyed to Arlington, Virginia, to attend The Role of the Coordinator workshop. This training focused on how coordinators can effectively support the IB mission while strengthening programme standards and practices. Key areas of learning included organizing professional development, managing resources, navigating complex relationships and communicating with a variety of stakeholders. Participants also explored essential responsibilities such as curriculum mapping, policy writing and reviewing both new and existing IB publications. Each component plays a vital role in the successful implementation of the IB programme at St. Mary’s.
As part of St. Mary’s Strategic Plan and Pillar five’s focus on offering Exceptional Professional Development for Our Faculty and Staff, the 2024–2025 school year stands out as a testament to our deep and unwavering commitment to professional growth. Across divisions and disciplines, our educators have embraced a wide variety of professional development opportunities, reflecting the heart of St. Mary’s: a community of lifelong learners dedicated to excellence. Here are a few highlights from our learning this school year.
In January our Middle School Science and Individual & Societies teachers attended MYP Single Subject workshops in Vancouver, Canada. These sessions focused on aligning teaching practices with IB standards, deepening understanding of concepts, context, ATL skills and refining subject group collaboration. Teachers evaluated and designed tasks to better meet learning goals and explored ways to enhance student-centered, innovative classroom environments. “At the IB Conference in Vancouver, B.C., we picked up some great ideas for making our assessments more meaningful and consistent. We looked at how to better plan across grades, include ATL skills and still leave room for creativity and differentiation. It was an inspiring and helpful experience,” shared Leila Volkmann, Middle School Science teacher.
That same month faculty traveled to Atlanta, Georgia, to attend Exploring the Inquiry Mindset: Cultivating Cultures of Curiosity with internationally recognized inquiry expert Trevor MacKenzie. Attending this workshop was an inspiring and energizing experience. It offered practical strategies to nurture curiosity and student agency in the classroom while emphasizing the importance of building authentic relationships and scaffolding the inquiry process. Trevor’s approach to fostering a culture of curiosity reinforced the power of trusting students to lead their own learning journeys. Rob Warren reflected, “Inquiry isn’t about handing over the reins—it’s about guiding students to ask better questions, take ownership and discover the joy in learning. Trevor reminded us when we trust the process, deep learning naturally follows.” This workshop left a lasting impact on our educators, who returned with renewed enthusiasm and concrete tools to further ignite student-driven learning at St. Mary’s.
In February the Creating Cultures of Thinking Summit in Del Mar, Calif., provided an in-depth exploration into fostering thinking-centered learning environments. The summit offered powerful insights into using tools, frameworks and mindsets that nurture student engagement and deeper thinking. One of the highlights was hearing from renowned educators Ron Ritchhart and Mark Church, whose work continues to shape how schools approach visible thinking.
Reflecting on her experience, Catherine Nguyen, Kindergarten teacher shared: “I had a wonderful experience at the Creating Cultures of Thinking Summit. Connecting with so many educators and hearing them share their insights was truly enriching.
Listening to Ron Ritchhart and Mark Church speak was particularly inspiring. left with a new mindset and numerous ideas I am eager to implement in my classroom. feel motivated and excited to share what I learned with our team, especially regarding how we can create opportunities for deeper student thinking and effectively use thinking routines to support our learners.”
The summit left our team energized, with fresh strategies for encouraging curiosity, engagement and meaningful learning across all disciplines.
In March Lower School faculty attended a workshop in Los Angeles focused on Social and Emotional Learning (SEL). The session explored the essential skills and competencies students and teachers need to thrive in a complex, interconnected world. Participants investigated current research on SEL and learned practical strategies to cultivate emotional well-being, perseverance, self-regulation, selfmotivation and resilience. The workshop emphasized creating mindful, caring learning environments and integrating affective skills into everyday teaching to promote meaningful action and student agency.
What’s on the Horizon
Looking ahead: Middle School Language Acquisition teachers will attend professional development in St. Pete Beach, Florida, alongside Individual and Societies teachers. In June preparations for our upcoming Planning for Programme Evaluation will bring our PYP and MYP Coordinators to Keystone, Colorado, for intensive training. Lower School teachers will engage in furthering their training in Making Space for Learning, while our Head of Lower School explores the intersection of Agency, Action and Engagement, investigating how schools can nurture student voice and active participation beyond the classroom. In July Grade 4 faculty will explore the Role of Mathematics in the PYP in Austin, Texas, continuing our commitment to making math meaningful and concept-driven.
Capping off this remarkable year, we are thrilled to announce Lauren Sterner, Dean of Academics, and Jillian Auckland, IB MYP Coordinator, have been selected to lead their own workshop at the 2025 IB Global Conference in New Orleans, Louisiana. Their session—Assessment, Grading & Reporting in the MYP: How to Make a “Square Peg” Fit a “Round Hole”—has been chosen from an impressive pool of submissions and will be presented to an international audience of IB educators and coordinators this July. This is a tremendous honor and a powerful acknowledgment of the leadership and expertise within our own faculty.
At St. Mary’s professional development is not just a formality—it’s a core part of our culture. By investing in our educators, we ensure our students benefit from teaching that is innovative, inspired and aligned with global best practices. We take great pride in our faculty’s dedication and are thankful for the many opportunities they have to grow, reflect and lead in the ever-evolving world of education.
by Jillian Auckland MYP Coordinator
A key driver behind this initiative is our belief in what excellent math instruction looks like. We are not looking for a silver bullet or a flashy new trend. We’re looking for a tool that reflects and supports our philosophy of mathematics education, which centers around balance.
We believe:
• Students need deep conceptual understanding —to know not just how to do math, but why it works.
• Students need procedural fluency—the ability to apply strategies and perform operations with confidence and accuracy.
• Inquiry and exploration matter, but so does deliberate practice.
• Math should be accessible, challenging and relevant.
As educators we know good schools are never static—they are constantly reflecting, refining and reimagining how to best serve their students. This spring our math program has been undergoing just such a transformation, one rooted in thoughtful research, community feedback and the shared desire to equip our students with the strongest possible foundation in mathematics. While change can sometimes be daunting, especially in a subject as essential and sequential as math, it’s also a remarkable opportunity. As an IB World School, we design our own mathematical units of inquiry rather than follow a scripted curriculum, allowing us to frame mathematical content within real-world contexts that promote deep understanding and application. While we are not bound to a single textbook, we use structured curriculum resources to ensure continuity, coherence and a clear progression of skills across grade levels.
Selecting the program that best aligns with this process is essential as it ensures the content, structure and tools support our inquiry-based approach while providing the consistency needed to build strong mathematical foundations across grade levels.
Our current primary math resource, Big Ideas Math, has been in place for several years. It has served our community well and has helped students grow as mathematical thinkers. However, as part of our school’s regular curriculum review cycle, where each subject area undergoes a deep review and potential resource update approximately every five years, we felt it was time to take a fresh look at the resources we use to teach math.
The question wasn’t “Is our current program bad?” but rather “Is there something better out there?” Are there tools more engaging, more aligned with current best practices and better equipped to meet the needs of our diverse learners in today’s classrooms?
Ultimately, our goal is to prepare students not just for the next class or the next test, but for a lifetime of mathematical thinking, problem-solving and decision-making. Whether they become engineers, artists, business leaders or parents helping with homework, they need the tools to think clearly and critically about the world around them
This review began last year with a process of listening and learning. We gathered feedback via formal surveys and informal anecdotes from students, teachers and parents about what was working and what wasn’t. We looked closely at historical outcomes: How well were students progressing? Were they prepared for the rigor of high school math? How favorable were their placement scores and assessment results?
This process coincided with a recent and very successful reimagining of our math pathways, which created clearer and developmentally appropriate progressions from Lower to Middle School and into high school. With the structural foundation improved, it became even more critical to ensure our instructional resources matched the same high standards.
This past November, a team of our math faculty attended a threeday mathematics conference featuring dozens of leading curriculum providers. Representing Lower School (K–2 and 3–5) and Middle School, our team engaged directly with publishers, reviewed sample lessons, attended workshops and asked the hard questions. This experience was pivotal. It helped our teachers form a clear picture of what strong, modern math programs can and should look like: rigorous yet supportive, rooted in conceptual understanding and procedural fluency, flexible enough for different learners and easy for teachers to implement and adapt.
From there we selected three programs to pilot, each chosen for its high marks on EdReports (an independent nonprofit that evaluates instructional materials) and the professional insights of our educators. We knew we needed to see these programs in action, not just in brochures.
Each selected math program is being piloted for approximately one month across Grades K–8. Teachers are teaching sample lessons using both print and digital resources provided by the companies. Prior to each pilot cycle, teachers have participated in dedicated training sessions led by the curriculum providers to ensure they feel confident in the content and the platform.
Students are key participants in the process. Teachers are regularly gathering student feedback on how lessons feel, what they like and don’t like and which features help them learn best. Some programs, for instance, have more built-in digital supports; others emphasize rich problem-solving tasks or interactive group work.
Teachers are evaluating the programs using a detailed rubric that considers several factors, including:
• Conceptual depth and mathematical coherence
• Clarity of instruction and accessibility for all learners
• Assessment tools and data reporting
• Alignment to national standards and grade-level expectations
• Usability of digital tools and platforms
• Support for differentiated instruction
As we near the conclusion of our final pilot phase, we’ll begin the process of synthesizing all the data we’ve gathered. Student feedback, teacher evaluations, platform usability and alignment with our curriculum will all play a role in the final selection process.
We expect to finalize our decision later this spring with implementation of the new math resource beginning in the 2025–26 school year. In the meantime we’re already planning for professional development, curriculum mapping and support resources to ensure a smooth transition for both teachers and students.
One of the most exciting aspects of this pilot has been how collaborative and community-oriented the process has been. Our math faculty have gone above and beyond, juggling new materials, learning new platforms and adapting lessons on the fly, all in service of improving the learning experience for our students. Parents and students, too, have played a valuable role by offering feedback, asking questions and being open to new approaches.
We want to thank everyone who has contributed to this process so far. Curriculum renewal is never simple, but it is always worthwhile. We’re confident the time and care we’re investing now will yield lasting benefits for our students in the years to come. Stay tuned this summer for updates on our final decision and what next year will look like in math. We can’t wait to share what’s ahead.
Playful Expression
EEP
Each spring the National Association for the Education of Young Children (NAEYC) hosts Week of the Young Child—a nationwide celebration of early learning, young children, their families and the educators who support them. At the Early Education Program (EEP), this week is more than themed dress days and special activities —it’s a powerful reflection of what we believe: that playful, purposeful learning and deep relationships create the foundation for lifelong growth.
This year our celebration centered on a guiding truth: the smallest moments often have the biggest impact. Whether it’s a story read by a loved one, a cardboard box turned rocket ship or a kind word from a big kid on the playground, these experiences shape how young children see themselves, their school and their world.
We kicked off the week with themed free dress days—Chapel Uniform with Something Shiny, Favorite Team Jersey, Mismatched and Crazy Hair, Pirate or Princess and the ever-popular Pajama Day Beyond the fun these themes offered children chances to express themselves, make choices and feel seen. They also created natural opportunities for social-emotional learning. Some children were excited to dress up, while others were not. Navigating those feelings—like “I forgot my silly socks,” “This costume feels itchy” or “I can’t stop playing with these bracelets”—helps children develop self-regulation and resilience. Teachers supported them by encouraging body awareness, naming emotions and problem-solving: “You can choose to wear your crown or tuck it in your cubby.”
Even peer reactions became teachable moments. Costumes sometimes bring cheers— and other times, unexpected vulnerability. These tender interactions opened space for empathy, kindness and connection.
Using Our Voices
On Music Monday students explored rhythm, volume and ensemble with Mrs. Flynn in the Outdoor Classroom, playing drums, tambourines and cymbals. The joyful noise inspired dance, laughter and self-expression.
In my Early Kindergarten class, the idea of “making noise” sparked a deeper conversation. Students expanded the concept beyond music to the power of raising their voices for others. Grounded in our year-long unit on Friendship, they reflected on times they’d seen or experienced unkindness and brainstormed peaceful ways to stand up and speak out.
The word advocate entered their vocabulary. We connected this to our Life Cycles unit by learning about Greta Thunberg, a young voice for the planet. Her story reminded us no matter your age, your voice can create change.
Shared Experiences
Tasty Tuesday brought us together on The Village playground for a crowd favorite— snow cones! These frozen treats aren’t just fun; they offer joyful, shared experiences. Picking flavors, comparing colorful tongues and laughing through brain freeze help build connections that extend beyond the playground.
To nurture our risk-taker learner profile, we set up a fruit stand where children created rainbows on their plates with vibrant fruit slices. Many tried something new, turning snack time into an act of courage. When children explore food together, peer-supported risk-taking emerges—watching a friend try something unfamiliar and enjoy it inspires others to do the same. The most delicious part? A child saying, “I’m not sure, but I’ll try,” and discovering the joy in trying.
In my classroom we explored expressions like “a feast for the eyes” and “food for the soul.” What do those mean when we’re not eating? To find out we engaged in a dual drawing activity. First, we drew a still life of a flower, focusing on details, form and color. Then we invented our own flowers—made of candy, cake or pure imagination.
This blend of observation and invention allowed children to slow down, wonder and express. It was a reminder that “delicious” can be a color, an idea or a feeling. In a fast-moving world—even in the EEP—these moments of creative nourishment matter, and we hope our learners keep coming back for more.
Creative Collaboration
On Work Together Wednesday we ventured outdoors with recycled cardboard boxes and one magical ingredient: tape. There’s no better toy than a cardboard box— especially during a week dedicated to creativity and collaboration.
Students lifted, stacked, crawled through and raced with boxes—developing strength, coordination and spatial awareness. Soon, the play shifted to building: castles, shops and rockets. Children negotiated roles, solved problems and developed symbolic thinking as they planned, revised and imagined together.
Two boxes (borrowed for my classroom—shhh!) sparked another transformation inside. With silk flowers ready for a Life Cycles activity, we lacked a storefront—until the boxes arrived. Students turned them into a flower shop, used cardboard tools from our Tinkering unit and created a magical mini-neighborhood complete with landscaping and several royal weddings.
From gross motor play to rich storytelling, this child-led creativity showed how outdoor experiences feed into indoor exploration—and how big ideas start with simple materials.
by Kim Dzwonkowski
On Artsy Thursday creativity took center stage as children painted freely on large vertical sheets across the playground. With big brushstrokes, drips and splatters, the focus wasn’t on the final product—it was on the joy of the process. This kind of process art encourages self-expression, collaboration and social-emotional growth. As children painted side by side, they practiced turn-taking, respected each other’s space and often built off one another’s ideas. The result? A colorful, collaborative mess—and a reminder that the process is the masterpiece.
In my classroom we kept the creative energy going with an “exploding paint” activity using baking soda and vinegar, followed by a circle-time discussion about mistakes. We read The Book of Mistakes by Corinna Luyken, which celebrates creative courage and the beauty of imperfection.
While directed drawings are a staple in our curriculum—building skills like sequencing, listening and persistence—this day offered something different: complete freedom. The prompt? “Draw whatever you want.” Some jumped in immediately, others took time but all found their spark. And when mistakes happened, no one asked for a new paper—they turned them into something new, proud of the unexpected directions their art took.
Building Bridges
Family Friday shifted our focus from building with boxes to building relationships. Mrs. Flynn made a simple request: invite families to read their child’s favorite story to the class.
When children see their beloved books from home celebrated at school, it reinforces a powerful message: language is a shared thread. Reading isn’t just a classroom skill—it’s a family tradition, a source of warmth, connection and imagination. These moments strengthen both literacy and identity.
The EEP also welcomed nearly 20 Middle School students for the week during its Intersession Service Project. They played on the playground, led centers and helped with classroom activities. To our youngest learners, these older Falcons are superstars—big kids who took the time to be with them.
And for the Middle Schoolers, the experience was equally meaningful. Working with our youngest students builds empathy, leadership and the understanding that even small efforts can make a big difference.
This cross-age connection reminds us our school is a family too. In Early Kindergarten, it sparked heartfelt Circle Time reflections on what it means to be a family. Children shared their experiences—living with parents, siblings, pets, grandparents, two dads, across countries or in more than one home—and discovered families may look different, but they all feel the same: full of love, support and safety.
These reflections connect to everything we do. All year EK has explored chain reactions as a thread through our learning—from Geo Art to Tinkering, Life Cycles and Friendship We began with the domino effect: one action causing the next in a predictable sequence. But as we moved into Life Cycles, we embraced the butterfly effect small actions with far-reaching, often unseen consequences.
Just imagine…
A child listening to a story read by someone who loves them. Turning a mistake into something beautiful.
A big kid noticing them on the playground.
A classmate saying, “Your family sounds like mine.”
A cardboard box becoming a rocket ship.
A sparkly cape making them feel brave and super. Words naming feelings—and helping someone else. These are small moments. But they change everything.
They shape a child’s sense of self, of belonging and of what’s possible. They spark a love of learning. They inspire older students to become mentors and caretakers. They remind all of us why this work matters.
Learning doesn’t end at the classroom door. And in a week devoted to celebrating young children, we were reminded again: these small moments create butterfly effects that last a lifetime.
by Katie Red Grade 6 Science Teacher
In an exciting and hands-on project, Year 1 students embarked on a journey to explore space technology and its potential applications for life on Earth. This project not only allowed students to dive into scientific concepts but also gave them a taste of real-world design challenges as they applied their knowledge to create their own innovative spinoff products. The goal was to design a product based on space technology to solve a specific problem for a chosen user. Here’s a closer look at the steps students took to bring their ideas to life.
Step 1: EMPATHIZE – Understand Your User & Their Problem
The project began with a dive into understanding the needs of a specific user. Students were assigned a user group, such as a remote healthcare worker, disaster relief coordinator or athlete and learned about the challenges these individuals face in their daily lives. They explored how space technology could offer a solution to these problems.
Step 2: DEFINE – Identify the Problem You’re Solving
After empathizing with the user, students moved on to identifying the problem they aimed to solve. They were asked to clearly state the biggest challenge their assigned user faces and how space technology could be adapted to address that issue. The students wrote problem statements that helped them focus on the core issues their inventions would solve.
Step 3: IDEATE – Brainstorm Your Invention
With the problem defined, students began brainstorming creative solutions. They turned their research on space technology into potential inventions that could be used by their assigned user. Students sketched multiple ideas, selected the best one and refined their thinking to come up with a functional and innovative design.
Step 4: PROTOTYPE – Build a Model of Your Invention
Once they had a solid idea, students got hands-on with the prototyping stage. They used paper and tape materials to create the first version of their spinoff product. The students learned to think about the size, materials and user interaction with the prototype while keeping it simple yet effective.
Step 5: TEST – Evaluate Strengths & Weaknesses
After completing their first prototype, students analyzed its effectiveness. They identified the strengths of their design and pinpointed areas for improvement. This evaluation helped them fine-tune their prototype to ensure it solved the problem they had defined. Students wrote reflections on what worked well and what they could improve.
Step 6: PRESENT
The final step was to present their innovative solutions at the Galactic Innovation Showcase! Students explained how their space technology inspiration led to the creation of their spinoff product. They described the problem, demonstrated their prototype and shared its strengths and weaknesses with their audience in an engaging and clear presentation.
Students had the opportunity to collaborate with peers who researched similar space technologies. Together, they combined their knowledge to create even better spinoff products. With support from Mr. Jones, the Director of the Design Center, students worked through each step of the design cycle. They were able to utilize advanced tools such as the 3-D printer and the laser cutter, which helped them refine their prototypes. This hands-on approach allowed students to explore the use of real-world design tools while improving their products.
For the final prototype, students had to create a materials list, including material types and measurements, to build their final piece. They then presented their completed prototypes, reflecting on the strengths and weaknesses and evaluating how well their invention met the needs of their assigned user.
This project gave students the opportunity to experience the full design cycle—from brainstorming to prototyping and presenting—while learning about the ways space technology can be adapted to solve real-world problems on Earth. By applying their research, creativity and critical thinking, students not only gained hands-on experience with scientific concepts but also learned the value of collaboration, innovation and iteration in the design process.
“I love seeing students working together and talking through challenges to solve problems. It’s amazing what the students were able to create within a regular science classroom setting. I can’t wait to see how this project transforms once the design center is up and running!”
Katie Red, Grade 6 Science Teacher.
How did having access to advanced tools, such as the 3-D printer and the laser cutter, influence your prototype?
Claire:
It made things more clean and accurate because you can use copies of the fabric and materials we were given.
Sarah:
I feel like it made me have more ideas that are more complex, and for things that needed more time to build, it made me have a bigger mindset on what to build.
Kayla:
It made it easier to add details to it and to show the viewer how the product works and would help others.
London:
It helped it a lot because now we were able to make our prototypes more realistic.
What did you learn from working with Mr. Jones on this project?
Claire: He taught us to think bigger.
Jessica J:
You can change your first prototype to make it better over and over again until you get what you really want.
Kayla: If you put enough effort into something, you can find the problem and fix it.
London:
That we can really make our ideas more realistic when we talk to him (talking mainly about what we can do to improve the product and what we can keep the same to make sure it is as useful as it can be) and make our ideas bigger.
Jasleen:
I learned about different tools and techniques could use to make things people can use in everyday life.
Declan: I learned that designing a product takes a lot of time and you can’t rush it.
Dillon: I learned that everything needs to be precise and measured correctly if you would like to have a successful, working prototype and creation.
Throughout this past year of transformation, our St. Mary’s community has continued to show up—with patience, flexibility and support. Even with construction, we’ve stayed connected and kept our focus on what matters most: our students and their future. We are incredibly grateful for the graciousness of our families, faculty and staff who have embraced the change and helped carry this vision forward.
Now, with the finish line in sight, we’re excited to share the final steps as we prepare to open a space designed to inspire innovation, creativity and community at every turn.
This spring and summer mark a pivotal moment for St. Mary’s as we complete our most transformative project yet—the unveiling of the Sillers Center, a state-of-the-art home for both our Design Center and the Thompson Family Early Education Center.
Named in honor of our visionary founder, Father Sillers, this new addition reflects his enduring legacy of faith and forward-thinking leadership. When students return this fall, they’ll find thoughtful tributes to him woven throughout campus—a reminder of the foundation he built and the future we are shaping together.
by Jen Staudenbaur
by Virtue Byrd Director
Join us for a special moment in St. Mary’s history as we officially open our new spaces and kick off the 2025–26 school year!
WHAT TO EXPECT:
• Ribbon Cutting Ceremony in The Floriani Family Park
• Open House Tours of the new Sillers Center:
— Thompson Family Early Education Center
— Design Center
• Stop by the Welcome Café for coffee and sweet treats
• Meet the Parent Teacher Fellowship (PTF) and learn more about volunteerism at St. Mary’s
• Celebrate as a community—students, parents, faculty, and friends—all are welcome!
Let’s come together to mark this incredible milestone and start the new school year in true St. Mary’s style.
And A Final Call
You’re Invited: Design The Future All-Community Celebration & Open House
We invite you to save the date for a special moment in St. Mary’s history. On September 5, 2025, join us for an Open House and Ribbon Cutting Celebration. Walk through the Sillers Center, explore new learning spaces and gather as a community to mark this incredible milestone together.
We’ll start in The Floriani Family Park with a ceremonial ribbon cutting to mark the grand opening. Then, step inside the Thompson Family Early Education Center and explore the cutting-edge Design Center that will shape the future of learning at St. Mary’s.
Enjoy guided tours, stop by the new Welcome Café for coffee and sweet treats and connect with our Parent Teacher Fellowship (PTF) to discover ways to get involved on campus. Let’s come together to celebrate our school, our students and this exciting new chapter—the 2025-26 school year starts here, in true St. Mary’s style!
At St. Mary’s we believe in the power of connection. Whether it’s between students and teachers, parents and staff or families and the broader community, we know meaningful relationships are at the heart of a thriving school. That’s why we’re so excited to announce the opening of the Welcome Café, a vibrant new space inside the Sillers Center—our newest campus addition that also includes a reimagined Early Education Center and a state-of-the-art Design Center for all K-8 students.
Become a permanent piece of St. Mary’s history.
This dream is becoming a reality because of the generosity and dedication of families like yours. We are so close to completing our fundraising goal—and every gift matters. If you haven’t yet made your mark, now is the time. Every donor will be honored on a stunning art installation in the new lobby, a lasting tribute to those who helped shape the future of St. Mary’s.
As we look ahead, we’re filled with hope and excitement for all that’s to come. The Sillers Center is more than just a building—it’s a symbol of what we can achieve when a
community comes together with a shared vision. These new spaces will spark so much in our children and carry forward the values that have always defined St. Mary’s.
We are grateful for every family who has walked alongside us, and we invite you to continue being part of this journey. If you’d like to learn more or explore ways to get involved, we’re here to connect and continue the conversation. The future of St. Mary’s is bright, and we look forward to all we will continue to build and experience together.
Make Your Gift Today!
Already gave? Make sure your name is included: www.smaa.org/dfdonors
JULY
We receive the keys! Furniture and equipment move-in begins.
JUNE
The Village portables will be removed from the parking lot.
MAY
Welcome Café outfitted with equipment.
With just months to go, we’re putting the final touches on every detail.
The Welcome Café is a direct reflection of our core value of world-sized hearts—our belief that every person matters, every relationship matters and community is something to be nurtured every day. Through thoughtful conversations with parents, faculty, staff and students, we heard a clear desire for a central space to gather, connect and slow down—something more than a simple “drop-off and go” experience. The Welcome Café was born from that feedback, designed as a warm, inclusive hub for conversation, collaboration and, yes, a really great cup of coffee.
AUGUST
Parking lot completion with fresh striping and new electric charging stations.
SEPTEMBER GRAND OPENING!
The Welcome Café will offer affordable barista-style coffee, teas and specialty drinks, as well as a selection of breakfast items and snacks to fuel your day. While it’s primarily intended for adults, students may join their families to enjoy the space together. It’s also a place where school spirit comes alive—featuring St. Mary’s-branded merchandise, seasonal items and screens displaying announcements and highlights from around campus. But the Welcome Café is more than just a place to grab a drink. It offers unique opportunities for students to engage in real-world learning. With future plans to integrate student-led projects in marketing, design and entrepreneurship, the Welcome Café becomes an extension of the classroom—living out our commitment to developing world-class minds.
Strategically located at the main entrance of campus and the Sillers Center, the Welcome Café is truly at the heart of St. Mary’s. Its garage doors open into the new Floriani Family Park to offer a variety of indoor and outdoor seating options, which invite everyone to enjoy our new beautiful spaces.
The Welcome Café will be open during the morning rush and afternoon pickup with flexible hours for special events and gatherings. We’re also exploring new ways to use the space to enhance community engagement.
This beautiful new addition wouldn’t be possible without the generosity of a donor family, and we are deeply grateful for their vision and support. The Welcome Café is another way St. Mary’s lives out its mission—not just through excellence in academics but through a deep and abiding commitment to community. We look forward to welcoming you soon—for coffee, for conversation and for connection.
As the St. Mary’s Design Center nears completion, a central question emerges: How will design thinking integrate into our existing curriculum?
While construction has focused on the physical and functional aspects of the Design Center, just as much attention has been given to building authentic curricular connections with design thinking. Since the fall we’ve worked closely with teachers across divisions to explore how design thinking can support and enhance existing units. These conversations, rooted in real classroom needs and variations, have shaped an emerging framework for what “engaging in design thinking” looks like at St. Mary’s.
This work began in the Lower School where partnered with teachers to observe and participate in classes. This soon extended into Early Education and Middle School as well. What became clear is no two classrooms or grade levels engage with this process in precisely the same way. Factors like age, subject matter, IB requirements, time and other variances shape how design thinking takes root. Rather than a challenge, we’ve come to see these constraints as essential guideposts.
To make this work meaningful and sustainable, we need to acknowledge differences in how these divisions, classes and subjects operate and the need for a shared language to describe how design thinking shows up differently across our school while remaining connected by a common core theme. This led us to a key guiding question: How might we create a framework that gives our entire school a shared method and vocabulary for using design thinking?
To answer this, we started by grounding ourselves in taking a fundamental look at Design Thinking.
Design thinking is a flexible, human-centered problem-solving process. It encourages students to develop solutions by starting with empathy—understanding the needs, emotions and experiences of others. The process typically follows five core steps:
1. EMPATHIZE Understand the needs of users or communities.
2. DEFINE Clearly articulate the problem to solve.
3. IDEATE Generate creative ideas and possible solutions.
4. PROTOTYPE Build tangible models to test ideas.
5. TEST/COMMUNICATE Gather feedback, refine solutions and share results.
These five steps form the backbone of the process. Implementing them, however, requires a diverse set of strategies. For example, while we may understand conceptually what it means to “empathize,” applying that step might involve interviews, surveys, focus groups, observations or simple conversations—depending on the context and need. There’s no one-size-fits-all approach to any of the steps of this process. This same logic applies across the process: each phase can be approached with a range of methods. Design thinking, then, is not just a process but a process reinforced by a rich toolkit of strategies. This understanding has directly shaped how we’re building design thinking into our classrooms at St. Mary’s.
“The best ideas start as conversations.”
- Jony Ive
by Trent Jones Director of the Design Center
Our Three-Tier Framework For Integration
Our collaborations in this particular year have revealed three core formats for incorporating design thinking into the curriculum:
Full-Scope Design Thinking Projects
These projects span multiple classes or weeks, guiding students through all five steps of the design thinking process to solve a problem. Each grade level will engage in at least one fullscope project per year to ensure students build fluency with the full cycle.
Example: Grade 1 | Unit: Structures
In one of our earliest collaborations, Grade 1 designed custom structures—first for a predefined persona, then for a user of their own choosing. They explored what it means to solve for someone else, practiced generating and building ideas and reflected on communicating their designs to others.
Focused-Scope Design Thinking Projects
These shorter projects zoom in on one specific step or strategy within the design thinking process. They offer a flexible way for teachers to build student skills in key areas without requiring a full multi-week commitment. Focused-scope projects give students tools they can use in future full-scope projects.
Example: Grade 8 | Language & Literature | Unit: The Giver
As part of their study of The Giver, students were tasked with designing the “perfect society.” In our focused-scope collaboration, we explored the concept of Design Criteria—how to define success in a design project—and connected that to the Define and Ideate phases of the design thinking process.
In-Unit Classroom Tools and Activities
Sometimes, design thinking shapes the creation of custom tools or materials to support a specific unit. These behind-the-scenes applications of the design process help teachers deliver engaging, hands-on learning experiences tailored to their content.
Example: Kindergarten | Unit: Senses
To support a lesson on the senses, we worked with teachers to design and fabricate a custom slate and stylus for introducing Braille. This tactile tool deepened students’ understanding of how people with visual impairments experience the world.
Why This Matters: The Power of Artifacts
Design thinking projects often produce artifacts—creative works that show how students think, solve problems and communicate ideas. These artifacts are more than products; they are evidence of process and growth. Much like a résumé reflects work experience, a creative portfolio showcases how a student learns and creates impact. In time we hope students collect these artifacts into meaningful portfolios that highlight their development as thinkers and makers.
This early framework allows us to scale design thinking across classrooms while honoring the unique contexts of different subjects and grade levels. It represents our first foray into balancing structure with the flexibility of a design process. Detailed documentation and planning have been well underway to identify, structure and plan out each grade’s full-scope design thinking project for this coming year. We’ll be sharing more visuals and grade level examples in the near future, and we’re excited to keep these conversations and actions going as we enter our first year with our Design Center.
This year’s Super Bowl LIX spotlighted the rise of Girls Flag Football across the country —and St. Mary’s is proud to be part of that growth. Even before the national buzz, we had plans in place to launch our Girls Flag Football program in spring 2025, and what a debut it was!
Girls Flag Football Makes Its Debut Participating in the Parochial Athletic League (PAL) alongside many of our other sports, 32 students joined the inaugural season, forming two teams: Mountain A and Mountain B. The season began with evaluations before Winter Break followed by two weeks of preseason training. On March 12 when the program officially kicked off with our very first home game against Stoneybrooke a new tradition was born. Each team played a seven-game season, and the enthusiasm was contagious. With two full rosters and growing interest, Girls Flag Football is here to stay at St. Mary’s!
by Rob Risley Director of Athletics
A highlight of the Winter 2024-25 season was the success of our Mountain B Boys
which
home
Track & Field: A Community on the Move
Spring is a particularly busy time at St. Mary’s with six sports in full swing. One of the most visible and vibrant is Track & Field with over 100 athletes from Grades 1-8. It’s a joy to see our school come together as one team.
Track practices are held on campus Friday afternoons and Sunday mornings at Soka University leading up to two major events in May: the St. Mary’s Invitational and the PAL County Meet. Athletes train hard and cheer each other on across age groups, making Track a sport that exemplifies both school spirit and individual growth.
Off-Campus Excellence: Sand Volleyball & Inline Hockey
Our Sand Volleyball team takes advantage of the beautiful Southern California spring by practicing outdoors every Friday afternoon at a park in Aliso Viejo. The park’s two sand courts host both practices and friendly scrimmages against schools like Mission, offering players both competition and fun in the sun.
Meanwhile, our Inline Hockey team continues to build on its legacy of success, practicing and competing at rinks in Anaheim. The team earned back-to-back championships in 2023 and 2024 and includes players from Grades 5-8 showcasing teamwork across grade levels.
On-Campus Action: Soccer & Volleyball
Back on campus our Co-Ed Soccer and Boys Volleyball teams round out the spring roster. Between them they field five competitive teams (two in Soccer, three in Volleyball). Altogether, our Spring Sports program includes over 200 student-athletes—a true testament to the enthusiasm and commitment of our students.
This year marked the league-wide transition to Sixes Lacrosse, a fastpaced, Olympic-style format played with six players per team (five field players and one goalie). Games consist of four 8-minute quarters, a 30-second shot clock and a focus on rapid transitions and scoring.
Both Mountain A and B teams adapted quickly with Mountain B emerging as League champions. With Grade 4 Falcons already joining the program, the future of St. Mary’s Lacrosse is bright.
New Academy Launch: Speed & Agility for Young Athletes
This spring also marked the launch of our newest Academy program: Speed & Agility, developed in partnership with SMaRT Health and Wellness. Aimed at students in Grade 4 and up, the program focuses on athletic performance, injury prevention and confidence building.
Participants train in flexibility, foot speed, coordination, agility, explosive power, linear speed, acceleration and body control—all critical components for maximizing athletic potential and preparing for high-level competition in high school and beyond.
Spring has been a season of firsts, fast plays and fierce Falcon Pride. Congratulations to all our student-athletes, coaches and families for an outstanding season—and here’s to an even stronger fall ahead.
Looking Ahead: Fall Sports & Summer Camps
As the school year wraps up, our Falcons are already looking toward fall. Football, Volleyball and Basketball camps kick off in August with practices for Football and Volleyball beginning the week before school starts. The PAL league season begins the second week of the new school year. Go Falcons!
by Rob Warren Director of the Arts
The Falcon Theatre Company has once again dazzled audiences with its extraordinary talent, creativity and collaborative spirit in this year’s Spring Musical production of Finding Nemo JR. With vibrant storytelling, colorful costumes, innovative puppetry and heartwarming performances, the show captured the magic of Pixar’s beloved underwater adventure and brought it to the stage in a way only our students can.
From the very first rehearsal to the final curtain call, the cast and crew demonstrated an unwavering commitment to excellence. The production featured students from Grades 3 through 8, with Lower School students showcasing their enthusiasm and charm and Middle School students stepping into roles with confidence and flair. Audiences were swept away by the heartfelt performances of Marlin, Dory, Nemo and their sea-dwelling friends, as well as the impressive ensemble that brought the bustling ocean to life.
A particularly magical element of this production was the use of puppetry to animate the underwater world. Students explored this imaginative art form to bring fish, turtles, jellyfish and sharks to life in vivid, expressive ways. With careful choreography and skilled manipulation, the puppets added a whimsical and creative layer to the performance, captivating audiences of all ages and enriching the theatrical experience.
Behind the scenes the technical theatre crews shone just as brightly. Students worked diligently in scenery, lighting, sound, costuming, properties and box office—transforming the theatre into a vibrant seascape that transported audiences to the Great Barrier Reef and beyond. The teamwork and leadership shown by these young artists exemplified the core mission of the Falcon Theatre Company: to empower students through creative collaboration and hands-on experience in all aspects of theatre production.
What made Finding Nemo JR especially meaningful was its message— one of courage, friendship and finding one’s way home. These themes resonate deeply within the Falcon community, reminding us of the importance of resilience and trust in the journey ahead.
Congratulations to all students, faculty and families who supported this remarkable production. Your energy, dedication and passion made this show truly unforgettable. The Falcon Theatre Company continues to be a shining example of what’s possible when young people are given the opportunity to create, express and inspire.
We can’t wait to see where the current takes us next!
by Laura Mulchay Middle School Dance Teacher
This year was a milestone of growth and achievement for the Dance program at St. Mary’s School. Building on the strong foundation established in previous years, the dance program has expanded its opportunities for dancers by staging two formal dance concerts—a first for the program—which showcased the hard work, creativity and spirit of our student dancers. Additionally, students from Early Preschool through Grade 5 experienced increased opportunities to learn and create through dance as part of their curriculum.
In January the St. Mary’s Fall Dance Showcase offered audiences a stunning variety of expression and performance across different styles and approaches. The show highlighted both the technical skill and artistic expression our Middle School dancers have been developing in class with choreography created by both guest artists and students. Some of the pieces were created as part of the Middle School MYP classwork, including explorations from Grade 6 What’s My Genre? and Grade 7’s Moving with Color units while other works were independently created by students’ own inspirations. Dance students worked on the production elements of the show by creating the posters, tickets and programs, cataloguing and designing costuming for the pieces and assisting backstage with hair, makeup and quick changes. The success of this performance energized the student artists.
Building on that momentum, in June St. Mary’s Dance students created and performed in Symphony the Spring Dance Showcase. This second production allows students from first semester dance classes to build and expand their creativity and performance skills and for students from the second semester dance classes to add their own signature works to the stage. Students collaborated with Media Arts to expand their choreographic skills through different mediums. The growth between
the two performances was remarkable as students demonstrated not only improved performance skills and confidence, but also a stronger sense of ensemble work and the coordination necessary across many aspects of production to create a truly comprehensive performance.
Students across grade levels experienced opportunities to share their learning with parents and friends inside the St. Mary’s community. Highlights include Grade 3 students who performed an all-grade level dance piece as part of their Poetry unit and students across all three divisions, who appeared at the EEP Multicultural Fashion Show, highlighting the concept of harmony.
Through these performances St. Mary’s Middle School Dance students continue to embody the values of risk-taking, creativity and collaboration. Student artists develop and practice leadership skills both on and off stage. There is a strong sense of ownership, and dancers are eager to showcase their work to the greater community.
The success of this year’s growing performance schedule reflects the passion and commitment of our dancers, arts faculty and the entire St. Mary’s community. We look forward to building momentum in the coming years as the St. Mary’s Dance program continues to grow.
Each spring Middle School students at St. Mary’s trade textbooks for backpacks, classrooms for trails and lectures for hands-on experiences during one of the school’s newest traditions: Intersession week. Rooted in the belief education should spark curiosity, foster exploration and inspire personal growth, Intersession provides our students with an incredible opportunity to dive into interest-based learning.
During Intersession students engage in immersive experiences that tap into their unique interests and talents. Some choose outdoor adventures like mountain biking, hiking local trails or camping under the stars. Others travel near and far from cultural city tours to science-based explorations and international service trips such as Galapagos or Costa Rica. A few others choose to stay on
campus, diving into hands-on learning experiences such as exploring the world of robotics, mastering the art of grilling, building the set for our upcoming school play or stepping into leadership roles as student teachers in the Early Education Program. No matter the destination or activity, students return with stories to tell, memories to cherish and lessons that extend far beyond any textbook.
But it’s not just the students who benefit. Teachers, coaches and trip leaders step into new roles too, guiding, participating and sometimes learning right alongside their students.“Some of us are doing what we love—like hiking or cooking—and others are trying something totally new, like stepping on the shores of Croatia for the first time or learning how to fly on a trapeze,” said one trip leader. “That’s what makes Intersession special—everyone’s learning in a different way.”
THE PROGRAM The beauty of Intersession lies in the broad choices it provides our students. The program is thoughtfully structured into four distinct parts, each offering unique opportunities for learning and growth:
International Field Studies
These are the crown jewels of Intersession, which offer transformational experiences that immerse students in global cultures and perspectives. Our Service Learning Trips, such as those to Costa Rica and the Galápagos Islands, blend environmental education with meaningful community engagement, giving students the chance to make a difference while discovering the natural wonders of our world.
In addition to service trips, our Cultural Exploration Journeys take students to iconic destinations including Italy, France, London, Croatia and China, our newest trip. These trips spark a love for history, language, art
Closer to home but equally rich in experience, our domestic trips take students to exciting U.S. cities like San Francisco, Las Vegas and the serene desert landscape of Joshua Tree. This year we proudly added Boston to our growing list of destinations. Each trip is carefully curated to combine education with adventure–think science and design at Google and Apple headquarters, the art of entertainment at Cirque Du Soleil or historical deep-dives along the Freedom Trail.
For students who prefer staying local but still want to explore, our daily excursions offer a perfect blend of flexibility and enrichment. These day trips vary in focus from exploring the world of sports at Angel or SoFi stadium to visiting the happiest place on earth for a behindthe-scenes experience to enhancing students’ love of animals with our Four-Legged Friends class. Each experience adds a layer to their learning giving students the chance to try something new every day.
DURING INTERSESSION, STUDENTS ARE IMMERSED IN OUT-OF-THE-BOX LEARNING EXPERIENCES ACROSS THE GLOBE—WHETHER CRUISING THE CANALS OF VENICE BY GONDOLA, RAPPELLING DOWN ROCK FACES IN JOSHUA TREE OR BOTTLEFEEDING RESCUE KITTENS. THESE HANDS-ON EXPERIENCES PUSH LEARNING BEYOND THE CLASSROOM, HELPING STUDENTS BUILD CONFIDENCE, EMPATHY AND A DEEPER UNDERSTANDING OF THE WORLD AROUND THEM.
Our on-site offerings are just as exciting and diverse. From high-energy outdoor activities such as mountain biking and hiking to cutting-edge technology and robotics, cooking, design, photography and even set construction, these classes provide students with a platform to explore hobbies and hone skills right here on campus. With options that spark creativity, teamwork and hands-on problem solving, these classes prove the classroom can be anywhere.
As we look ahead to future adventures, we do so with pride in the spirit of learning and discovery that Intersession brings to life each year. Here’s to growing minds, open hearts and the journeys still to come.
At St. Mary’s School we are committed to being a school like no other—where students are inspired and prepared to make a meaningful impact on the world.
The St. Mary’s Fund fuels this mission. More than a fundraising effort, it is a call to action for families, faculty, alumni and friends to invest in what makes our school exceptional. Your support allows us to say YES—to new programs, top-tier faculty and the opportunities that bring our strategic plan to life.
So far in the 2024-2025 school year, the St. Mary’s Fund has raised $664,000—and counting. Below are just a few of the areas where these gifts have made a difference this year.
Thanks to the generosity of those who give to the St. Mary’s Fund, we are delivering on our promise to create a transformative learning experience through a truly student-centered, inquiry -driven academic program. At St. Mary’s the International Baccalaureate (IB) Programme and Design Thinking are not parallel tracks—they are deeply connected, working seamlessly together to empower students to ask bold questions, generate creative solutions and engage meaningfully with the world around them.
This year we strategically brought on Trent Jones as Director of the Design Center, laying the groundwork for our new innovation spaces before the doors even open. With his leadership in Year Zero, our faculty has already begun integrating design thinking into IB Units of Inquiry across grade levels—bringing real-world relevance and tangible, hands-on application to every classroom.
Grade 1 Students explored the concept of structures, engineering everything from bridges to shelters while applying principles of strength, balance and design through collaborative prototyping.
Grade 2 Simple Machines unit came to life as students designed playful and functional devices, using levers, pulleys and wheels to solve everyday problems.
Grade 3 Students examined water systems through the lens of conservation and access—designing simple filtration models and raising awareness of global water equity.
Grade 4 The entrepreneur unit was elevated by guiding students through the entire design cycle as they launched their own product ideas—conducting user interviews, building prototypes and pitching their concepts to an authentic audience.
Grade 5 The Robotics unit challenged students to code and build robots that addressed real community needs, integrating STEM skills with empathy and innovation.
Middle School Students explored the vast field of space technology and its potential applications here on Earth. Their challenge was to design a product based on a real-world space innovation to solve a specific problem for a chosen user. Thanks to St. Mary’s Fund donors, students had access to the materials, tools and mentorship they needed to bring these ambitious ideas to life—thinking far beyond the classroom and innovating for real-world impact.
These rich, interdisciplinary projects are made possible because of donors who believe in our vision. Their gifts support the training, staffing and materials needed to bring these experiences to life—and will continue to shape a program where students don’t just learn about the world, they design for it.
As we prepare to open the doors to our new Design Center, we are already running at full speed—equipping our students today with the mindsets, tools and opportunities that will prepare them for tomorrow.
The St. Mary’s Fund also supports our amazing faculty and staff. Over 35 of our colleagues have engaged in exceptional professional development this academic year—deepening their expertise and strengthening our programs across all divisions. From on-site training in Making the PYP Happen for 15 Lower School teachers to specialized MYP workshops for teachers in Vancouver, our educators are gaining powerful tools to enrich student learning. This remarkable year of growth and recognition is made possible by those who give to the St. Mary’s Fund— thank you for championing excellence in teaching.
We are deeply grateful to our St. Mary’s families for their extraordinary generosity and unwavering support of the St. Mary’s Fund. Your gifts fuel transformative learning experiences for our students and invest in our faculty’s growth and excellence—thank you for helping us bring our mission to life.
It’s not too late to give —every gift matters!
Make your one-time donation or pledge at www.smaa.org/give or mail to:
St. Mary’s School Attn: Development Office 7 Pursuit Aliso Viejo,CA 92656
by Lydia Kucich Innovation Support Specialist
At St. Mary’s we are committed to keeping professional development dynamic and engaging for our faculty and staff. This year, our Technology and Innovation department launched Choose Your Own Adventure Professional Development courses, an exciting initiative designed to empower faculty and staff to enhance their skills in digital learning tools right here on campus. By giving our adventurers the freedom to choose topics that align with their interests, this program supports how we integrate technology into our professional roles.
The Choose Your Own Adventure courses allow participants to chart their own educational paths by offering a variety of engaging topics that speak to the diverse interests and needs of our faculty and staff. From mastering Canva for eye-catching graphic design to navigating Google Drive for improved organization and collaboration, our team has actively explored new tools that help support students and each other. We had over 65 faculty and staff members voluntarily attend at least one course, and many filled their adventure maps with multiple classes.
Many staff members appreciated the opportunity to select topics that resonated with their individual roles and interests, making the learning experience feel personal and relevant. This was evident as they dove into specialized subjects such as MagicSchool & MagicStudent AI learning these powerful platforms to streamline their work and engage students more effectively. We’re also thrilled about our in-house experts who shared their knowledge with everyone, creating a space for collaboration and growth within our school community.
These courses focused not just on individual learning but also on building a sense of community. Faculty and staff members came together to share ideas and strategies, fostering connections that benefit our school culture.
Katie Red, a Grade 6 Science Teacher and parent, said, “I truly value opportunities for professional development. As a full time working mom, it is challenging to make the time for professional development outside the work day. Choose Your Own Adventure gave me an opportunity to learn from colleagues without the hassles of travel or childcare while also allowing me to connect with people outside of my division.”
Teachers were particularly excited about diving into new tools, such as Classroom Screen which helps them create interactive classroom screens using their BenQ boards. Many expressed they felt more confident in their ability to engage students and provide dynamic learning experiences. This confidence is already translating into exciting lessons that encourage active participation and deeper learning. The AI Prompt Crafting course offered insights into using generative AI tools effectively. With the completion of the Design Center approaching, teachers are scheduling meetings with our Director of Design, Trent Jones, to explore design tools and opportunities and collaborate in the Design Strategies course.
Reflecting on the success of the Choose Your Own Adventure PD courses, it’s clear we’ve set the stage for continued growth and digital innovation in our school community. We’re proud of the commitment shown by our faculty and staff in seizing this opportunity to enhance their knowledge of digital learning tools. Stay tuned for more exciting adventures ahead! We can’t wait to roll out more professional development opportunities that will help us keep growing together as a school community. Together, let’s keep charting our paths towards excellence in education, ensuring our students receive the best learning experiences possible!
On April 29, 2025, St. Mary’s School hosted its first-ever Design Symposium, a landmark event that brought together thought leaders in innovation, health, education and technology to explore the transformative power of design thinking across industries. The symposium welcomed parents, alumni, faculty, staff and community members to engage with how design-centered, interdisciplinary learning is shaping not only student experiences but also future career paths.
Keynote Speaker: Matthew Manos–A Vision for Creative Learning
The symposium opened with an inspiring keynote address by Matthew Manos, Associate Dean and Associate Professor of Practice in Design Strategy at USC. Renowned for his unconventional and forward-thinking approach to design and education, Manos captivated the audience with his personal journey—founding Verynice, a socially-driven design firm that donates 50% of its work to nonprofits. His experience collaborating with global organizations such as Apple, Google and NASA illustrates how purpose-driven innovation can create meaningful impact across industries. Manos also emphasized the critical role creativity and reflective learning play in preparing students for careers that don’t yet exist.
Breakout Session A: Design Strategy with Matthew Manos
In his breakout session, Manos delved deeper into the principles of design strategy, showcasing how students and professionals alike can approach complex challenges with empathy, experimentation and intentionality. Attendees explored real-world applications of challenge-based learning, leaving with actionable ideas to incorporate into both educational and professional environments.
Breakout Session B: Medical & Health
Innovation with Dr. Malcolm Jones
The event aimed to highlight how design thinking—a problem-solving approach grounded in creativity, collaboration and real-world application—can empower students to thrive in an increasingly complex and interconnected world. Through keynote presentations and breakout sessions led by industry leaders, participants gained insight into how design principles are influencing education, healthcare, engineering and entrepreneurship.
Breakout Session C:
Engineering & Manufacturing with Mara Hitner
Mara Hitner, Vice President of Strategic Partnerships at MatterHackers, energized the audience with a dynamic presentation on the future of digital manufacturing and 3D printing. From her own career pivot into tech to her work building partnerships across education and industry, Hitner demonstrated how democratizing access to manu facturing tools can empower the next generation of innovators. Her session underscored how creativity, engineering and entrepreneurship are more interconnected than ever before.
Designing The Future, Together
St. Mary’s inaugural Design Symposium was not just a celebration of innovation—it was a call to action. By bringing together leaders in design, health and engineering, the event emphasized the value of interdisciplinary thinking and experiential learning. As St. Mary’s continues to shape its curriculum and community around these values, the school is laying the groundwork for students to become not only successful professionals, but thoughtful, creative problem solvers in whatever fields they pursue.
Dr. Malcolm Jones, Director of Health Innovation Research at USC’s Iovine Young Academy, led a powerful session on how design intersects with health equity and innovation. Drawing from his work with the Flight Lab and Better Watts Initiative, Dr. Jones shared how sports science, environmental justice and academic research converge to create inclusive solutions for underserved communities. His emphasis on lived experience as a driver of research deeply resonated with participants committed to creating meaningful social impact.
“Our goal is to help students see design thinking isn’t just for artists or engineers—it’s a mindset that can shape any career, and more importantly, it shapes how we engage with the world,” said Doug Patteson, Head of School.
At St. Mary’s innovation, creativity and purpose-driven learning take center stage.
Ways You Can Help Your Child Feel They Matter.
• Show genuine interest in their thoughts, feelings and questions
• Celebrate effort, not just achievement
• Let them know their presence makes a difference in your day
• Involve them in decision-making appropriate to their age
• • Offer consistent emotional support, especially during struggles
by Kari Sylvester School Counselor
As I begin to settle into my role as your child’s school counselor at St. Mary’s, I’d like to take a moment to reintroduce myself—not just as a professional, but as a partner in your child’s growth and development. With over a decade of experience as a mental health clinician working with children and families, strongly believe early learning about our mind and emotions, the development of healthy coping skills and a supportive community lay the foundation for a child’s long-term well-being, success and fulfillment. It is a true privilege to support your children as they navigate life’s challenges and begin to share their gifts with the world.
At St. Mary’s it is immediately clear this is a place where academic excellence is not only valued but deeply cultivated. Each day am inspired by the energy, curiosity and brilliance of your children—and by the extraordinary educators who guide them. This school truly shapes world-class minds.
My passion and my purpose, are to contribute to the development of something just as important: world-sized hearts.
In my work with students, I focus on the emotional and social well-being that forms the foundation for lasting confidence, resilience and joy. I believe that early learning about our minds, our emotions and how we relate to others is essential. When children are taught healthy coping skills and feel supported by a caring community, they are not only more successful in school—they become more compassionate, self-aware and fulfilled individuals.
One concept I hold close in my practice is “mattering.” I’m deeply passionate about the psychology of mattering because it’s a universal human need—and a powerful force in shaping a child’s self-worth.
Mattering is the feeling that we are seen, heard and valued. It’s not just something we hope children feel— it’s something we can actively cultivate through the way we speak, listen and engage with them. Whether it’s in the classroom, at home or on the playground, every child deserves to feel they matter.
Over time I’ll be sharing more on this topic in the St. Mary’s magazine. I hope these reflections will spark meaningful conversations and offer practical ways for families and educators to nurture a deeper sense of belonging and value in every child’s life.
Let’s
I warmly invite you to continue this conversation with me.
Whether you have questions, ideas or want to share how your child is growing emotionally, I’d love to hear from you. You can reach me directly at
Lately at St. Mary’s a noticeable heaviness has settled into our hearts and hallways. We’ve been walking through a season of sorrow as multiple families in our community have experienced loss. Parents of staff, teachers and grandparents of students have passed from this earth, and I’ve found myself witnessing grief weave its way through our school family. As much as try to keep a hopeful face and remind others our time here is short, I’ll admit, I’ve asked God more than once lately, How do we deal with so much sadness?
Oddly enough God has been answering that question for me in the most unexpected place: the Green Family Commons. Because the way my schedule works, I’ve been eating lunch with our Kindergarteners a few times a week. What started as a logistical convenience has turned into a holy experience.
If you’ve ever spent time with five year olds, you know they don’t hold back. If they think they know the answer, they’ll tell you loudly, confidently and without hesitation. Someone at the table might ask, “Who made God?” I’ll be mid-bite of my salad wondering how to gently respond, and before I can swallow another child will chime in with something like, “God made everything, but no one made God.” And somehow, it’s exactly the answer needed to hear. Often, it’s so spot on, I don’t even need to say a word.
But more than their theological insights, what really moves me is the kindness they show one another. If a student says, “My family believes this…” no one laughs, no one corrects them, no one tells them they’re wrong.
The others just nod, accept it and move on to the next grape or carrot. It is truly, one of the most beautiful things I’ve ever seen.
have learned more about life and death by listening to these little ones than could have imagined. Jesus said, “Let the little children come to me, for theirs is the kingdom of heaven.” Now understand why. In a time when children were seen as insignificant, Jesus elevated them. He taught the adults there is something sacred in the way children see the world—with honesty, trust and unfiltered love.
At St. Mary’s we are deeply blessed. Our school is unique in that we don’t just supervise children, we sit with them, eat with them and listen to them. Every day I try to sit with a different group, and every day walk away having learned something new. I’ve learned that sharing a sandwich can be holy, compassion can be shown with half a Friday cookie and sometimes the most profound prayers are whispered between bites of string cheese. The love these children show me every single day reminds me of God’s love. It’s unconditional. It’s forgiving. It doesn’t care if you spill your rice every single Tuesday. It just shows up again and again. And in this season of grief, their little voices, their sticky hugs and their innocent wisdom give me hope for a kinder, more compassionate world.
So if you ever get the chance to eat lunch with a Kindergartener, do it. You might walk in tired or sad or heavy with the weight of the world, but promise: you’ll leave lighter. You’ll leave changed. God bless our families, our school and most of all, our children, the true angels on this earth who unknowingly remind us what heaven looks like.
by Kristie Kender Manager of Parent Engagement & Events
At St. Mary’s community is more than just a word—it’s the heart of everything we do. This year despite the backdrop of construction and change, our families, volunteers and staff came together to create something truly special: a year filled with unforgettable events, acts of kindness and countless moments of connection.
From glamorous galas to game nights on the field, each gathering was a reflection of the energy, care and creativity that defines our school community.
On March 8, 275 members of our St. Mary’s family gathered at the VEA Hotel in Newport Beach for “A Glamorous Night in Old Hollywood.” The evening sparkled from the moment guests stepped onto the Walk of Fame. With lively entertainment, a spirited auction and heartfelt support, it was truly a night to remember.
Thanks to the generosity of our sponsors, families and friends, $402,200 was raised to support our students and programs—including our Sustainability in Action Funda-Need. A special thank you to Gala Co-Chairs Lindsay Dickhout and Casey Brown and our entire Gala Committee for making the evening such a success.
Committee members: Parvaneh Carter, Polina Chebotareva-Mudrick, Sara Frasco, Jennifer Furst, Sara Harty, Maite Heydarkhan, Sarah Jebreil-Ghannadi, Jennifer Kite, Stephanie Steinhafel and Rebecca Wong.
PTF Signature Events
Father-Daughter Dance and Mother-Son Game Night
A big thank you to our incredible PTF Event Assistants, MaryAnn Samuel and Simeen Nabavi, for planning two unforgettable events this year —the Father-Daughter Dance and the Mother-Son Game Night! From the creative themes to the thoughtful details, these events brought so much joy and excitement to our school community.
We are also so grateful to our Volunteer Director, Ellie Price, for coordinating volunteers for these events, and to our Communications Director, Laura Clifford, for promoting the events and capturing special moments through photos. It truly takes a team, and we are so thankful for each of you!
A Night in Wonderland
On January 31, 345 dads and daughters shared a whimsical Alice in Wonderland evening at the Father-Daughter Dance, filled with fun, laughter and lasting memories—all made possible by our dedicated volunteers.
Fun on the Field
The Mother-Son Game Night lit up the St. Mary’s field on April 25 with interactive games, bubble soccer, food trucks and more. A donation drive for the Boys & Girls Club added meaning to the night, showing the impact we can have beyond our campus.
President: Carey Tushin-Vile
Parliamentarian: Mahdis Bormand
Vice President: Maggie Liu
Secretary: Brock Weaver
Communications Director: Laura Clifford
PTF Events Assistants: Simeen Nabavi & MaryAnn Samuel
EEP Room Parent Director: Alisha McCullough
LS Room Parent Director: Mingying Gu
MS Grade 6 Director: Beth T’Kindt
MS Grade 7 Director: Shiva Manoucheri & Joy Wang
MS Grade 8 Director: Missy Arman
Volunteer Director: Ellie Price
Outreach Directors: Kim Davenport & Michele Hull
Care and Compassion Directors: Priscilla Colwell & Stacey Marriott
Faculty/Staff Appreciation Director: Megan Roshan
Social Events Coordinators: Mariko Nordhoff & Heather Senner
Leading With Heart: The Parent Teacher Fellowship Board
Throughout the year our Parent Teacher Fellowship (PTF) Board works tirelessly to keep our community connected and thriving. From organizing school-wide events to supporting families and staff, their leadership ensures even in a year of transition, the spirit of St. Mary’s remains strong.
Their efforts bring families together in meaningful ways—through celebrations, service projects and social gatherings that strengthen the bonds within our school.
A special shout out to our PTF Executive Team: Carey-Tushin Vile, PTF President, for her vision and guidance; Mahdis Bormand, Parliamentarian, for her mentorship; Maggie Liu, Vice President, for her unwavering support and leadership; and Brock Weaver, Secretary, for keeping us organized and on track. Thank you to the entire 2024–2025 PTF Board for your dedication to keeping our community vibrant and engaged!
Community Outreach: Spreading Cheer and Hope
This winter the St. Mary’s community made a meaningful impact through two important outreach efforts. In December our Community Candy Canes program, led by PTF Outreach
Directors Kim Davenport and Michele Hull, partnered with Middle School students to collect toys and household items for local organizations, including UNIDOS and Operation Santa Claus/Senior Santa & Friends.
In January families supported victims of the Los Angeles wildfires by donating new pet supplies during our Wildfire Relief Drive benefiting the Dream Center.
Thank you to everyone who helped spread cheer and hope to those in need!
Friendship Beyond
The Classroom
Parent connections flourished beyond campus too, thanks to the creative planning of our Social Events Coordinators, Mariko Nordhoff and Heather Senner. From hikes to beach days, these gatherings help parents build lasting friendships and make St. Mary’s feel like home.
Supporting Those Who Support Us
We know a strong community starts with those who care for our children every day. This year the PTF Board made sure our faculty and staff felt appreciated with monthly coffee service, themed treats and a special week of daily gifts in May. A heartfelt thank you to our Faculty and Staff Appreciation Director, Megan Roshan, for her leadership and dedication in coordinating this year-long program.
Care & Compassion
Led by Priscilla Colwell and Stacey Marriott, the Care and Compassion Committee provides support during times of need—offering meals, flowers and prayer to families, while fostering encouragement through monthly gatherings.
The Heart of Every Classroom: Our Room Parents
At St. Mary’s, Room Parents play a key role in creating a warm and connected classroom experience. This year, PTF Room Parent Directors Alisha McCullough (EEP) & Mingying Gu (Lower School) provided exceptional leadership, guiding our Room Parents in coordinating classroom celebrations, facilitating communication between families and teachers and contributing to beloved traditions like Faculty/Staff Appreciation Week.
We are so grateful to our Room Parents for their time, care and enthusiasm—each of them helped make St. Mary’s a place where every family feels welcome and every classroom thrives.
At the heart of our Middle School community are our incredible MS Grade Level Parent Representatives. These dedicated volunteers play a vital role in keeping our parents informed, involved and connected throughout the school year. Whether they are coordinating details for our Middle School socials, sharing important updates or organizing faculty and staff appreciation efforts, their enthusiasm and support make our community stronger.
A special thank you to our wonderful team: Beth T’Kindt, MS Grade 6 Director; Shiva Manoucheri and Joy Wang, MS Grade 7 Directors; and Missy Arman, MS Grade 8 Director.
As we reflect on this remarkable year, we are filled with gratitude for every volunteer, every act of kindness and every effort. Here’s to the connections we’ve built—and the ones still to come.
Anne Hepworth
Katy Levering-Jahangiri
Cen
by Taylor Maes
St. Mary’s Yearbook Artwork Winners Revealed
St. Mary’s was alive with creativity as students from both Lower and Middle School poured their world-sized hearts into the Yearbook Cover Artwork Contest. Each submission was a colorful testament to the unique perspectives and imagination of our young artists. The Yearbook Cover Artwork Contest aimed at showcasing St. Mary’s “Design The Future” campaign where students were tasked with creating a piece that showcased St. Mary’s under construction and our beautiful new design building. From colorful illustrations to intricate designs, every entry reflected the diverse interests and passions of our vibrant school community.
After much anticipation, we’re excited to announce the winners. But first, a big congratulations to every student who participated! Your dedication and creativity made this contest truly special.
As we eagerly await the unveiling of the yearbook, let us celebrate the creativity and artistic expression that enriches the St. Mary’s community. Congratulations once again to all the participants and the winners of the Yearbook Cover Artwork Contest. Your talents shine bright, illuminating the pages of our school’s history for generations to come.
Anthony Fanticola ‘14
Anthony discovered his creative spark at St. Mary’s, and it has continued to shine bright ever since. After graduating from St. Mary’s in 2014, he attended JSerra Catholic High School and earned his BFA in Digital Arts and Game Design from Northeastern University in 2021. Now, after more than three years of development, Anthony is thrilled to debut his first original board game.
Anthony’s board game, Cloven Playing Tiles, premiered at a prominent board game festival in Boston. His game, designed to challenge players’ strategic thinking with a unique tile-based mechanic was met with enthusiastic feedback at the festival. Cloven Playing Tiles is a sleek, minimalist tile-based system akin to a deck of cards—but with a modern twist. The set is designed for use in various games, all of which utilize the same tiles, offering endless possibilities for game night. We look forward to seeing where this new venture takes him!
Mackenna Swann ‘14
We are thrilled to share Mackenna recently signed with Rixon Entertainment, a premier management company based in Franklin, TN, dedicated to developing Christian artists.
Mackenna’s musical journey began during her time at St. Mary’s where she found solace in singing while recovering from a series of rigorous knee surgeries. Her passion for songwriting led her to Belmont University where she earned a degree in Songwriting. Now based in Nashville, she seamlessly blends her faith with her love for music, creating heartfelt songs that inspire and uplift. Mackenna is gearing up to release her new single, Love Somehow, along with an EP this March. She is excited for the road ahead and looks forward to seeing how God uses her voice to make an impact. Stay tuned for more updates on Mackenna’s journey—we can’t wait to see what’s next!
Marco Caldarone ‘16
Sabrina is set to graduate this May from Texas Christian University (TCU) where she has been preparing for a career in education. As a senior in the College of Education, Sabrina recently presented her project, “Building Math Confidence from the Ground Up,” at the TCU College of Education Research & Pedagogy Festival. Her research explores the intersection of fluency-building and inquiry-based learning—two instructional approaches often seen in tension. Through the lens of psychology and child development, Sabrina examined how visual modeling, fluency support and guided inquiry can work together to deepen student understanding and confidence in mathematics. Her project was especially focused on middle school students, a group particularly vulnerable to self-doubt and cognitive overload as academic demands and abstract thinking increase. Sabrina’s thoughtful research and passion for studentcentered learning highlight the kind of educator she is poised to become and the impact St. Mary’s has had on her passion for teaching.
Ryan Harding ‘17
Ryan holds a Bachelor’s degree in Computer Science with a focus on Cybersecurity from the University of Wyoming in Laramie. Currently, he is pursuing a Master’s degree in Finance at the University of California, Irvine, and is on track to graduate this summer. In tandem with his studies, Ryan is gaining hands-on industry experience as an intern at a financial planning firm based in Newport Beach.
Issie Goffman ‘18
Marco graduated from UC Irvine in 2024 with a B.A. in Psychology. He is now making a meaningful impact at The Noble Path Foundation, a nonprofit in San Clemente that empowers youth through healthy nutrition, lifestyle choices, fun community events and inspiring mentorship. But that’s not all—Marco’s also making moves in the music scene. He recently released an album under his name, Marco Caldarone, and dropped a single with his band, Jaguar Milk. More music is on the way, so keep your playlists ready! Whether he’s lifting up his community or laying down tracks, Marco is sharing his world-sized heart.
Winston Cunningham ‘16
Winston recently graduated from the University of Chicago with a Bachelor of Science degree in Computational and Applied Mathematics. Reflecting on the experience, he shared, “Studying at UChicago challenged and inspired me every day—I’m incredibly grateful for the professors, peers and mentors who pushed me to grow both academically and personally.” Winston has been balancing professional baseball with his studies over the past few years, but now he is pursuing a career on the field full-time. Even as he pursues baseball, Winston remains committed to lifelong learning. “The drive to grow—with discipline and curiosity—extends beyond the classroom and into every aspect of life,” he says.
Amelia Kitts ‘16
Congratulations to Amelia who graduated summa cum laude from Biola University in December 2024 with a Bachelor of Science in Nursing and a minor in Bible. While at Biola, Amelia was also a key player on the university’s tennis team, competing for three seasons with the same dedication she brings to every aspect of her life.
Now, Amelia is putting her skills and compassion into action as a Registered Nurse at Saddleback Memorial Hospital, where she works in the neuroscience and orthopedic unit. Whether she’s helping patients recover from injury or supporting them through complex neurological care, Amelia consistently embodies excellence, service and heart.
From LA to Liverpool, Issie is making waves across the pond as a rising singer-songwriter with a soulful edge. Now 20 years old and a junior at the prestigious Liverpool Institute of Performing Arts (LIPA)—founded by none other than Sir Paul McCartney—Issie is refining her sound and her artistic identity in one of the world’s most iconic music cities. Known on stage simply as ISSIE, she blends soul, blues, jazz and funk into what critics are calling a fresh take on “soft soul blues.”
Her melodies are smooth and easy on the ears while her lyrics bring a hymn-like depth that sets her apart. With comparisons to artists like Olivia Dean, Celeste, Norah Jones and even Amy Winehouse, ISSIE is turning heads with every performance. She’s already collaborated with names like PeanutButterWolf, JuniperHoney and Darius—and she’s just getting started. ISSIE is currently performing in Liverpool and London and will soon be taking the stage at England’s Deva Festival. Keep an eye (and an ear) out—this Falcon is taking flight on the global stage.
Gabriella Eifrig ‘20
Big congratulations to Gabriella who was named the BIG EAST Female Golfer of the Week! A freshman at Georgetown University, Gabriella is off to an incredible start in her college golf career—and her latest performance proves it.
At the Terps Invitational, hosted by the University of Maryland, Gabriella led the charge for the Hoyas, finishing as their top scorer and climbing 14 spots on the leaderboard to tie for 11th place overall. Her final round score of 1-under 71 was the best round of the tournament for any Hoya—and her second round under par this season! Gabriella has played in every round this season and has consistently been a top-four player for the Hoyas. This is her first BIG EAST Golfer of the Week honor, and we have a feeling it won’t be her last! Way to go Gabriella— we’re cheering you on from St. Mary’s!
Kieran Dumain ‘21
Kieran will graduate from JSerra Catholic High School in May 2025 and has committed to the University of California, San Diego, where he will continue his academic journey and compete on the Division Men’s Volleyball team.
A standout athlete, Kieran is completing his sixth year with Balboa Bay Volleyball Club. His team earned a Bronze medal in the Pacific Classic 18 Open Division where he was named to the prestigious All-Tournament Team. In January they captured Gold at the SoCal Cup Championships in the 18 Open Division—an achievement that propelled them to a No. 1 national ranking.
Kieran’s individual honors include being named a 2024 AAU 17 & Under All-American and earning a spot on the 2025 AVCA Boys High School All-America Watch List. He has also been selected to train with USA Volleyball’s National Training Development Program, further demonstrating his elite potential and dedication to the sport.
Leo Francis ‘21
Leo, a senior at Santa Margarita Catholic High School, has committed to the University of Pennsylvania for track and field. A four-year varsity athlete and two-year captain, he helped lead the Eagles to back-to-back Trinity League titles, winning the 300-meter hurdles and finishing runner-up in the long jump. Leo is a four-time All-Trinity League honoree, an All-CIF Southern Section selection and a State Championships qualifier. He is currently ranked No. 7 in California in the open 300 meters.
Off the track Leo was named Santa Margarita’s 2024 Sprinter of the Year and a Student Athlete of Character by the Orange County Athletic Directors Association. A National Merit Commended Scholar with a 4.84 GPA, he is active in the National Honor Society, California Scholarship Federation, Link Crew and Student Ambassadors. He volunteers with Lions’ Heart and Mercy Warehouse, co-owns a resale business and works as a math tutor. A big congratulations to Leo on his accomplishments to date, and we can’t wait to see what he does at the University of Pennsylvania.
Jake Tatch ‘21
Congratulations to Jake, who will graduate from JSerra Catholic High School this spring as one of the most decorated student-athletes in recent memory.
A four-year varsity soccer standout, Jake helped lead his team to two CIF Open Division championships, two state regional titles and—remarkably— two national No. 1 rankings by MaxPreps.
Jake capped his incredible high school career this year by being named Orange County Player of the Year for 2024–2025. Jake has also shone on the club circuit, earning ECNL All-American honors twice and helping his team capture back-to-back Southwest Conference championships. His skill, dedication and leadership have earned him a spot on the University of Michigan’s roster where he will continue his soccer career while pursuing his college education. From dominant defender to decorated champion, Jake has made his mark—and he’s just getting started. Go Blue, and go Falcons!
Ella Kraninger ‘22
Ella is a junior at Santa Margarita Catholic High School and continues to shine both on and off the field. A dedicated student-athlete, Ella has achieved the highest overall GPA in the girls’ soccer program at her school for the third consecutive year—an extraordinary accomplishment. With a remarkable 5.0 GPA, she exemplifies discipline, perseverance and the ability to balance the demands of high-level athletics with academic excellence.
Ella’s commitment to her studies and her sport reflects the very best of what it means to lead with integrity and determination. We proudly celebrate her achievements and look forward to seeing where her hard work and talent take her next!
Alden Morales ‘22
Alden is a junior at JSerra Catholic High School and continues to make his mark as one of California’s top middle-distance runners. At the Meet of Champions Distance Classic held at Arroyo High School in March, Alden delivered a standout performance in the 800-meter Invitational race. As the defending champion, he led through the bell lap and down the final stretch, ultimately finishing second with an outstanding time of 1:50.80—the second-fastest in the state this season. Alden already holds the JSerra school record in the event with a time of 1:49.91, set last year, and now owns the two fastest 800m performances in school history. His achievements continue to establish him as a rising star in track and field and a formidable competitor on the state level.
Gianni Floriani ‘23
Gianni, now a sophomore at JSerra Catholic High School, continues to make waves on the varsity golf team for the Lions. At the recent Trinity League Finals held at Yorba Linda Golf Course, Gianni delivered a standout performance alongside teammate Finn Yeomans. With a final-round score of 76 and a two-day total of 144, he secured a tie for seventh place overall—earning a coveted spot in the upcoming CIF-SS Individual Regionals. Adding to his growing list of achievements, Gianni was named to the All-Trinity League First Team for the second year in a row—a testament to his
consistency, skill and determination on the course. Congratulations, Gianni! Your focus and drive continue to impress, and we’re proud to see you represent your team and community with excellence. Keep aiming high and swinging strong!
Katelyn Johnstone ‘23
Katelyn is currently a sophomore at JSerra Catholic High School where she is part of the Arts Magnet program in the Actor’s Repertory Theatre Honors course. Her love of theater was sparked during her Grade 8 year at St. Mary’s where she performed memorable roles such as Mrs. Beauregarde in Charlie and the Chocolate Factory and Martha Cratchit and the Ghost of Christmas Future in A Christmas Carol.
Since then, Katelyn’s passion for the stage has continued to grow. As a freshman at JSerra, she had the opportunity to play both a stepsister and a princess in The Stinky Cheese Man. She also joined the energetic ensemble in last year’s musical, Footloose. This year, Katelyn took on the role of Aunt Beast in A Wrinkle in Time and recently fulfilled a long-time dream by playing Andrina—one of Ariel’s mersisters—as well as a wedding princess in The Little Mermaid.
Katelyn often reflects fondly on her time at St. Mary’s, describing it as short but deeply meaningful. She credits many teachers and staff for inspiring her journey, especially Mr. Warren, whose encouragement helped fuel her love for theater and continues to motivate her today.
Liam Hong ‘24
Big cheers for Liam, a Sage Hill School freshman who recently earned second place at the prestigious Orange County Science and Engineering Fair (OCSEF)! This annual event brings together some of the most promising young innovators from across the region to showcase their creativity, research and problem-solving skills.
Liam’s award-winning project, “Amplifying Support and Comfort in the Ankle Brace,” addressed the real-world challenges of enhancing current brace designs to provide both improved support and increased comfort. “My own experience inspired this project,” Liam shared. “After injuring my foot and relying on a store-bought brace, I realized how ineffective and uncomfortable many commercial options are.” By turning a personal setback into a scientific success, Liam exemplifies the spirit of innovation and resilience. Congratulations, Liam—this is just the beginning. We can’t wait to see what you design next!
Zack Hubbard ‘24
Zack is a junior at Sage Hill School, and he and two Sage Hill Speech and Debate members recently qualified as a team to compete at Nationals in World School Debate.
Sophie Stamelman ‘24
Sophie is currently a freshman at St. Margaret’s Episcopal School. Last fall, she was awarded an $800 Venture To Serve Grant through St. Margaret’s, a program that supports student-led service projects making a meaningful impact. These competitive grants fund initiatives that combine passion with purpose—and Sophie’s project does exactly that. Partnering with St. Mary’s alumna Emily Glicksman ’24 Sophie co-founded the Break the Blaze Coalition, a nonprofit committed to protecting Southern California’s ecosystems from the devastating effects of wildfires. Together, they’re leading community volunteer efforts—including brush cleanups and firebreak-building days—in local parks and residential areas. “I’ve always felt called to protect the natural world,” Sophie shares. “This grant gives me the chance to turn that passion into something tangible—and hopefully, lasting.” Congrats to both Sophie and Emily for their inspiring example of service in action!
Save the Date:
St. Mary’s Class of 2020 Five-Year Reunion!
July 17, 2025 @ 5:30—7PM
Location: Green Family Commons, St. Mary’s School
Celebrate this special milestone with delicious appetizers and refreshing drinks! Get ready to reconnect with old friends and beloved faculty. We will offer campus tours of the new Design The Future project. You can be among the first alumni to check out the new Design Center and Early Education Center. Don’t miss this chance to relive great memories and make new ones. We hope to see you there!
From St. Mary’s to the World Stage:
Margaux DeAllen ’23 Joins American Ballet Theater
Margaux is currently a sophomore at Mater Dei High School where she has enjoyed being part of Model United Nations, the National Honor Society and its National Championship Song team! Margaux has continued her passion and pursuit of ballet, starring as Sugar Plum Fairy in this past season’s Nutcracker, and recently competed in the world’s largest ballet competition, placing as one of the top 50 ballerinas in the world (male and female). Margaux has been blessed with many offers from ballet companies throughout the US, Canada and Europe, and has just signed with American Ballet Theater (ABT). She will move to New York in the fall to train full time with this elite company. She hopes to get her driver’s license before she goes and plans to visit both St. Mary’s and Mater Dei when she visits home, grateful for the foundation she was given as she enters the world as a professional at 16 years old. She dreams of being a guest choreographer for her first Song Coach, Mrs. Sterner, someday!
Liam Hong ’24 Collaborates with Sister on Award-Winning Hackathon Project
Liam recently returned to his roots at Discovery Cube Orange County—this time not as a student, but as a mentor and teammate to his younger sister, Claire, a current Grade 6 at St. Mary’s. Together, the sibling duo entered the OCSEF Hackathon under the team name “H2O,” competing in the Novice Track with a focus on the marine environment challenge. Their collaboration resulted in The Heatwave Protocol, an original simulation game that earned them First Place honors.
For several weeks Liam and Claire poured their energy into developing a game that educates players about the increasing threat of marine heatwaves, a phenomenon driven by human activity such as pollution, overfishing and greenhouse gas emissions. The game challenges players to complete missions that reflect real-world environmental issues, requiring them to make strategic decisions to cool ocean waters and safeguard marine life. Liam, who has long been interested in coding and environmental science, played a key role in guiding the technical development and game mechanics. Meanwhile, Claire led the scientific research and presentation, deepening her understanding of ocean health and communicating their findings at the event. Despite the Hackathon lasting just two days, the project was the result of weeks of dedication, late-night debugging sessions and shared determination.
Reflecting on the experience, Claire said: “I was really happy to get first place and to see that all our hard work had paid off. The actual competition only lasted two days, but we had been preparing way before the deadline. One challenge I had was staying focused and working hard the whole time. We worked for three hours, took a little break, then worked for another three hours and still had to fix things at home. It was really tough, but in the end, everything came together and I’m really glad.”
From shared challenges to shared triumphs, the project highlighted not only Liam’s technical skills and leadership as a St. Mary’s alum but also the inspiring connection between two siblings passionate about learning and making a difference.
Alumni Dominate in JSerra’s Championship Soccer Season
Congratulations to Miles Burton ’21, Jake Tatch ’21 and Finn Wilkins ’24 who played key roles in JSerra Boys Varsity Soccer’s historic undefeated season and “Title Trifecta” victory! After securing the Trinity League and CIF-SS Open Division titles, the Lions entered the CIF Southern California Division 1 Regional Championships as the top seed. They kicked off their final title run with a decisive 4-0 win over Del Norte in the first round.
Finn set up the opening goal with a perfectly placed cross to Jake, who powered a shot into the net in the 33rd minute. Jake struck again just a minute into the second half, securing his second goal and extending JSerra’s lead to 3-0. The Lions’ offense remained relentless, sealing their dominant performance. Congratulations to the entire nationally ranked #1 team! We are proud of our alumni’s achievements and look forward to watching their continued success at JSerra and college.
Maddux Labovitch ’24—Turning a Grade 5 Dream into a Global Adventure For Maddux, Class of 2024 Legacy Award winner, the spark of inspiration ignited back in Grade 5. A friend told him about a Middle School project where students designed a dream trip for a new St. Mary’s initiative called Intersession—a hands-on learning experience that brings education beyond the classroom.
Maddux was instantly captivated.
Fueled by his love of adventure and a fascination sparked by a Percy Jackson novel, Maddux began planning a trip to Split, Croatia—a coastal city steeped in history and centered around Diocletian’s Palace, a breathtaking relic of Roman times. With its vibrant culture, stunning coastline and rich heritage, Split felt like the perfect destination for a student-led exploration. Maddux meticulously crafted an educational and adventurous itinerary, eventually seeking guidance from Mrs. Williams and Mr. Cox, both veterans of international field studies. Following the design cycle process, Maddux revised and refined his plans before submitting them to the school’s student travel agency. The agency was so impressed by the depth and detail of his proposal their job was simply to verify dates and make reservations—something they said they’d never seen from a student-led submission.
Five years later in 2025, St. Mary’s officially launched its first-ever Intersession trip to Croatia—bringing Maddux’s Grade 5 vision to life. Though now a freshman at St. Margaret’s, Maddux was invited to join the trip, recognizing it would not have been possible without his original vision, dedication and planning.
For the design cycle to come full circle, Maddux had to see his idea realized.
Just as he imagined when reading Percy Jackson, Split proved to be an extraordinary destination for a St. Mary’s international field study. Congratulations, Maddux, on your incredible initiative, hard work and vision. You are a shining example of what it means to be a St. Mary’s student and graduate!
Alumni Gather for a Festive Night and a First Look at the Future
More than 75 alumni gathered for our annual Alumni Holiday Party and Hard Hat Tour—our largest turnout yet! Representing high school, college and alumni well into their careers, this year’s event was a true celebration of community and connection.
In addition to the festivities, guests were treated to an exclusive behind-thescenes tour of the new building’s construction progress. Donning hard hats, alumni had the unique opportunity to sign one of the concrete tilt-up slabs— leaving their mark, quite literally, on the future of our campus.
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 “Passion into Action,” offering personal stories of growth, purpose and service. Their courage, clarity and empathy reminded everyone in attendance the profound impact young leaders can have on their communities.
We are proud to congratulate this year’s 12 outstanding Legacy Award finalists: Ben Arruda, Briggs Colburn, Maia Heydarkhan, Emery Hill, Sophia Khoshniyati, Angela Li, Drew Merritt, Vivian Pu, Sophia Ullrich-Oelke, Alexander Vlok, William Warner and Annie Zhou.
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.
Drew Merritt is the 2025 recipient of the Father Ernest D. Sillers Legacy Award. In just his second year at St. Mary’s, Drew has made a remarkable impact on campus through his leadership, service and dedication. As this year’s ASB Philanthropy Commissioner, he has helped shape meaningful initiatives and is currently leading preparations for the upcoming Cancer Awareness Assembly.
A passionate and well-rounded student, Drew has represented the Falcons in Flag Football, Lacrosse and Volleyball. Drew’s leadership extends beyond campus as well. He participated in Model United Nations, traveling to Singapore for an international conference focused on nuclear weapons and the Cold War. Whether on the field, in the classroom or on the global stage, Drew leads with humility, integrity and purpose. His commitment to service, learning and community makes him a worthy and inspiring recipient of this year’s Legacy Award. Congratulations, Drew—and to all our student leaders—thank you for showing us what it looks like to live with purpose, lead with compassion and turn passion into action.
St. Mary’s is thrilled to offer eight incredible weeks of Summer Resort, a dynamic and engaging experience designed for students from age two through Grade 8! Our program features a variety of full-day, morning and afternoon camps, each crafted to spark curiosity, creativity, and joy. Through hands-on, inquiry-based activities, campers dive into exciting themes that inspire both their hearts and minds. Set on our secure campus, Summer Resort provides the perfect environment for children to explore their interests, develop new skills, build lasting friendships and make unforgettable summer memories!
St. Mary’s is thrilled to offer eight incredible weeks of Summer Resort, a dynamic and engaging experience designed for students from age two through Grade 8! Our program features a variety of full-day, morning, and afternoon camps, each crafted to spark curiosity, creativity, and joy. Through hands-on, inquiry-based activities, campers dive into exciting themes that inspire both their hearts and minds. Set on our secure campus, Summer Resort provides the perfect environment for children to explore their interests, develop new skills, build lasting friendships, and make unforgettable summer memories!
(Age 2 – Grade K)
Early Education Day Camp
(Age 2 – Grade K)
Each week, we introduce an exciting new theme that nurtures students’ emotional, social, physical, cognitive and creative development. Through hands-on experiences in science, art, imaginative play and more, students engage in activities that inspire curiosity, collaboration and growth in a fun and supportive environment.
All Early Education through Kindergarten camps are only available to currently enrolled 2025-26 St. Mary’s families.
Each week, we introduce an exciting new theme that nurtures students’ emotional, social, physical, cognitive, and creative development. Through hands-on experiences in science, art, imaginative play, and more, students engage in activities that inspire curiosity, collaboration, and growth in a fun and supportive environment.
Details Week-long camps; Full-Day, AM or PM Fee Range $265-560
Extended Care available in the morning before camp (8–9AM; $40)
All Early Education through Kindergarten camps are only available to currently enrolled 2025-26 St. Mary’s families.
Details Week-long camps; Full-Day, AM or PM Fee Range $265-560 Extended Care available in the morning before camp (8–9AM; $40)
(Early Kindergarten – Grade 8)
(Early Kindergarten – Grade 8)
Our 4-week academic camp features grade-specific curriculum designed to prepare students for success in the upcoming school year. During the program, students will strengthen their skills in critical reading, writing and mathematics, building a solid foundation for academic achievement and confidence.
The Early Kindergarten and Kindergarten prep camps are only available to currently enrolled 2025-26 St. Mary’s families.
Details 4 Week program; Daily 9AM – Noon Fee Range $1,380-1,620
Our 4-week academic camp features grade-specific curriculum designed to prepare students for success in the upcoming school year. During the program, students will strengthen their skills in critical reading, writing, and mathematics, building a solid foundation for academic achievement and confidence.
Athletic Camps
The Early Kindergarten and Kindergarten prep camps are only available to currently enrolled 2025-26 St. Mary’s families. Details 4 Week program; Daily 9AM – Noon Fee Range $1,380-1,620
(Grades 1 – 8)
Athletic Camps
(Grades 1 – 8)
Nearly every week, we offer a variety of sports camps ranging from cheerleading and flag football to basketball and more. Each camp is designed to develop skills, refine techniques, promote good sportsmanship and enhance overall game strategies. Whether students are eager to try a new sport or looking to improve in their favorite one, our camps provide the perfect opportunity. For athletes in Grades 5 – 8, our P.A.L. camps are highly recommended, offering valuable experience, play review and preparation for the upcoming school season.
Details Week-long camps; Daily AM and PM Fee Range $300-350
Lower & Middle School
Nearly every week, we offer a variety of sports camps ranging from cheerleading and flag football to basketball and more. Each camp is designed to develop skills, refine techniques, promote good sportsmanship, and enhance overall game strategies. Whether students are eager to try a new sport or looking to improve in their favorite one, our camps provide the perfect opportunity. For athletes in Grades 5 – 8, our P.A.L. camps are highly recommended, offering valuable experience, play review, and preparation for the upcoming school season. Details Week-long camps; Daily AM and PM Fee Range $300-350
(Grades 1 – 8)
(Grades 1 – 8)
If they can dream it, we have a camp for it! Each week, students have the chance to step outside their comfort zones, try something new or dive deeper into their passions. Our diverse camp offerings span a wide range of exciting themes, including arts and theatre, science and innovation, cooking, technology, investing and management, sewing, trivia, escape rooms and so much more!
Details Week-long camps; Daily Full-Day, AM and PM Fee Range $320-560 Extended Care available in the morning before camp (8–9AM; $40)
If they can dream it, we have a camp for it! Each week, students have the chance to step outside their comfort zones, try something new, or dive deeper into their passions. Our diverse camp offerings span a wide range of exciting themes, including arts and theatre, science and innovation, cooking, technology, investing and management, sewing, trivia, escape rooms, and so much more!
Details Week-long camps; Daily Full-Day, AM and PM Fee Range $320-560
Extended Care available in the morning before camp (8–9AM; $40)
Yes, no need to pack a lunch because it’s included in all full-day (9AM—4PM) and PM/afternoon (NOON—4PM) camps. Our campus has a full-service dining program where we prepare restaurant quality, farm-to-table, house-made food. We will provide meals and snacks prepared in our kitchen by our own chef.
Yes, no need to pack a lunch because it’s included in all full day (9AM—4PM) and PM/afternoon (NOON—4PM) camps. Our campus has a full-service dining program where we prepare restaurant quality, farm-to-table, house-made food. We will provide meals and snacks prepared in our kitchen by our own chef.
St. Mary’s families may visit https://smaa.jumbula.com/ to enroll beginning March 17. Registration will open to the public on April 1. For more, visit smaa.org/summerresort. Campers are considered completely registered once the enrollment fees are paid. The $40 registration fee is non-refundable. For questions, please reach out to summerresort@smaa.org.
St. Mary’s families may visit https://smaa.jumbula.com/ to enroll beginning March 17. Registration will open to the public on April 1. For more, visit smaa.org/summerresort. Campers are considered completely registered once the enrollment fees are paid. The $40 registration fee is non-refundable. For questions, please reach out to summerresort@smaa.org.
St. Mary’s reserves the right to cancel camps or classes if the minimum enrollment requirement is not met. In the event that a camp or class is cancelled by the school, a full refund or credit will be provided. Refund requests will only be accepted with written notice at least two weeks prior to the first day of the camp or class. All requests for changes or refunds will be subject to a $50 service fee. Please note that registration fees are non-refundable, and there are no refunds, make-up days or credits for days missed.
St. Mary’s reserves the right to cancel camps or classes if the minimum enrollment requirement is not met. In the event that a camp or class is cancelled by the school, a full refund or credit will be provided. Refund requests will only be accepted with written notice at least two weeks prior to the first day of the camp or class. All requests for changes or refunds will be subject to a $50 service fee. Please note that registration fees are non-refundable, and there are no refunds, make-up days, or credits for days missed.