Stone Ridge Magazine Winter 2021

Building Community

FROM THE HEART Winter 2022

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Join us on the green or the courts at the

STONE RIDGE GOLF & TENNIS CLASSIC 2022

Stone Ridge

Golf & Tennis Classic

Thursday, May 5, 2022 Argyle Country Club www.stoneridgeschool.org/golf

Looking for a new ride?

Get your ticket for the car drawing at Stone Ridge!

Winner receives a 2022 Toyota Highlander from Jim Coleman Toyota (or $30,000 in cash) Only 1923 tickets will be sold. $100/ticket or $250/3 tickets.

Tickets will be sold from March 1 to April 30 (or until 1923 tickets are sold), and the drawing will be held at Alumnae Reunion on Saturday, April 30.

Stone Ridge Magazine 2 WWW.STONERIDGESCHOOL.ORG/CAR

All proceeds will support Financial Aid and scholarships for Stone Ridge students.

QUESTIONS? CONTACT: Marie Gehringer, Director of Events 301.657.4322 ext. 1610, or mgehringer@stoneridgeschool.org

The Stone Ridge community celebrated the beginning of the school year with an all-school Mass of the Holy Spirit on Shelter Hill Campus Walk.

HIGHLIGHTS Stone Ridge Magazine Winter 2022

4 From the Head of School 6 Restoring Connections 12 Transformed by Community 14 Alumnae on the Front Lines 20 Caring for our Common Home Special Cor Unum • One Heart Campaign Insert 24 A Study in Mycelium 29 Alumnae Happenings 32 Parent Life at Stone Ridge 34 A Journey Towards Justice 38 Maryann Will Retires After 47 Years 42 In Memoriam ON THE COVER: The statue of Mater Admirabilis that adorns the new Mater Center.

Read more about the statue on page 41.

The Stone Ridge Magazine

is produced by the Office of Marketing and Communications at Stone Ridge School of the Sacred Heart for alumnae, parents, students, and friends of the School.

HEAD OF SCHOOL Catherine Ronan Karrels ’86 ACTING DIRECTOR OF MARKETING & COMMUNICATIONS Patty Lynch ASSOCIATE DIRECTOR OF MARKETING & COMMUNICATIONS Keri Rasmussen VISUAL COMMUNICATIONS DIRECTOR & PHOTOGRAPHY Caitlin Myler Taylor ’98 Please send any letters, comments, or suggestions to Caitlin Myler Taylor ’98 at ctaylor@stoneridgeschool.org.

Printed on recycled paper with vegetable-based inks in a 0% wind powered facility.

FOLLOW US ON SOCIAL MEDIA!

Please note that all photography included in this issue follows proper health and safety guidance.

Winter 2022 @stoneridgesacredheart

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@gatorssr

From the Head of School

Building Community from the Heart The theme of this magazine “Building Community: From the Heart” is a reflection of the remarkable journey of this academic year. It’s hard to express the magnitude of impact experienced by the Stone Ridge students, faculty, and staff when we returned to campus last August. Not only were we grateful to be together as we continue to navigate COVID, but the revitalized spaces on campus breathed new life into our mission. So many heartfelt sentiments come to mind: Joy. Relief. Excitement. Hope.

Gratitude. Awe. Inspiration.

Our nation has been engaged in important work over the past two years as we prioritize public health and continually strive to be a land where all people are treated with the inherent dignity, respect, and opportunity they deserve. Stone Ridge has faced this moment with an open heart to explore the question: “Where is God calling us as a Sacred Heart community during this important time?”

This period of disruption has heightened our awareness of Goal IV: the building of community as a Christian value, and transformed our appreciation for the importance of mental and physical health, in-person school programming, and the great blessings of a strong and diverse community. Though there has been so much change and unpredictability in our students’ lives, our faculty and staff have been a constant source of encouragement and support, guiding our students and challenging them to keep growing in their intellect, skills, faith, and friendships.

On these pages, you will see just a small sampling of stories that share insight into our amazing Stone Ridge community. Read on to be inspired by the hard work of our world-class teachers, counselors, administrators, and coaches. Read about alumnae who have impacted lives by serving on the front lines of the pandemic and through outstanding leadership in their careers. Read about engaging and relevant projects that our students are working on in various content areas, including religion, art, and STEAM. Read about our work towards fostering a just community and our ongoing commitment to racial justice and to diversity, equity, inclusion, and belonging programming as a fundamental expression of our Sacred Heart identity.

Included in this magazine is a special section about the Cor Unum • One Heart Campaign that we have just completed. This campaign was the largest ever accomplished at Stone Ridge, and we could only achieve our goal because of the phenomenal generosity of our community. In addition to raising funds, one of our goals in this campaign was to change the culture of philanthropy in our school. We know that future generations of Stone Ridge students need the ongoing investment and vision of our community—including current families, faculty and staff, alumnae, and past families—to keep Stone Ridge at the forefront of Catholic and Sacred Heart education. I could not be more grateful for the generosity of the hundreds of people who supported this project, and I promise you that we will keep pushing our mission forward with aspirational goals so we will be ready to serve future generations.

On that same note, I leave you with a reminder of the importance and excitement of what is to come next. We are preparing for our Centennial Celebration which will take place throughout the 20222023 academic year. It will be an opportunity to reflect on our storied and beautiful past, while also planning together for an even brighter future. Please stay tuned so that you can join in the fun, and also to support Stone Ridge during this historic moment for our mission!

With gratitude and love,

Catherine Ronan Karrels ’86 Head of School 4

Stone Ridge Magazine

Catherine Ronan Karrels '86 reads to the Pre-Kindergarten class in the newly renovated Lower School Library which has been named The Lucy Ronan Library Winter 2022

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RESTORING CONNECTIONS Supporting Students in a Pandemic

Life as we knew it was flipped upside-down when the pandemic hit—especially for our children. Routines that defined the day were disrupted as schools pivoted to online learning, canceling after-school activities like sports, clubs, and social events. When these environments collapsed, children not only lost structure but a community. In the months that followed, these losses profoundly affected our children's social and emotional health—and still do.

School counselors prepared for this year at Stone Ridge knowing it would be “significantly more transitional than in the pre-pandemic days,” says Denise Key, Upper School Director of Counseling and Student Support. As students eased back into the school routine, the counselors knew greater attention would need to be paid to students' social and emotional health as well as academics. The counselors intentionally began the year by strengthening communal bonds. In addition to their direct work with students, Stone Ridge counselors increased their capacity to help teachers and parents support children in and outside of the classroom. Their efforts stand as a true testament to Goal IV, building community as a Christian value, as they face the unprecedented need for social and emotional support head-on.

Routines

School routines provide children with a sense of safety; they know what is expected of them. Children learn constructive behaviors through structure and routine and build essential executive functioning skills like flexible thinking, self-control, planning, and time management.

After-school activities provide children with dedicated time to build physical skills and find their passions.

Routines also enable students to nurture friendships and build support systems.

“This is the third academic year with COVID,” says Ms. Key, “the last time our 9th graders had a full year of regular school was in 6th grade.” Helping students restore their social lives and balance academics has been a key theme this year, especially as students report higher levels of stress, anxiety, and exhaustion. Students are

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Chantell PrescottHollander works with Lower School students on breathing techniques and identifying their feelings, along with building communication skills.

Most of all, in the true spirit of Goal IV, Stone Ridge remains a place where every girl has a space. challenged by adjusting to the demands of an 8-hour school day and the need to rebuild their social circles and support systems. From the counselors' perspectives, during this transitive year it is pivotal for students to regain the academic and social stamina they once had.

Relationships

Being in relationships with others is an essential part of how young girls connect and develop. Stone Ridge's commitment to social and emotional learning has been a pillar for counselors and teachers in restoring these connections. “We all engage in the wellness and socialemotional learning of our students,” says Ms. Key, “it's not just confined to the counseling offices.” The school day is intentionally built around community and connection. Social and emotional lessons are embedded into programming

throughout the divisions. Spaces like Advisory, the Heart Program, Gator of the Week, the Big Sister Little Sister Program, and Primes are running strong this year, giving students a place to feel valued and connected.

“We start that idea of community literally from the day a kid enters here,” says Lower School Counselor Chantell Prestcott-Hollander. Activities like morning meetings and hands-on project-based academics maximize the way girls learn. Through collaboration, they create a sense of belonging and gain valuable social skills. For younger Lower School children, unstructured play provides problem-solving and conflict resolution lessons. As they returned to school, Ms. Prescott-Hollander noticed the girls, especially young children, needing more time to build foundational social skills through playtime.

Additionally, for the older girls, Ms. Prescott-Hollander has increased lessons on effective communication to address feelings of being left out of social circles.

Play throughout the pandemic is how our Middle School students have reduced their anxiety and maintained relationships. When students enter their middle school years, new social skills are acquired and practiced daily.

They try on different identities and explore different friend groups in pursuit of their true interests. Middle School Counselor Hope Hallock reflects that while the pandemic interrupted this natural social process, students adapted and connected online through multiplayer video games, group chats, and watching the

Stone Ridge's commitment to social and emotional learning has been a pillar for counselors and teachers in restoring these connections. same shows online. Now that they are back in person, she says she sees students interested more in lowtech play like cards and board games. As a result, Ms. Hallock created Game Gatherings in which all grades can participate to build that community.

Uniquely, in Upper School, as students rebuild relationships, Upper School Psychologist Dr. Nikola Edgar says she sees students who are exhausted by the increased socialization.

While previous generations enjoyed socializing with peers after school and on weekends, today's teenagers have spent extensive time quarantined with loved ones. Some prefer spending time with family over friends. Others feel like they are being reintroduced to a new school. To help her students connect, Ms. Key builds a “sense of common humanity,” she says, by using icebreakers and communitybuilding activities in her seminar classes. These activities allow students to know themselves and develop more meaningful connections within a structured setting.

Living with Stress and Anxiety

Managing schoolwork, relationships, and living in times of uncertainty can be overwhelming for students as they wonder what will happen next. Teaching them to recognize and manage stress and anxiety is paramount for Stone Ridge counselors. “Our goal is not to eliminate stress and anxiety,” says Ms. Key, but to embrace them as a part of life. Psychoeducation helps students better understand stress and anxiety, gain coping skills, and identify internal and external resources to establish a sense of control.

Under Ms. Key's guidance, girls investigate how stress and anxiety impact them mentally and physically. They pinpoint the behaviors resulting from stress and anxiety to develop better coping strategies. The goal is to equip the student to be “in the driver's seat, instead of being the passenger,” to stress, says Ms. Key. Dr. Edgar and Ms. Hallock teach their students various techniques to stay connected to their experience and in control when stress and anxiety arise. Students Middle School students play classic games like Uno during a Game Gathering to decompress and build community.

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Upper School counselors Denise Key and Nikola Edgar work with students to help them learn to cope with stress and anxiety..

identify their levels of stress on a scale of 1–10, or get creative and give weather reports to describe how they feel in their bodies. Once they can identify their stress, students can share how they feel with the group.

Though scary at first, publicizing their feelings enables students to gain perspective. It also empowers others to relate and offer suggestions on how to cope. Students can leave the class knowing that “they aren't the only ones,” Ms. Hallock says.

Psychoeducation helps students better understand stress and anxiety, gain coping skills, and identify internal and external resources to establish a sense of control.

Managing stress and anxiety in Lower School relies on many of the same principles. Ms. Prescott-Hollander builds students' social-emotional foundations by teaching them to recognize feelings and use mindfulness techniques to help self-regulate. Calming breathing techniques like the bunny, owl, and hot chocolate breaths have been successful for young children to calm their bodies and minds. Ms. Prescott-Hollander emphasizes advocating for one's needs, self-love, and giving permission to make mistakes and be imperfect in older Lower School students. They also often use gratitude practices to shift perspective of a situation, a tool Ms. Key sees Upper School students using as well.

Empowered and Resilient

The pandemic has definitely “destigmatized the role of a therapist and counselor,” Ms. Key says; it brought mental health to the forefront and “offered [people] the opportunity to ask for help and get access” to much-

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needed resources. Students are empowered to work with their mental health more openly. The counselors notice many parents following through with referrals to ensure their families get the help they need. As students prioritize self-care and compassion, they build resiliency and normalize the importance of protecting mental health.

“It's interesting that concept of resiliency,” says Ms. Key. She often reminds students that though something may seem complicated, they have managed challenges throughout the pandemic. But, Ms. Key says it's up to adults to capitalize on these moments and help students reflect on “the concept that I can be uncomfortable and be okay.” Ms. Prescott-Hollander describes Lower School students as “crazy resilient” and talks to students about grace and space to give people the benefit of the doubt, assume the best, and try to see things from others' perspectives. Resiliency has also shown up in some students who found academic success during the pandemic. Ms. Hallock says she has seen some students enter this year with more “academic self-esteem.”

Ms. Key acknowledges that while students are in a different place than usual, she cautions measuring where students “should” be under these unprecedented and historical times. Considering this pandemic as a formidable experience, the counselors see students leaning into their strengths as challenges arise. Most of all, in the true spirit of Goal IV, Stone Ridge remains a place where every girl has a space. “They just want to take care of each other, love each other,” says Ms. Prescott-Hollander. The counselors see the students express gratitude more often: gratitude for school, their friends, teachers, and families. Guided by their faith, they advocate for themselves and others in need—true examples of a Sacred Heart education.

WHAT CONNECTS US WEDNESDAYS Wednesdays' Advisory in Grades 7 and 8, centered on educating the whole child, is packed with grade-level content, and health and wellness activities. Middle School Social Studies teacher Dr. Bridget Riley, and Middle School Religion teacher Sally Ingram, sought to build on this foundation and give students consistent and meaningful social-emotional learning experiences that could apply across their school experiences.

Over the summer, they devised the What Connects Us Wednesdays (WCUW) program by incorporating Learning for Justice's Social Justice Standards with Catholic Social Teaching and the Sacred Heart Goals and Criteria. The curriculum's goal is to foster a Catholic understanding that humans are interdependent, connected in the love of God, and following the School's commitment to Goal IV, educating all members of the community to the charism, mission, and heritage of the Society of the Sacred Heart.

Dr. Riley and Ms. Ingram developed the content to be fun for middle schoolers. “Don't underestimate the power of a simple question,” says Dr. Riley; by using simple questions, students can easily stay engaged.

Simple activities, like exploring what a name means, can open up conversations to unexpected places. “Middle School students love talking about themselves,” says Dr. Riley, “but they don't always have the tools and the vocabulary—the lexicon,” to dive into the complex layers of identity. Dr. Riley and Ms. Ingram see the girls going beyond the surface level of their identity, using what they learn in Advisory to delve into their hopes and dreams.

They pinpoint characteristics that unite them or set them apart from others. “What is more Sacred Heart than thinking about how we are all unique and we have our own special things about us, but then also are connected in the love of God, love of neighbor, love of community?” says Dr. Riley.

The curriculum's goal is to foster a Catholic understanding that humans are interdependent, connected in the love of God, and following the School's commitment to Goal IV... identity impact how I interact and perceive others?

Why does it matter how I am perceived? How does perception shape how I walk through life? “It becomes like a mosaic,” says Ms. Ingram, as topics are added to the WCUW framework, layer by layer. Through reflecting and getting to truly know themselves, the girls gain empathy and the foundation to discuss diversity with a deep understanding of a common humanity and their call to work for justice.

WCUW is wildly successful and embraced by the Middle School community. The curriculum transforms Advisory into an environment where each community member is “valued, cared for, heard, and respected.” Students can be vulnerable, be themselves, and learn to be with each other. Ms. Ingram says the program “is like a connective tissue … that is temporal and internal” that supports everything in the classroom from social studies to religion, language arts, and beyond.

In the first quarter, Advisory conversations focused on identity and the interconnectedness of the human family.

The principles of Catholic Social Teaching related to the human family and the dignity of the human person ground the students' explorations as lessons on diversity, stereotypes, and labeling are incorporated throughout the year. They build on questions like, how does my

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PARENTS: WHY PUTTING YOUR OXYGEN MASK ON FIRST MAKES SENSE

by Nicole CuttsSR, Ph.D., Clinical Psychologist and Success Coach

Saying that parenting is challenging, especially in the time

1. Make Self-Care a Priority:

of COVID, would probably garner the “Understatement of

You must first see this as a

the Century Award” (if there were such a thing). Juggling

necessity and priority!

your child’s education, your work, and the family calendars amidst the ever-changing protocols and newly emerging

2. Make a Self-Care List:

variants of this worldwide pandemic can be enough to

Write down anywhere from

drive one over the edge. Every aspect of parenting has

3–5 self-care behaviors. Make

been fraught for parents managing complex situations

the list fun. Include things you

and making anxious new decisions. It’s no wonder that in

enjoy, not just things you think

your efforts to be good parents, you may be tempted to

you should do.

abandon any hope for self-care.

Nakeva Photography

3. Set Your Goal and State Your Commitment: Be realistic.

But now, more than ever, we must heed the instructions

If you start small that’s great! Examples: exercise 30

we’ve always heard when flying (remember air travel?)

minutes three times a week; meditate 5 minutes daily; get a

—“should the cabin experience sudden pressure loss,

massage once a month; eat proper meals; get out in nature

stay calm. Oxygen masks will drop down; place the

whenever you can. Once you set your goals, share this

mask over your mouth and nose. If you are traveling

commitment with someone else (perhaps an accountability

with children, make sure that your mask is on first before

partner) who can help you be accountable.

helping your children.”

4. Schedule Your Self-Care: Just like you schedule work What they don’t say is, “You only have seconds to put on

meetings or kid’s games, put whatever self-care activities

your mask before lack of oxygen will trigger symptoms of

you committed to in your calendar and treat it with the

hypoxia: weakness, disorientation, inability to recognize

respect it deserves!

faces and shapes, unconsciousness then death.” Instead, we understand that if we don’t take care of ourselves first,

5. Assess Your Plan: After two weeks or a month check in

we can’t help anyone else. The same is true in everyday

with yourself and your accountability partner. How are you

life and even more so today when running yourself down

doing? Do you need to revise your plan? Do you need to

increases the likelihood of getting ill.

be more realistic? Do you need help and how can you ask for help? If you missed a deadline don’t waste time beating

As a clinical psychologist and success coach, I can’t tell

yourself up (that’s not self-care) just pick a new deadline.

you the number of parents who still think self-care is selfish or frivolous—but reality proves otherwise. Adults fail to

6. Continue to Monitor, Celebrate Your Wins, and Keep

recognize that self-care is imperative to their health. We

Going: I recommend assessing your progress monthly.

give it to ourselves and teach it to our children as they

Share your wins with your accountability partner. Take

learn from the very actions we model.

time to reflect on how you feel. To stay encouraged, I recommend a daily practice called the 3 & 5. Write down

I can hear you now as you read this, “That’s easier said

or think of three good things you did for yourself that day

than done, but how and where do I find the time?” That’s

and five things for which you are grateful. Remember to

a valid question, and that’s why I’ve provided this list of 6

practice self-compassion i.e., via self-talk. Talk to yourself

tips that may help.

as you would your best friend. If you fall off just start again.

Pro Tip: Check out Agreement 4 of Miguel Ruiz’s The Four Agreements (1997). Connect with Dr. Nicole Cutts @visionquestretreats on Facebook.

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STUDENT LIFE

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TRANSFORMED BY COMMUNITY

by Dr. Alex Sundman, Head of the Middle School

On September 14, 2001, little Lucy Larkin sidled over to me: “Dr. Sundman, would you like to borrow some of my clothes?” Momentarily bemused by this gesture of compassion, I realized that my students had started to notice that I had been wearing my first-day-of-school outfit since Tuesday. I got it. Nine-year-old Lucy was doing what Sacred Heart educators hope all their children will do: look around and employ the heart of Christ as a lens to recognize the need and dignity of each person in their community.

This moment has stuck with me. Aside from the fact that Lucy’s offer was somewhat incongruous (Lucy was a good foot-and-a-half shorter than I), her sincere kindness and perceptiveness humbled me. Four days earlier, my husband and I had become refugees of a sort when our apartment building had been declared structurally unsound from collateral damage caused by the fallen World Trade Center. Truly, at that point, I did not have access to my clothes, or much of anything else for that matter. And yet, figuring out wardrobe issues were quite the least of my worries in the blur of hours and days that followed 9/11. And still a child of the Sacred Heart noticed my plight and offered what she had.

In November of that year, Middle School students at 91st Street planned a liturgy for the surviving firemen of Hook and Ladder 13. The memory of little girls walking down the chapel aisle holding the hands of men broken with grief for their fallen brothers still takes my breath away. That year, I saw children call upon the heart of Christ to minister to the suffering they saw and felt in their community.

That year, 2001-2002, was my first teaching in a Sacred Heart school. And that year, that Sacred Heart community at 91st Street transformed me, my heart, and the vision I had for myself as an educator. For days, weeks and months, I watched my students witness the horrors and suffering in their immediate and wider circles and do something about it.

Several years after the earth-shattering events of 9/11, my husband and I moved to Washington, DC, with a new baby. While settling into my new home, a cold call 12

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from Sister Anne Dyer, then Headmistress of Stone Ridge, ended my stint as a stay-at-home mother. Stone Ridge had a sudden Upper School English opening, and might I, asked Sister Dyer, “be interested in returning to the Sacred Heart community?” I remember feeling that Madeleine Sophie Barat’s words were becoming prescient to me: “once a Child of the Sacred Heart, always a Child of the Sacred Heart.”

In the fall of 2006, I began teaching at Stone Ridge.

From first setting foot in Hamilton House and standing under the gaze of Mother Perdrau’s ubiquitous image of Mater Admirabilis, I had the uncanny feeling of returning home in this brand-new school. Working with much older girls—young women, really—and in a brand-new physical setting, I was enveloped by the sentiment of being part of something much greater than myself. With the advantage of a newcomer’s perspective, I began to distill the similarities of spirit between my new and former Sacred Heart homes.

My Stone Ridge Upper School students welcomed me with warmth and generosity as I worked—and sometimes struggled—to juggle a new job, a new city, a colicky infant, a husband who was often on the road, and teaching a curriculum that I—frankly—knew nothing about! But it wasn’t just toward me that I witnessed manifestations of my students’ kindness and desire to connect. All Sacred Heart girls, I had begun to realize, are nurtured to center others in their lives. Through their cocooning of classmates and teachers who were struggling with illness and tragedies, their Wednesday Social Action work which touched all corners of the Washington DC metropolitan area, and their global awareness (marked by efforts such as the one to collect supplies and resources for victims in Myanmar of Cyclone Nargis) my Stone Ridge students engaged in acts that underscored their belief

Stone Ridge students, Sacred Heart women, see themselves and act as the connective tissues between both proximal and distal communities.

I realize the great wisdom of our founding mothers as they set out to educate girls—to grow them in faith, intellect and social awareness—to have a transforming influence on our communities. that our communities radiate outwardly from ourselves in concentric manners. Stone Ridge students, Sacred Heart women, see themselves and act as the connective tissues between both proximal and distal communities.

As children and educators of the Sacred Heart, we subscribe to the tenet of building of community as a Christian value. But what does this mean? What are the cornerstones—the building blocks—of Sacred Heart communities? We need to turn our minds to the myriad and the granular to identify these pieces. The building blocks, I believe, are found in how we learn to recognize the Holy Spirit working within our hearts and in how we learn to channel the heart of Christ to guide us—our children, our families, our colleagues—to see, feel and hear the dignity of every human being around us. And both in microcosm and macrocosm, as one person—a single child or teacher—walks in the Light, others begin to perceive a similar path for themselves. And such examples multiply by touching and transforming others, ultimately cementing communal webs that radiate outward from that very heart.

This past year, I jumped at the opportunity to return to the Sacred Heart community as the Head of Stone Ridge’s Middle School. I was not at all unhappy where I taught previously. Quite to the contrary. But for two decades, the pull of the mission of the Society of the Sacred Heart has remained both urgent and profound to me, particularly as I consider both the great beauty and brokenness in our shared world.

These days, I find myself again passing daily under the gaze of Mater, who resides outside my office, and thinking deeply about the august responsibility of helping others hold as sacred our communal spirit. And, at the same time and in another striking moment of humility, I realize I have little to do with the bonds of community I perceive around me. I marvel at how my colleagues

channel the love of Christ as they act with selflessness and generosity in nurturing children in their classrooms, art studios, and athletic fields. I delight when a sixthgrade girl fishes out her friend’s mistakenly discarded retainer from the trash can in the Matthews Dining Hall.

Seeing a student relinquish her chance to strut her stuff at basketball tryouts to coach another student with her dribbling skills inspires gratitude. My heart sings when our Middle Schoolers spend an afternoon crafting fleece blankets for the wounded veterans next door. When Stone Ridge girls look for thorny injustices in the world around us and see ways to build and use tools of inclusion and justice to make our global community more equitable, I realize the great wisdom of our founding mothers as they set out to educate girls—to grow them in faith, intellect and social awareness—to have a transforming influence on our communities.

During Orientation last summer, a colleague asked me: “Why Stone Ridge?” Without pause, the answer resounded in my mind: the Society’s steadfast belief in the unequivocal goodness and power of a Christian community. Learning to be a Sacred Heart educator has taught me that feelings of fellowship and common purpose do not just “happen.” They are heartfully constructed by the layering upon layering of those fleeting moments in which we see, grasp, and act upon the dignity of our fellow humans. And our Stone Ridge girls know, it is through the power of Christ’s heart that we are given the fortitude to model and pursue this community-building work that is ever-so-vital to healing the world around us.

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Alumnae on the Front Lines

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TABITHA CORE ’12 Describe your role in serving others during the pandemic.

I have been teaching 4th grade at two different all-girls schools.

For the 2019-2020 school year, we were entirely virtual at my K–5 charter school in the Bronx. Last year and this year, I work at a K–12 independent school, where we are very fortunate to have had the resources to stay in-person safely (with few remote stints).

How have the Goals of Sacred Heart education informed your daily practice and interactions?

Part of the reason I love the school where I teach now so much is because of its core values of honesty, respect, responsibility, courage, and kindness, which so closely align with the Goals of the Sacred Heart education. I believe that going to Stone Ridge made me a stronger educator for my students in that I lived the goals of faith, intellect, awareness, community, and growth as a student, so now I am able to lead my students to develop those same values in their own ways.

In what ways have you nurtured your sense of community or witnessed community building?

The adult community has been incredible during this difficult time. As educators, we have been forced to count on each other in a way unlike before, which has now led us to rely on and support each other more often, even in areas where previously, we may have tried to power through independently. The students have also been wonderfully supportive and affectionate to each other; they have learned how to communicate kindly online, making even our remote students feel welcome and included in the classroom. We do frequent community building exercises that bring our classroom together.

What gives you hope and helps you sustain faith during this time?

I still see the magic moments in teaching, even behind masks, silent lunches, and spaced 6 feet apart; there was the day the author of our Language Arts book virtually met with the class to talk about being a writer, and my aspiring novelist student physically shook with excitement while scribbling down notes furiously. Or the Secret Santa homemade craft exchange my student organized for the class because she thought everyone should receive a holiday gift made with love (her words, not mine). Or the student who was so excited about class jobs she created a resumé and cover letter (I did indeed hire her as our IT Specialist). No matter the circumstances, kids are kids, and it's wonderful to see their magic shining through day after day.

What is your wish for next year?

My wish for 2022 is that we won't have to wear masks in school anymore, be able to talk during lunch, and to finally be able to give my students the bear hugs they deserve that are now years overdue!

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Alumnae on the Front Lines SARAH JOHNSON CONWAY ’02 Describe your role in serving others during the pandemic.

As an internal medicine hospitalist, I take care of patients who are admitted to Johns Hopkins Hospital. We are the front-line physicians for patients with COVID-19 who require non-ICU level care. I also take 24-hour shifts as the “Medical Control Chief,” which is the physician lead for our COVID-19 Command Center. I help with patient triage, shifting clinical units, and allocating care hospital resources. Outside of work, I’ve participated in forums where I’ve spoken about the importance of vaccines and helped address hesitancy.

How have the Goals of Sacred Heart education informed your daily practice and interactions?

Similar to the Stone Ridge experience, the COVID-19 pandemic for a healthcare worker has been transformational. Our respect for intellectual values, Goal V, allowed us to follow the science even amongst a sea tide of misinformation. Our social awareness impelled us to action in the care of our communities. The community and trust we built as we faced the seemingly impossible task of clinical care allowed for deeper self-understanding and growth.

In what ways have you nurtured your sense of community or witnessed community building?

Our hospital list group has started actively using a Whats App chat. I’ve gotten to know more about my colleagues and we’ve been able to share our fears, frustrations, and triumphs during these trying times. In my administrative role, I’ve worked with our Federally Qualified Health Center partners who provide care to the highest need communities, to help ensure easy access to testing and vaccination.

What gives you hope and helps you sustain faith during this time?

Being part of a group of doctors that have jumped in to care for COVID-19 patients has been inspiring. The altruism, perseverance, and commitment my colleagues continually demonstrate give me hope even in the darkest of times.

What is your wish for 2022?

Despite the fatigue from the pandemic, I hope we are able to hold on to some of the small wins we have gotten over the last two years. For me, those have been increased job flexibility with more respect for my personal life and family; increased time with my kids, and more small-knit gatherings with those I love most in the world.

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Stone Ridge Magazine

ILONA KOPITS ’93 Describe your role in serving others during the pandemic.

I am a primary care physician for low-income senior citizens from inner-city neighborhoods of Boston through an organization called Program of All-Inclusive Care of the Elderly or PACE. We provide services and care to keep our patients at home in their communities. The impact of COVID on this fragile population is as devastating as you can imagine. They are and continue to be at high risk for severe infection and death. The isolation and sudden decrease in access to care have taken their toll.

For nearly two years now, the team and I have continued to provide medical and comprehensive care to these patients despite the multitude of barriers that currently exist. I make home visits regularly, and our team keeps in regular contact with each patient and their family. When my patients are admitted to hospitals or nursing homes, I follow up with them and help to coordinate bringing them home or to needed appointments, even when it may seem impossible. I have also continued my work at Boston University Medical Center during the pandemic.

I still see patients there and maintain the Geriatrics teaching opportunities for medical students, residents, and fellows in training.

How have the Goals of Sacred Heart education informed your daily practice and interactions?

When the pandemic started in March 2020, I dug into my jewelry box to find my Stone Ridge ring and wore it daily. I can honestly say that those Goals, hanging on my bulletin board, helped me. This was especially true in those early months when things were so frightening, and I was saying goodbye to my patients over a video call, knowing there was nothing anyone could do for them. Goal III particularly kept things in perspective for me. I was very aware of how the patients, their families, and all their health aides were struggling, and this gave me the strength to keep going to work and keep advocating for their healthcare needs and try to combat the isolation.

In what ways have you nurtured your sense of community or witnessed community building?

I am in awe of my coworkers, who kept things going, not only for the patients but also for each other. It helped build a sense of community among those of us who wanted to care for our fragile patients, no matter what the risk may have been for ourselves.

When I became infected with COVID over the Christmas holidays in 2020, I was much sicker than anticipated and was out of work for over a month. At my sickest in the emergency room, it was my Stone Ridge friends who kept me smiling with their humor; I cherish this lifelong support.

The outpouring of love, kindness, and generosity from my own family and the community around me is something that will stay with me forever—even the group of families who sang us Christmas carols on our front lawn.

What gives you hope and helps you sustain faith during this time?

By nature, my children give me hope. Younger and more resilient, they are growing into teenagers and reminding me that the future is still full of positive possibilities. I also have learned a great deal about faith from my patients, who continue to move forward despite the many hardships they have had to overcome, without anger or contempt, but purely on their faith and belief that things are never as bad as they seem.

What is your wish for 2022?

I wish for COVID-19 to become another regular flu that will fade into the background and allow people to help rebuild our healthcare system. I also wish for more inperson time together with loved ones, travel, concerts, meals, and that my kids can experience the years ahead with the same ‘normalcy’ that we had.

Winter 2022

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Alumnae on the Front Lines MARY ELLEN RUFF ’90 Describe your role in serving others during the pandemic.

When the pandemic started, I did not really anticipate any significant impact on my life. As a psychotherapist, I could transition to secure online platforms to maintain continuity of care for my clients. For the first few weeks, some clients canceled saying they preferred to wait it out and planned to return to therapy when we could be back in person again.

By July, my schedule was full. With the persistence of isolation, variants, homeschooling, teleworking, and the ongoing threat of illness, the need for therapy became significant as did my need to find creative ways to support clients.

How have the Goals of Sacred Heart education informed your daily practice and interactions?

I have a card on my desk that lists the keywords of each of the five Goals, and I use this as a reminder of my respect for my Sacred Heart education. The Goals are both foundational and aspirational for me so having that visual reminder encourages me to weave them into my daily life, personally, and professionally.

In what ways have you nurtured your sense of community or witnessed community building?

The building of community as a Christian value, Goal IV, has always been a favorite. I love the idea of building connection within my community, and among friends and colleagues. During the pandemic, I began hosting consultation groups for young therapists whose work, in many cases, had suddenly become virtual. Since the relational aspect of therapy is a critical component, these groups fostered connection and built confidence in developing relationships in the virtual space. Many colleagues have shared resources and ideas enhancing our clinical work, and ultimately allowing us to meet the needs of our clients more effectively.

What gives you hope and helps you sustain faith during this time?

Over the past two years, my faith has been sustained by the incredible service and commitment of our healthcare workers, researchers, and all those individuals in the service industry who enabled us to continue functioning as best we could. I got to know my FedEx driver and postal worker—two people I had never actually seen before the pandemic started!

What is your wish for 2022?

For this year, I really wish for healing. So many people are suffering and struggling—physically, emotionally, and spiritually. While we have adapted to so many things, and become creative in meeting needs, my hope is that we allow ourselves and each other the space for acceptance and healing.

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Stone Ridge Magazine

SUJA PARAKAMANNIL ALI ’80 Describe your role in serving others during the pandemic.

I work in the Department of Health and Human Services (HHS) for Montgomery County. Prior to the pandemic, my role was to oversee a team of specialists who provided hands-on support, guidance, and coaching to the early childhood community within the County.

Beginning in March 2020, our office pivoted from in-person training and coaching sessions to virtual interactions with licensed early childhood educators, allowing continuance of education and training. We provided a virtual forum whereby educators could voice their concerns and receive support while facing uncertainties about the sustainability of their programs.

I was responsible for creating a space which took the form of weekly hour-long chat sessions, in English and Spanish, where educators could stay engaged and have their concerns heard throughout the ups and downs of the pandemic.

In mid-October, I began a new position within HHS providing contract management and oversight to the eight Service Consolidation Hubs that were set up in March 2020 throughout the County to provide emergency food and resources to needy citizens. The pandemic created a food access crisis in the County and the Hubs were established to address this crisis. The Hubs have assisted an average of 500 households on a weekly basis since the onset of the pandemic. In addition to food, clients are also paired with case managers who help them navigate through the myriad of social services that are available to them.

How have the Goals of Sacred Heart education informed your daily practice and interactions?

I strive to embody the Sacred Heart Goals of faith, intellect, social action, community, and growth on a daily basis in my interactions with staff at the Hubs. I deeply respect and admire their commitment to serving the larger community, often in emergency situations when families are in dire need of food due to COVID infections within the household. It is extremely inspiring to see the way in which families are treated with dignity and grace during these difficult times. While all but two of the eight Hubs are faith-based, all eight of them serve their communities in a very compassionate and caring way. My goal in working with the Hubs is for them to feel that they are encouraged and supported to continue providing respite for families in need.

In what ways have you nurtured your sense of community or witnessed community building?

I see community building on a daily basis in the incredible work that is performed by the Hubs. The Hubs have been on the front lines since March 2020 providing food and much-needed relief to many who suffered food insecurity due to job loss and/or illness. They have all established a real sense of community while serving their families.

Families know they can count on getting the assistance they need to survive through the work of the Hubs.

What gives you hope and helps you sustain faith during this time?

The kindness and compassion that Hub staff show their clients has been a source of hope for me during the pandemic. Their positive attitudes as they serve the community and their resiliency in working through challenging situations strengthens and sustains my faith in God and in the goodness of others.

What is your wish for 2022?

I hope that 2022 brings an end to the pandemic and that our new normal is one that includes more opportunities for social gatherings without the fear of contracting a potentially deadly virus. I also hope and pray that the racial, economic, and equity gaps that grew larger during the pandemic will decrease and that fewer people will suffer injustices of any kind.

Winter 2022

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CARING FOR OUR COMMON HOME Listening to the Words of Pope Francis' Laudato Si'

by Lauren Winkler, Middle School Religion Teacher

Ever since Pope Francis issued his first encyclical, Laudato Si’, in 2015, Grade 6 students at Stone Ridge have been learning about what it means to “Care for our Common Home.” In religion class, students read and interpret the Old Testament creation narrative and understand that our role, as humans, is to become stewards of God’s creation.

They also learn that the key points laid out in Laudato Si’ align with Sacred Heart Goal III criteria. In Laudato Si’ the Pope asks us to “hear the cry of the earth and the cry of the poor” by being “protectors of creation, protectors of God's plan inscribed in nature, protectors of one another and the environment.” The encyclical further guides us to live in harmony, listen to one another, care for nature, and engage in our communities. Sacred Heart Goal III commits us to engage in social awareness that impels to action by thinking about our values and acting for justice; serving and advocating for others; reaching out to the poor, the suffering, and the marginalized; being informed, active, and responsible citizens; and being stewards of the earth's resources.

The encyclical...guides us to live in harmony, listen to one another, care for nature, and engage in our communities. given to create a campus-wide Sustainability Committee.

There will be faculty and students representatives from each of the three divisions. Jamie, Charlotte, and I look forward to representing the Middle School and hope that others will join us.

Students wrapped up the unit by watching the PBS documentary, Greta Thunberg: A Year to Change the World. They learned how much impact one young person can have when they are dedicated to a cause.

After students are introduced to various issues that are contributing to or effected by climate change, such as water pollution and waste, food waste, the plastic crisis, use of fossil fuels, animal and plant extinction and general over-consumption, they choose an area of interest and work in small groups to research their topic and create a presentation. Their work includes understanding the causes, effects, and social impacts of climate change and taking actionable steps to be part of the solution.

This year, Grade 6 students have conducted awareness campaigns on topics such as water waste, food waste, the plastic crisis, recycling, and composting at Stone Ridge.

They have led a drive to collect gently used books and toys for donation to A Wider Circle, participated in the fund drive “Trick or Treat for UNICEF,” and raised $300 to support children worldwide who are suffering from the effects of climate change.

After learning about composting and discovering that there is a Montgomery County commercial compost program, students Jamie Russell ’28 and Charlotte Mahon ’28 met with our Director of Facilities, Andrew Harrington, and presented their slides and information, and requested that Stone Ridge participate in this program. Mr. Harrington took their request to the Stone Ridge Management Team meeting and approval was 20

Stone Ridge Magazine

The students who led the Trick or Treat for UNICEF are Helena Kelly ’28, Sylvia Eckel ’28, Callie Wickham ’28, and Mai TempleKerr ’28. The students who collected gently used books and toys for donation to A Wider Circle are Rebecca Jones-Watkins ’28, Juliana Donaghue ’28, Emma Tyson ’28, and Beatrix BecklerSR.

STUDENT LIFE: Arts

Winter 2022

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Your gift matters.

We invite you to share your love for Stone Ridge by making a gift to The Stone Ridge Fund.

The Stone Ridge Fund supports our students and faith community, strengthens our faculty, and helps to expand our academic, arts, and athletic programs.

When you contribute to Stone Ridge, you provide transformative opportunities for

every student, every day.

Thank you for considering a gift today!

WWW.STONERIDGESCHOOL.ORG/GIVING 22

Stone Ridge Magazine

CAMPAIGN SPECIAL SECTION

Dear Stone Ridge Community, I am humbled to announce that we successfully completed

As campaign chairs, we want to thank you for your

the Cor Unum • One Heart Campaign and surpassed

generous investment in the Cor Unum • One Heart

the $26.8 million dollar goal thanks to the generosity

Campaign. Thanks to you, over the past five years, we have

of our community. This Campaign allowed Stone Ridge

raised $26,831,310 toward our comprehensive goal of

to transform our learning environment in order to meet

$26,800,000. Your investment enabled us to transform the

the dynamic needs of the School’s educational program.

School by creating a heart to campus with the new Mater

This significant project created a campus that serves the

Center, Shelter Hill Campus Walk, and new playgrounds.

heart, mind, and soul of our entire community.

Furthermore, this Campaign enhanced current academic buildings with renovated spaces for learning and gathering.

The Cor Unum • One Heart Campaign has been more than a fundraising effort; it has served as a promise

We are truly blessed to be a part of the Stone Ridge

to invest in the future of our girls. We are grateful for

community with our daughter Sophia and believe this

all of you who have given generously to this project.

is an exhilarating time to be a part of the School’s history.

Your philanthropic contributions have transformed the

While Stone Ridge has always been a leading school in

campus, enabling the School to embrace the opportunities

all-girls education in the Washington, D.C. area, the

and challenges of 21st century education with the

Cor Unum • One Heart Campaign allowed the School

same innovative spirit that inspired St. Madeleine

to strengthen its current mission. The impact of the

Sophie Barat to empower each child to capitalize on

campaign’s goals to educate the whole child and fulfill our

her unique potential.

promise that girls graduate confident, courageous, and compassionate women is evident in each of our students.

I invite you to take a few moments to review this special section which details the impact of your philanthropic

Lastly, we had the privilege of working with an incredibly

investment. We thank you for your commitment to

devoted team of volunteers whose unwavering commitment

Stone Ridge, our faculty and staff, and most importantly,

to the goals of the Cor Unum • One Heart Campaign made

our students. Please join me in celebrating this moment

this fundraising effort a great success. We are grateful to

and please accept my most sincere gratitude for your

all of you who have joined us on this exhilarating journey.

belief in Stone Ridge.

Thank you for making this dream a reality for Stone Ridge students today and for generations to come.

Warm regards, Sincerely, Catherine Ronan Karrels ’86 Head of School

Anna Marie Parisi-Trone and Robert Trone Campaign Chairs, Parents ’20

The Cor Unum • One Heart Campaign COR UNUM Cor Unum et Anima Una in Corde Jesu affectionately refers to St. Madeleine Sophie Barat’s motto for the Society of the Sacred Heart—One Heart and One Mind in the Heart of Jesus. The Cor Unum • One Heart Campaign is about the heart of our Stone Ridge community—fostering an environment for our girls that reflects our Sacred Heart beliefs in the development of the interior life, the nourishment of creative expression, the appreciation of beauty, and the exposure to new thoughts.

ONE HEART With a goal of $26.8 million, the Cor Unum • One Heart Campaign is the first comprehensive campaign undertaken in the School’s history. The building projects within the Campaign have helped to transform the heart of campus through the development of the Mater Center, Shelter Hill Campus Walk, Loop Road, and renovations to current facilities. As the philanthropic lifeblood of the School, supporting current day-to-day operations, The Stone Ridge Fund has been part of the Cor Unum • One Heart Campaign for the past five years.

The Cor • Unum One Heart Campaign made possible: Mater Center The Mater Center includes a first-class dining hall with a commercial kitchen that doubles as an all-school sacred space for Mass and community gatherings. In addition, the Mater Center houses a grand 420-seat theater, performing arts space, musical instruction classrooms, and visual arts studios.

Finally, the Center is a social hub for students with open spaces throughout the building for studying, meeting with teachers, or just hanging with friends.

Campus Walk, Playgrounds, and Loop Road The Loop Road circles the perimeter of campus and creates the new Shelter Hill Campus Walk, serving pedestrians only during the school day, and providing green space for outdoor learning, reflection, play, and socialization.

Renovations As arts programs moved to the newly built Mater Center, spaces in the current facilities have been renovated to create a designed configuration of upgraded classrooms, active learning and media centers, and common spaces. These renovations enhance our overall program and curriculum.

Sustaining The Stone Ridge Fund A steady growth of The Stone Ridge Fund is included in the Campaign goal to ensure that Stone Ridge can sustain its programs, campus growth, and expansion. The capital portion of the Campaign built new spaces and facilities as well as renovated existing spaces worthy of the programs supported by The Stone Ridge Fund.

BY THE NUMBERS

The Cor Unum • One Heart Campaign

YOU HAVE CONTRIBUTED

1075 gifts

GIFTS FROM

5 gifts

Current and New Parents

$22,531,566

<$1,000 totaling $457,019

$4,299,744

of $1,000,000+

toward the building projects over five years (July 2018– June 2021) to The Stone Ridge Fund

1,087 Alumnae

52

a total of

$26,831,310

460

779

first time donors

Sacred Heart Alumnae

755

Alumnae Parents

190

Current and Alumnae Grandparents YOUR GIFT HAS IMPACTED:

758 current students, 126 faculty, 71 staff and countless generations to come

284

Current and Former Faculty and Staff

29

Friends

In Honor of You

108

The Stone Ridge Fund and Campaign volunteers helping to secure donations

63

spaces named to honor members of our community

GIFTS FROM

47

states and

9

countries

We invite you to view the Cor Unum • One Heart Campaign donor list online at www.stoneridgeschool.org/campaigndonors (password: gratitude) COR UNUM • ONE HEART CAMPAIGN

The Mater Center Richardson Bell Tower Given by the late Dr. Laura L. Richardson ’68 The bell tower is the true manifestation of the heart and is one of the School’s most iconic structures. The bell sounds on the hour as well as to mark Espacio each day.

1 Pat Cleary Front Desk

Canton Terrace Given by the Canton family With so much of our lives spent indoors, being outside and dining on the terrace can be very beneficial for concentration, stress levels, creativity, and more.

4 Visual Art Galleries

Given by the friends and family of Mrs. Pat Cleary For 50 years, Pat Cleary was the heart and soul of Stone Ridge.

Sitting at her command center of the reception desk since 1969, she welcomed our visitors, directed daily foot traffic, and kept the phones in order. We pay tribute to Mrs. Cleary’s commitment to Stone Ridge by naming the front desk in her memory.

Given by the Aiken-O’Neill family, Byrne family, the Curt family, the Duckenfield family, the Fitzpatrick and Moreno family, and the Gidley family Gallery space and display cases feature student artwork for all to enjoy and is celebrated as a focal point throughout the Mater Center.

Mater Statue Given by The Andreas Foundation In keeping with the Sacred Heart tradition, the statue of Mater, commissioned for the Center, is positioned at the front entrance to inspire our students, faculty and staff, and visitors with the story of Mater Admirabilis.

5 Cokie Boggs Roberts ’60 Theater Given by Steve Roberts and friends, family, and classmates of Cokie Boggs Roberts ’60 Home to student performances, lecture discussions and allcommunity gatherings, the Cokie Boggs Roberts ’60 Theater captures Cokie’s spirit and love for all-girls education and the mission of Sacred Heart education.

First Floor Lobby Given by the Mayfield family, the Vogel family, and the Wenger family Complete with soft seating areas, the First Floor Lobby provides a perfect place for our students to hang out with classmates or connect with their teachers.

Sacred Heart Goal Archways Given by the Strong family, the Coleman family, the Gomes and McCarthy family, the Slaten and Latimer family, and the Heiss family (respectively) The archways along the main corridor feature the essential principles and values of Sacred Heart education. Schools of the Sacred Heart educate to a personal and active faith in God; a deep respect for intellectual values; a social awareness which impels to action; the building of community as a Christian value; and personal growth in an atmosphere of wise freedom.

2 Matan Café

Given by The Matan Family Foundation Complete with a beverage bar and grab and go snacks, the Matan Café brings students, faculty and staff, parents, and friends together to shape new memories.

3 Mathews Dining Hall

Given by the Mathews family Lunch and goûter are some of the most integral parts of the school day. Our community strengthens as students in each division break bread and converse with their peers, faculty, and staff.

Kitchen and Servery Given by donors from “Cooking From the Heart with José Andrés” The upgraded kitchen creates more efficiency while providing more inviting spaces for dining and gathering with a broader range of dining options, igniting a new energy on campus.

COR UNUM • ONE HEART CAMPAIGN

Cokie Boggs Roberts ’60 Theater features a Proscenium Stage (given by the Moore family) and seats 420 with 172 seats on the Mezzanine Level (given by the Kappaz family). Lining the perimeter of the theater seating, the Theater Boxes (given by the Godridge and Warner family) include free-standing chairs for ADA access.

The Orchestra Pit Given by the Wraase family The Orchestra Pit fits a dozen performers to provide accompaniment for any performance. The Control Booth includes the lighting and sound equipment for students to operate and direct productions and lectures.

6 Scene Shop Given by the White family Outfitted with the necessary tools, paint, and materials to construct sets for performances, the Prop Room provides a space for students to design, create, and build. The Paint Room (given by the White family) serves as both a storage room and an operational booth for setmaking.

7 Second Floor Lobby and Student Alcoves Given by the Dolan family, the Hsu family, the Starmann family, the Scurfield family, and the Wilbon family The second floor features spaces for students to gather together informally in between classes, during breaks, or before a performance. Collaboration taking place outside the classroom is a major part of a student’s experience, contributing to their ultimate success.

8 Student Niche Given by the Stanislav and Pappert family Featuring the Daily Prayer of Madeleine Sophie Barat, our Foundress, the Student Niche features large stairs to be used

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as a stage for small performances and/or student gathering space.

9 2D Art Studio

Arts education is an integral part to achieving our mission, by bolstering achievement in school and strengthening the skills demanded in the modern workplace.

3D Art Studio With creative expression in mind, the 3D Art Studio is purpose-built to expand knowledge and confidence. Outfitted with ceramic wheels and art tables, students have ample space to explore and create.

Kiln Room Given by the Costello family The Kiln Room is home to a new kiln and shelves and is where the magic of the 3D Art Studio comes to life.

Photography Lab Given by classmates, friends, and family of Elizabeth Malia Calhoun ’83 Home to Photography classes as well as Student Clubs such as Callithump and Yearbook, the Photo Lab is outfitted with a new collection of desktop computers for digital photography.

Thomas L. Hoy Dark Room Given by the Gosnell, Hoy, and Shiverick family The Thomas L. Hoy Dark Room is the ideal space to learn the art of traditional film photography.

10 Rehearsal Room #1 (Choral)

Given by the Bastian family The arts programming fosters the building blocks of student development proven from an arts education: motor and language development, problem-solving and critical-thinking, visualspatial, risk taking, and cultural awareness.

Rehearsal Room #2 (Band) Given by former students and friends of Sister Mamie Jenkins, RSCJ Sr. Mary Louise “Mamie” Jenkins, RSCJ was a member of the Stone Ridge faculty for fifteen years, starting in 1988, as a campus minister, a math tutor for our Lower School, and an adored teacher of music and guitar lessons. As the first AfricanAmerican RSCJ, Sr. Jenkins instilled our Sacred Heart mission of love and a lifelong quest for learning through the universal language of music. Sr. Jenkins generously shared her gifts and poured out her love for her students and fellow teachers.

Rehearsal Room #3 (Orchestra) The arts are integral to our complete education of the whole child, in body, and in spirit. Through instrumental music, our arts program celebrates personal expression and connects our students to history, diverse cultures, and their own imaginations.

Practice Rooms Given by the Kavanagh family, the Tyson family, and the Vining family Located in the Rehearsal Rooms, the Practice Rooms provide students with a sound-proof space to rehearse their instruments.

Costume Shop Given by the Trowern family The Costume Shop is outfitted with all of the necessary tools, materials, and sewing machines for our students to create costumes and set additions for their performances. Be sure to check out the antique sewing machine and costume design drawing collection.

Shelter Hill Campus Walk and Playgrounds Shelter Hill Campus Walk Given by the Shiverick family Increased exposure to green spaces and nature positively impact a child’s cognitive development and mental well-being. Shelter Hill Campus Walk provides a place for students, young and old, to thrive in a space of discovery, creativity, and play.

Seating Areas Given by the Stallings family and the Warfield family The Seating Areas provide an intimate space for students, faculty and staff to gather informally creating a sense of community and connectivity central to a Sacred Heart mission.

LEED Silver Gardens Given by the Abell family, the Godridge family, the Lewis-Friel family, and the Saad family The Garden beds feature native plant material with porous aboveground materials that provide a vital rainwater collection and management system.

11 Dahut Playground

Given by the Dahut family The Dahut Playground provides our youngest learners in the Little Hearts Program and Lower School students to gain self-confidence and increased self-esteem while enhancing the development of a child’s motor skills.

12 Andreas Playground

Given by The Andreas Foundation The Andreas Playground allows students to develop their coordination skills, take risks, and enhance their critical thinking abilities all while building community and inclusivity.

Rose Philippine Statue Given by the Trone family Commissioned for the Shelter Hill Campus Walk, the Rose Philippine Statue ties our community to the Sacred Heart Mission and one of its foundresses.

Philippine Patio Given by SR families, alumnae, friends, and faculty and staff The Philippine Patio features engraved pavers from members of the Stone Ridge community.

COR UNUM • ONE HEART CAMPAIGN

BY THE NUMBERS

New and Renovated Spaces

MIDDLE SCHOOL

1

new Makerspace:

COKIE BOGGS ROBERTS ’60 THEATER

200

41%

Lights on 7 skywalks

130

Sq. ft. Theater

classrooms renovated new lockers

1,400

The fall play featured:

22 actors, 64 crew

MATAN CAFÉ

3,904 Frappés

2,497

Breakfast Pastries and Breakfast Sandwiches

1,026

Lattes, Coffees, and Mochas

513

Smoothies

VISUAL AND PERFORMING ARTS

234

Upper School students enrolled in visual or performing arts classes

COSTUME SHOP

15

fabric bolt cubbies

LUCY RONAN LIBRARY

sewing machines

titles and counting

4

6,132

1

perfect costume for every actress

MATHEWS DINING HALL

SISTER IRENE GOOD HALL STUDENT HUB

400

92

SCENE SHOP

students served per lunch period

20

saws, grinders, and sanders

more students purchasing lunch

drills

seated for all-school liturgies

visiting colleges students meeting and collaborating on their “free” periods

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8

30%

1,000

COR UNUM • ONE HEART CAMPAIGN

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Renovated Spaces 1 Anne Dyer, RSCJ Academic Building Upper School Given by former students and friends of Sr. Anne Dyer ’55, RSCJ For 22 years, Anne Dyer, RSCJ ’55 served as Head of School.

Under her direction and dedication, enrollment doubled and several new facilities were added to campus including the Upper School building, the swimming pool, a modern gymnasium, and playing fields. The Upper School Academic Building has been dedicated in honor of Sister Anne Dyer ’55.

2 Sister Irene Good Hall in Upper School Given by friends of Sr. Irene Good Once the Upper School multipurpose and lunch room, Sister Irene Good Hall has been transformed into a College Counseling Suite complete with large conference room, student group meeting space, and lounge area for students to work independently or congregate with teachers or friends.

What students are saying about the Mater Center and Renovated spaces: We’ve been waiting for the Mater Center and to come back from COVID to have this new building as a centerpiece of starting fresh was so exciting.

3 Middle School Classrooms

The majority of the classrooms in the Middle School have been renovated to right-size the space for movable desks and chairs providing a collaborative experience for our students.

4 Middle School Locker Commons

Located on each floor of the Middle School, the Locker Commons provide spaces for each grade to store their personal belongings and gather during break periods.

I love the theater. It’s pretty cool to have assemblies in there as an entire Middle School community. It’s nice to be in the theater together.

5 Middle School Library

Relocated from the 5th floor, the new Middle School Library is now located in the space that was once Duchesne Hall. The newly transformed Library, filled with light from windows on three slides, includes new stacks, class meeting space, and comfortable seating to cozy up with a good book.

Middle School Makerspace The Makerspace provides Middle School students the opportunity to create digital media, including stop motion videos and podcasts. The Makerspace is outfitted with a green screen area for filming, a sound studio area for recording audio, and equipment for students to photograph/film.

6 Lucy Ronan Library

Given by the Hills family, the Karrels family, the Ronan family and friends of the late Mrs. Lucy Ronan The Lower School Library, affectionately named Lucy’s Library, is a warm, welcoming space for our youngest learners to explore an array of exciting titles. Complete with comfortable seating and meeting tables, Lucy’s Library is a favorite destination for many of our students.

Please visit www.stoneridgeschool.org/campaign for a full list of named spaces.

– Michaela ’22

– Molly ’27

The [Lower School] library is my most favorite place to be. All of the books here make me smile.

– Joanna ’30

“Each time my bow graces the strings, I am transported to diverse cultures, time periods, and imaginative worlds, and I have the opportunity to listen to, and appreciate, the stories of those who came before me. I look forward to orchestra class as an opportunity to make beautiful music with my ensemble.

– Hallie ’22

COR UNUM • ONE HEART CAMPAIGN

Volunteer Leadership A special thanks to the volunteers who have dedicated countless hours of their time, relentless efforts, and generous gifts to successfully complete the Cor Unum • One Heart Campaign.

2017–2022 BOARD OF TRUSTEES

Beatriz L. Albornoz ’10*

Suzanne D. Canton Gregory B. Coleman* Elizabeth Boggs Davidsen ’80 Elizabeth R. Emerson, AIA ’92* William F. Farmer, Treasurer Brian G. Friel* Patricia Geuting, RSCJ ’52 Jonica V. Gibson* Patrick W. Hickey, MD* Kristen J. Hohman, Current Chair* William J. Kappaz* Catherine Ronan Karrels ’86, Head of School, Ex-officio* Joseph A. Kenary* Eileen C. Mayer ’70* Helen McCulloch, RSCJ*SH Mary Nordberg O’Connor ’83* The late Karen Olson, RSCJ SH Sara O’Neil-Manion, AIA ’68 Jose Mario Ortega, MD* Anna Marie Parisi-Trone* Derik T. Perry* Clare Pratt, RSCJ ’57* Amy C. Richardson, MD ’72 Harvey F. Seegers, Previous Chair Robert A. Stewart Ashish S. Vazirani* Gabrielle Virgo-Carter, MD Wendi M. Williams* Benito Zapata SH SH

HONORARY CAMPAIGN CHAIRS

2017–2022 MASTER PLANNING COMMITTEE

Suzanne Cooke, Provincial, Society of the Sacred Heart, United States - Canada Katie Ledecky ’15 The late Cokie Boggs Roberts ’60 José Andrés, Parent ’17, ’19, and ’22

Elizabeth R. Emerson, AIA ’92* Douglas Firstenberg* Patricia Geuting, RSCJ ’52 SH Andrew Harrington, Director of Facilities* Catherine Ronan Karrels ’86, Head of School* Sara O’Neil-Manion ’68 Constance Shaffer Mitchell ’92, Former Director of Marketing and Communications Eric Osberg, Director of Finance and Operations* Melissa C. Prather, Director of Institutional Advancement* Harvey F. Seegers, Previous Chair James Soltesz Robert A. Stewart*

2017-2022 CAMPAIGN EXECUTIVE COMMITTEE

Brian G. Friel Brett Greene Kristen J. Hohman William J. Kappaz Aveen N. Karim ’07, Director of The Stone Ridge Fund Catherine Ronan Karrels ’86, Head of School Eileen C. Mayer ’70 Christine McCarrick Myers ’79 Mary Nordberg O’Connor ’83 Melissa C. Prather, Director of Advancement Mark S. Richardson Robert Trone, Campaign Chair 2017–2022 FINANCE COMMITTEE

David J. Bates Peter M. Black William F. Farmer, Previous Chair Kristen J. Hohman, Chair* Catherine Ronan Karrels ’86, Head of School Joseph A. Kenary, Chair Edward J. Krause, III Eugene A. Massey Eric Osberg, Director of Finance & Operations Harvey F. Seegers Kathryn K. Stewart

2017–2022 DEVELOPMENT COMMITTEE

*Channing M. Cooper ’02 *Brian Friel, Chair *Catherine Ronan Karrels ’86, Head of School *Eileen C. Mayer ’70 Christine McCarrick Myers ’79 Derik T. Perry *Melissa C. Prather, Director of Institutional Advancement Traci Rodriguez Mary Ellen Ruff ’90 Harvey F. Seegers *Leigh Warfield *Denotes current members SH = Sacred Heart alumni/alumna

Stone Ridge School of the Sacred Heart Leadership In addition to volunteer leadership, the administration, faculty, and staff have dedicated their professional expertise and passion to successfully complete the building projects funded through the Cor Unum • One Heart Campaign.

ADMINISTRATIVE TEAM

Catherine Ronan Karrels ’86, Head of School Corinne Fogg, Former Director of Curriculum and Professional Development Sandra Gillespie, Head of Lower School LaRita Gordon, Director of Enrollment Management Patty Lynch, Acting Director of Marketing and Communications Malcolm McCluskey, Head of Upper School Constance Shaffer Mitchell ’92, Former Director of Marketing and Communications Eric Osberg, Director of Finance and Operations Melissa C. Prather, Director of Institutional Advancement Alexandra Sundman, Head of Middle School ADMISSIONS AND ENROLLMENT MANAGEMENT TEAM

LaRita Gordon, Director of Enrollment Management Beth Gregory, Associate Director of Middle School Admissions Nancy Wiegand, Associate Director of Lower School Admissions Lisa Zingone, Associate Director of Upper School Admissions BUSINESS OFFICE TEAM

Nancy A. Anderson, Accounts Payable & Business Office Associate Rafael Bello-Ruiz, Controller

Joan Burnes, Student Accounts Billing Manager Susie Coffman-King, Payroll & Business Office Associate GiGi Johnson, Director of Human Resources Eric Osberg, Director of Finance and Operations Courtney M. Perna, Human Resources Manager Patrick Sales, Former Business Office Assistant COMMUNICATIONS AND MARKETING TEAM

Constance Shaffer Mitchell ’92, Former Director of Marketing and Communications Patty Lynch, Acting Director of Marketing and Communications Keri Rasmussen, Associate Director of Marketing and Communications Caitlin Myler Taylor ’98, Visual Communications Director INSTITUTIONAL ADVANCEMENT TEAM

Deanne C. Ciatto, Director of Parent Relations Michael Anne Cullen ’95, Director of Alumnae Relations Heather Dempsey, Former Director of The Stone Ridge Fund Ingrid Feigenbaum, Associate Director of Development Marie H. Gehringer, Director of Events Aveen N. Karim ’07, Director of The Stone Ridge Fund Melissa C. Prather, Director of Institutional Advancement Sharise N. Robinson, Database Coordinator

FACILITIES AND HOUSEKEEPING TEAMS

Mariane Carrere, Facilities Administrative Assistant Gustavo Catalan, Facilities Manager Andrew Harrington, Director of Facilities HOUSEKEEPING TEAM

Wayne Anderson, Housekeeping Evening Supervisor Rafael Carrera, Housekeeping Associate Ruben Cruz, Housekeeping Associate Leydis Fuentes, Housekeeping Associate Florinda Fuentes-Rivera, Housekeeping Associate Jessica Guevara, Housekeeping Associate Jose Raul Mendez, Housekeeping Associate Luis Quinde, Housekeeping Associate Teresa Romero, Housekeeping Associate Sergio Soriano, Housekeeping Associate MAINTENANCE TEAM

Daniel Diaz, Maintenance & Operations Associate Genaro Figueroa, Maintenance & Operations Associate Geronimo Flores, Maintenance & Operations Associate Amador Millan, Maintenance & Operations Associate Kevin Ramirez, Maintenance & Operations Team Leader Alfides Rivas, Maintenance & Operations Associate FACULTY AND STAFF CONSULTANTS

A substantial portion of the faculty and staff were involved in the Building Project from initial concept meetings to providing feedback on space designs and finally, bringing the new and renovated spaces to life.

STEAM

STUDENT LIFE: STEAM Winter 2022

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A STUDY IN

MYCELIUM

EXPLORATION AND INNOVATION

In thinking more broadly about the skills students need to support them in their continued work with technology, Director of Educational Technology and Innovation Jaime Chao Mignano seized the opportunity to combine the Grade 3 exploration in fungus with a Grade 9 design project to make mycelium bricks.

Inspired by the “Mushroom Bricks: Grow Your Own Home” workshop by Tech Interactive, the mycelium project is an indepth investigation into using emergent sustainable material to make everyday objects. The project shifted how students approach STEAM projects by expanding the design thinking process into systems thinking.

In design thinking, students learn to re-frame problems by understanding human needs. Cycling through iterating, prototyping, and testing their products, they learn to solve problems through empathy. Systems thinking, a holistic approach to problem-solving, recognizes the various factors and relationships influencing an outcome. Using these methods, students develop higher-order interdisciplinary thinking skills integrating knowledge and experience from more than one field.

The Mycelium Project ties Grade 9 Explorations in Tech with Grade 3 STEAM classes. In this Goal IV year, Ms. Chao Mignano says they wanted projects to reflect our core purpose and build connections between authentic and purposeful divisions.

In the spirit of community, the project becomes a dialogue between Grade 9 students charged with designing molds for Grade 3 students learning about fungi and mycelium’s role in the ecosystem. Together, they investigated mycelium as a biological tool for design.

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Grade 3 students explore fungi on campus with Upper School Science Teacher Will Robertson in preparation for their project on mycelium.

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STEAM projects are rich with opportunities to make connections between science, art, and math. Students become innovators and engineers while exploring new technologies. Grade 3 students learned about interdependent systems that help ecosystems thrive while gaining foundational critical thinking and inquiry skills.

Grade 9 students honed higher executive functioning skills like collaboration, adaptable thinking, and project management as they dabbled in human-centered design.

Lower School Science Specialist Beatrice Winter began the unit with a discussion, asking students what they knew and didn’t know about fungus. Students explored the different families of fungi and learned that they include mushrooms, molds, yeast, and lichen. Guest speaker Upper School Science Teacher Will Robertson guided the students on a mushroom hunt on campus, teaching the girls how to identify different species. They dissected mushrooms in the classroom to learn each part and conducted taste tests.

Through their explorations, Grade 3 students learned that mushrooms are the fruit of mycelium, a critical structure of ecosystems whose main function is to convert organic material into nutrients. They discovered that mycelium is an interdependent system that helps organisms, like trees, communicate and send necessary nutrients back and forth. Grade 3 students exemplified their newfound knowledge by making observational drawings and a 3D diagram of the mycelium web.

Grade 3 students activate the mycelium in a mulch-like material called substrate.

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Once Grade 9 students delivered their 3D printed molds, it was time for the grand finale—to make the mycelium brick. Grade 3 students activated the mycelium in a mulchlike material called substrate and compressed the organic matter. When the bricks were fully cured, they spread them out on a table and explored what they could make with the bricks. Some students used hand tools to make ornaments. Others combined bricks to make sculptures.

It's a lot of hands-on experiments and it's very experiential and I never feel like it's a problem for them to stay focused or engaged. They really love learning about science and especially incorporating art and design as tools to understand scientific concepts.

Science is everywhere. Science is about getting to know and understand the world around you. I want the girls to understand that they are scientists, they don't need anything special to be scientists. They don't need special tools to wonder about the world around them.

Beatrice Winter

Upper School Educational Technologist Stanley Johnson prepped his students for the project with a quick review on mycology. He introduced how people use it to produce products, from sustainable building materials to leather goods and clothing. Mr. Johnson emphasized during the design process for students to think about how to design with their users in mind.

Students divided into teams, created roles for each team member, and began a rapid prototyping process sketching their brick designs. Students explored different shapes and the potential of a building system to create structures. Some groups veered away from the traditional rectangular brick design favoring triangles or trapezoids for versatility. Once groups had their final designs, students used Tinkercad to create 3D models for Grade 3 students.

Grade 9 students created molds for themselves to make mycelium bricks and are looking forward to conducting compression, fire retardation, and thermal tests in the spring. For the project's final step, students created marketing pieces for their product to demonstrate their understanding of the material and its potential.

One of the things I want them to get out of this is that there are true opportunities to make the world a better place with the things that are around them. When they realize this, they feel empowered.

As an institution, we always talk about explorations in technology historically thinking about circuits, wires, and computers. But this is a technology too. The exciting thing for me is that it's a cross-age group, and cross-disciplinary, because it brings in both mycology and engineering.

Stanley Johnson

Grade 9 students formed 3D printed molds to then use the mycelium created by the Grade 3 students to form bricks.

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STUDENT LIFE: Athletics ATHLETICS

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Alumnae Happenings Alumnae came back to campus to celebrate a range of events, from a Friendsgiving dinner at Thanksgiving to Breakfast with Santa at Christmas. Many alumnae have also participated in our mentoring panels, virtually and in-person. Katie Ledecky ’15 visited with each division following her success at the 2020 Olympics in Tokyo. Sr. Anne Dyer ’55 came to speak with students, and many alumnae and friends joined us in the Cokie Boggs Roberts ’60 Theater in the Mater Center to listen to a talk with Steven Roberts on his book Cokie: A Life Well Lived, which was moderated by Cokie's niece, Elizabeth Davidsensr.

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REUNION 2021

President of the Alumnae Board Channing Cooper ’02 (pictured below at left) welcomed over 250 alumnae, along with current and former faculty and staff, to the Reunion celebration held on October 2, 2021.

Save the Date!

Stone Ridge Reunion Weekend April 29–30, 2022 30

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www.stoneridgeschool.org/reunion

Congratulations!

REUNION WEEKEND 2021 AWARDS Outstanding Alumnae Awards

The Outstanding Alumna Awards recognize alumnae who have made significant contributions to their community and/or profession. The Outstanding Alumna recipients from Reunion 2021 have demonstrated dedication to the Goals of Sacred Heart education, commitment to excellence in their life’s work, a loyalty to Christian values, and selflessness in service to others.

GOLDEN OUTSTANDING ALUMNA

GOLDEN OUTSTANDING ALUMNA

Kim Kalagher Mazzarella ’76

Brenda Crawley ’78

Kim Kalagher Mazzarella ’76 received her Bachelor of Arts degree In Political Science from Georgetown University and a Master's Degree in Educational Leadership from the Lynch School of Education at Boston College. She is an experienced foreign language teacher who has enriched the lives of students through foreign language arts for over 20 years. Kim has taught and served as a student advisor in independent schools throughout the DC and Boston areas. Since 2013, she has taught Spanish and developed a specialized reading program for students at St. Patrick's Episcopal Day School in Washington, DC. Kim is passionate about breaking down barriers and promoting inclusion through the study of foreign language and culture, which is evident in the various extra-curricular initiatives she spearheads.

She co-founded the Spanish Heritage Speakers program, a program for students that strives to provide native speakers with a deep appreciation for the literature and culture of Spanish-speaking countries. Additionally, as part of this program, she launched Café de Poetas, a poetry recitation for heritage speakers to bring Spanish speaking culture to life through live poetry readings.

Kim brings a unique perspective to her work as someone who grew up in Potomac, MD, spent a summer in Honduras while at Stone Ridge, and moved with her young family to Buenos Aires for seven years where she perfected her language skills and developed a love of South American culture.

Brenda Crawley ’78 is currently the Head of School at Plymouth Meeting Friends School in Plymouth Meeting, PA. She began her career as a music teacher, music department chair and Diversity Coordinator at McLean School of Maryland in Potomac, MD. Brenda served as McLean’s Head of Lower School for seven years and then accepted the Head of Lower School position at Sandy Springs Friends School in Sandy Spring, MD. She earned her Bachelor of Music in Music Education/Piano from Manhattanville College in Purchase, NY and a Master of Science in Organization Development and Human Resources from The Johns Hopkins University Carey Business School.

Brenda was a faculty member for the Eastern Educational Resource Collaborative Summer Institute on Diversity and Multicultural Education; a trainer for the National Coalition Building Institute; and the Beginning Teacher Institute Leader for the Association of Independent Schools of Greater Washington. She continues to facilitate collaborative work sessions with educators on issues around learning differences, classroom management and teaching conflict resolution to young children. She is a regular presenter on subjects relating to early childhood education, parenting, and issues related to diversity/equity/ belonging and the disruption of implicit bias.

Brenda is on the Board of Trustees of Friends Council on Education, a national organization that supports Quaker schools and organizations; she is a trustee of United Friends School in Quakertown, PA; and she is on the Board of Directors of Schooling for Hope, a non-profit organization focused on supporting schools that serve primarily students of color.

OUTSTANDING ALUMNA OUTSTANDING ALUMNA

Jacqueline Fangonil Walsh ’86 Jacqueline Fangonil Walsh ’86 earned her JD from the New England School of Law at Boston College. She is a qualified lawyer in Hong Kong and the United States with over 26 years of experience in complex insolvency assignments, probate and matrimonial disputes, court appointments, formal and informal corporate restructuring, private receiverships, financial investigations and directorship appointments. In the US, Jacqueline represented Chapter 7 and 11 bankruptcy trustees, creditors committees, and corporate debtors.

During her 20 years in Asia, Jacqueline’s restructuring and insolvency experience has spanned a range of industries, including retail, forestry, e-automobiles, property investment and development, aircraft, cold storage warehousing, trade, and manufacturing. This experience includes restructuring of listed companies in Hong Kong by way of court appointment or as a director of the company, operational restructuring of private corporations, appointed as a receiver of shares to secure and realize assets, and investigatory assignments including the pursuit of legal claims. Many of these assignments have a cross-border focus including work in Hong Kong, PRC, Singapore, USA, British Virgin Islands, Bermuda, Italy, Nigeria, Russia, and Cyprus.

In 2019, she was awarded the IWIRC Woman of the Year in Restructuring (Asia) Award for her outstanding contributions to the profession in the region. She has been a member and presenter within INSOL International and active with her charity work and as a board member of Equal Justice in Hong Kong.

Alice Felker ’16 Alice Felker ’16 is being recognized for her passion for disability rights and inclusion through the Social Action Program. Alice served as Senior Class President, President of the Best Buddies club, and as a Social Action Leader for the Disability unit. This past May, she graduated summa cum laude from the University of Notre Dame with a degree in Psychology and Applied Mathematics. While at Notre Dame, she was the Vice President of the Best Buddies club, coordinating events for Notre Dame students and adults with disabilities in the South Bend area. She also volunteered weekly at a respite center in South Bend for adults with disabilities. In her junior year, she studied abroad in Copenhagen to learn about Nordic special education policy and disability inclusion.

Throughout her time at Notre Dame, Alice spent time researching disability rights issues relating to the national shortage of direct support professionals, day support services and inclusive employment opportunities, and best practices for inclusive mathematics education. She received two grants from Notre Dame to complete her research and was the 2020 recipient of the John F. Santos Award for Distinctive Achievement in Psychology.

While at Notre Dame, she also served as a Resident Assistant, University Writing Center tutor, and research assistant in the Cognition, Learning, and Development Lab (CLAD Lab).

Alice now works as a House Leader at L’Arche Greater Washington DC (GWDC), a non-profit organization that works to make known the gifts of people with intellectual disabilities. L’Arche GWDC is part of an international federation of communities that provides lifelong homes and inclusive support for people with disabilities globally. Alice is the Home Life Leader at 6th Street House. Her primary responsibility is to facilitate core member leadership of the home. Alice also oversees 6th Street's budget and works with other L’Arche leaders to ensure core members are supported competently and compassionately. She assists with advocacy and outreach projects and recently created inclusion training for medical professionals. Her experience at Stone Ridge, specifically her experience in the Social Action program, inspired her passion for disability advocacy.

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Parent Life at Stone Ridge One of things that makes Stone Ridge such a wonderful place to go to school is our community. The Stone Ridge Parent Association (SRPA) is an integral part of the School community, rooted in Goal IV, the building of community as a Christian value, the SRPA supports the parent community and the mission of the school.

All Stone Ridge parents and guardians are members of the SRPA. Parents are warmly welcomed and encouraged to volunteer and participate in the SRPA activities. By volunteering, you get to know the students, other parents, the faculty and staff, and administration who are all part of our rich and diverse community. Whether you have a few hours a year, a month, or week, there are a wide variety of ways you can actively participate in the many enriching activities and programs at Stone Ridge.

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Over the last ten years, the Fathers Club has added new and meaningful events and activities and created a robust calendar which now includes a Lower School Father-Daughter Dance, a Middle School Gator Gridiron, an Upper School Mother-Daughter Trivia Night, monthly carpools and coffees, service days in the greater DMV area, and fan support to our Gator athletes. On Sunday, November 21, 2021, there was a Father-Daughter Mass to celebrate the 10-year anniversary of this special club, which is a great way for fathers or male guardians to expand their participation in the Stone Ridge community in a worthwhile and fun way. As Chris Poch stated, “The time we have with our daughters goes by very quickly indeed, and the Fathers Club provides many ways to take a little time to enjoy it.”

GE FATHER D I R

LUB SC

In 2011, Christopher Poch, father of Cate ’14 and Hollis ’15, with the support of a handful of other dads, started the Stone Ridge Fathers Club. The mission of the Fathers Club is to encourage Stone Ridge fathers or male guardians, both past and present, to spend time with their daughters and support the Goals and Criteria of Sacred Heart education. The activities of the Fathers Club aim to bring fathers and daughters closer together, foster friendships among the fathers, and deepen their relationship with the community.

STON E

STONE RIDGE FATHERS CLUB CELEBRATES 10TH ANNIVERSARY

Below, Chris Poch with his daughters Cate ’14 and Hollis ’15 at the Mass celebrating the 10-year anniversary of the Stone Ridge Fathers Club.

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A JOURNEY TOWARDS JUSTICE

by Kathryn Heetderks, Director of Formation to Mission, and Michelle Black, Director of Diversity, Equity, and Inclusion

We see our mission and identity as a Sacred Heart school as a gift that defines our diversity, equity, inclusion, and belonging philosophy. It is a North Star that guides us in our work when the next steps in our journey towards justice are not always clear. We know that any journey begins with prayer and requires ongoing discernment, preparation, training, and a deep and sustained commitment from all members of the community. We are so grateful for the continued collaboration between all members of the Stone Ridge community: students, alumnae, parents, faculty, staff, administration, and our trustees in this work of journeying together towards justice—even when the road is difficult and the world around us is filled with division and cynicism.

committed to fostering an awareness that impels us to act in the interests of equity and justice for all. We are confident that the Holy Spirit is guiding us as one body in the direction of justice and sustaining us as we grow personally and collectively on this journey together.

Justice is and always has been at the heart of our mission.

We continually navigate the dynamic tension between a sense of urgency to right wrongs and our responsibility to approach this work thoughtfully and compassionately with consideration of what all of our students need to be able to grow and flourish. As a Sacred Heart institution, we are committed to engaging in deep discernment and consultative processes. We carefully evaluate curriculum, programming, and any changes to school policies, traditions, and overall culture through the lens of our mission. We value diversity, equity, and inclusion as integral elements of who we are as an institution. With the belief that each person is created in the image of God, we are

Our DEI work has expanded over the last 13 years to include a Director of Diversity, Equity, and Inclusion serving on our Management and Academic Leadership teams and DEI Co-leaders in each division. Additionally, the Board of Trustees and Alumnae Board formed DEI Committees to help advance this work. And, we instituted more robust hiring practices to attract candidates dedicated to DEI work in the classroom.

Stone Ridge students continue to attend and lead various presentations and DEI activities on campus and beyond. Programming and curriculum is reviewed continuously to ensure we recognize all aspects of diversity throughout the school.

Over the course of the 2021-2022 school year, we held several presentations designed to communicate how our work in diversity, equity, inclusion, justice, and belonging intersects with our mission as a Sacred Heart school and our Catholic faith. These presentations were made to employees, parents, and trustees and were a combined effort of Catherine Karrels, Head of School, Michelle Black, Director of Diversity, Equity, and Inclusion, and Kathryn Heetderks, Director of Formation to Mission. In a Goal IV year, this collaboration signified that this work is the responsibility of the entire community and is grounded in our mission to bring Christ’s heart into the world especially through the building of community as a Christian value. The following article is based on these presentations.

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With the belief that each person is created in the image of God, we are committed to fostering an awareness that impels us to act in the interests of equity and justice for all.

DEI has been a commitment of Stone Ridge for decades.

Our most recent experiences enabled us to deeply explore how the Holy Spirit is calling us related to diversity, equity, inclusion, justice, and belonging through the lens of our mission. Through our conversations with the community, it is clear that we must create spaces where all community members can grow and learn and stretch with both courage and confidence. The spirit of Goal IV is to encourage diversity of thought, respectful dialogue, and honest and constructive communication.

We are committed to making our classrooms and programs ones in which no student feels “called out” or “canceled” due to their opinions or beliefs, but instead “called in” and valued as an essential member of the

community. The Conference of Sacred Heart Education has created Respectful Dialogue resources and we use these and other resources to develop and institute initiatives to improve listening, dialogue, and relationship building throughout our K-12 experience.

The Foundations of our DEI Program and Initiatives We dedicate ourselves to ensuring DEI programming and initiatives are grounded in our Sacred Heart mission, Catholic Social Teaching, the virtues of our Catholic faith, the Catholic intellectual tradition, and our view of parents as the primary educators of their children on faith and morality. We embark on this journey with trust and hope in God's grace and mercy.

Key leaders of this work are our DEI Team consisting of Michelle Black and embedded DEI Co-Leaders in each division: Katie Mathews Inch ’05 (Lower School), Sally Ingram and Bridget Riley (Middle School), Barbara Beachler and Casey Robertson (Upper School) and Susan Coffman-King (Staff). This team worked over the summer of 2021 to ground themselves in Catholic Social Teaching and Sacred Heart materials related to DEI work, particularly teachings related to our collective responsibility to eradicate social sin. The most essential reading was the book, See, Judge, Act.

PAUSE

REFLECT

DISCERN

DECIDE

ACT

Foundation 1: Our Sacred Heart Mission The mission of our DEI work reflects the overall mission of Stone Ridge and our identity as a Catholic, independent, Sacred Heart school. The mission statement of the Office of DEI reads, “Rooted in our Catholic faith and the Goals and Criteria of Sacred Heart education, Stone Ridge values diversity, equity, and inclusion as an integral element of the community and education. We believe that each person is created in the image of God, and we commit ourselves to fostering an awareness that impels us to act in the interests of equity and justice for all.” We draw on the criteria of Goals and Criteria of Sacred Heart education to reflect on and design and implement our DEI work.

Foundation 2: Catholic Social Teaching Our DEI programs and initiatives are grounded in Catholic Social Teaching and our Sacred Heart tradition, which provide a unifying lens for our conversations about peace and justice issues. Catholic Social Teaching is rooted in the Bible and is responsive to the complex and changing world in which we live. Distinguishing it from other aspects of Catholic moral teaching, Catholic Social Teaching is specifically related to how we, as a society, engage in the work of caring for one another and our world. This work includes naming the realities at a given point in time, highlighting the dangers to full human flourishing, and critiquing these dangers from the point of view of the Catholic faith. An integral part of

Catholic Social Teaching is the process of “see-judgeact,” inspired by the words of Saint Pope Paul VI. In our Sacred Heart schools, we describe this as a process of “Pause. Reflect. Discern. Decide. Act.” We start with awareness by looking at the world around us and analyze what we see using various sources. We spend time in discernment and prayer and then act. After we act, we return to a period of reflection to evaluate these actions and discern our next steps.

Foundation 3: Catholic Intellectual Tradition The third foundation of our DEI work is the Catholic intellectual tradition which combines both faith and reason. In this spirit and the spirit of Goal II, we teach our students to use the gift of their intellect, informed by their faith and conscience, to evaluate information and resources in order to form their own understandings and help them to make informed decisions. Our courses and programs introduce and examine resources and theories in developmentally appropriate ways. Teachers are supported and guided in the process of evaluating approaches to complex conversations by department chairs, division heads, our counseling team, the Director of DEI, and the Director of Formation to Mission in order to ensure that these discussions are done so in the light of our Catholic Sacred Heart identity.

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A JOURNEY TOWARDS JUSTICE

Graphic created by Amanda Codina from the Network of Sacred Heart Schools

The image above illustrates how: scripture forms the roots of Catholic Social Teaching; Church documents form the base of the tree; and aspects of the Goals and Criteria, Society of the Sacred Heart documents, and JPIC issues to which the society are committed surrounded by the theme of Catholic Social Teaching serves as a united framework for the work of Sacred Heart schools on DEI. Foundation 4: Catholic Virtues and Values and the Attitudes of Christ’s Heart Our Catholic virtues and values inspire the fourth pillar in our approach to DEI education. Commonly referred to as “Attitudes of the Heart of Christ” in Sacred Heart schools, all Catholic virtues are present in the heart of Christ and all attitudes of Christ's heart are considered Catholic virtues. All aspects of our School’s programming and curriculum are expected to align with Catholic virtues and the attitudes of Christ's heart. Keeping these virtues in mind helps us to ensure that our approach to DEI work, the materials we use, and the programs we develop align with our mission.

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We are also called to ensure that we never use virtues to shame or disempower others. We know from history that aspects of the Christian faith, such as the virtue of patience, have been gravely misused to silence or disempower others. No one should ever be told to tolerate their oppression at the hands of others as a spiritual good. We must evaluate our work within the entirety of the Gospel message to ensure that a virtue is never intentionally or unintentionally misused to advance human desires instead of God’s will for us.

Three virtues we must call upon often in this work are courage, fortitude, and humility. As the criterion of Goal V reminds us, we have to expect that there will be discomfort for both adults and students as we grow. We will not feel

Attitudes of Christ’s Heart: Some of these virtues include: respect for the dignity of every person; justice; peace; reconciliation; hope; unity; compassion; kindness; courage; mercy; forgiveness; redemption; humility; generosity; gratefulness; resilience; fortitude; patience; a spirit of encounter and welcome; and hospitality.

Foundation 6: Trust and Hope in God’s Grace and Mercy

We are surrounded by a culture of division, anger, violence, and noise, where the desire to win an argument often comes before the desire to respond with compassion.

Yet we as the Stone Ridge community continually strive to put relationships at our center, even in moments of

disagreement. These difficult times are when prayer, compassion, empathy, critical thinking, and dialogue help us serve one another and our mission. The fact that we have wholeheartedly engaged in this work as faculty, staff, administration, parents, students, and alumnae while living through a pandemic—reinventing the industry of education for our students and parenting children through unprecedented times—is a clear sign that we all care deeply about this work. We look forward to our continued dedication, unity, patience, and persistence in this journey. We must move forward together so that we can truly live the mission of bringing Christ's loving and merciful heart into the world.

Y ❤ EQ T I S

UITY ❤ I

Finally, as a community of fallible human beings, try as we might, we know that we will not get all communications, programming, initiatives, and responses to concerns right all of the time. We work to center ourselves in the Holy Spirit, who guides us and inspires us in this work.

We seek to coordinate with God's grace—reflecting on where we are called, committing ourselves to excellence in these intentions, and asking to be held accountable to our commitments. We endeavor to navigate the tension between responding immediately to suffering in our community and the need to be thoughtful and deliberate.

This work is successful when it begins with, flows from, and is sustained by prayer.

Janet Erskine Stuart, RSCJ

DIVER N

Each day, parents share the most precious parts of their hearts with us and this is both a great honor and great responsibility. As a Catholic school we recognize parents as the primary educators of their children on faith and morals. We assume that in choosing Stone Ridge as their child’s school, parents are fully aware and committed to our mission. Therefore, as partners in our mission, we welcome open and direct communication from parents. In the spirit of Christ’s heart, it is important that communication is direct, charitable (assuming best intent), and open to reconciliation. The building of a foundation of trust between parents and school is at the heart of our ability to work together to build a community where all members feel a sense of deep belonging.

Active, transparent, and charitable communication and dialogue in this partnership is essential in building this culture of trust.

❤

Foundation 5: Parents As the Primary Educators

LUSIO NC

good doing this work all the time. Still, programming and initiatives intended to facilitate growth must be designed in the spirit of Christ's loving and merciful heart, which seeks to bring God's children closer together as one body.

Where will our courage, confidence, joy and generosity stem from? The practical conclusion is to let God work God's way upon us, and to correspond with God's grace. The inner life is all in that. God working, we are corresponding, listening to His word that speaks within, commanding, inviting, praising, reproving, asking. That is our real life, going on uninterruptedly, which, if we are too busy with exterior things, we lose sight of. An irreparable loss — there is so much to be done, and no time to lose. The work is done in silence, tranquility and recollection, and without them it is not done at all.

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MARYANN WILL RETIRES AFTER 47 YEARS

by Maryann Will, Middle School Learning Specialist

In 1975 on the Saturday of Labor Day weekend, Sister Ann Taylor, RSCJ, opened the front door of Hamilton House and welcomed me to Stone Ridge. As I interviewed for a Middle School teaching position, I never imagined that I was about to begin a journey that would span over 47 years.

Stone Ridge is never at rest or complacent.

It is forever rising to the challenge and exploring new possibilities.

As I transitioned into my role as Learning Specialist, education was in the midst of an explosion of new research,

My first few years as a language arts and math teacher were

theories, and practices. Neurodiversity was at the forefront

riddled with challenges and adventures that introduced me

and required that all educators advance their understanding

to many mentors and new ideas. The Religious of the Sacred

of cognitive development. I believed that we would be

Heart recognized my potential and took me under their wing.

judged not only by what we had learned but also by how

They held me to high standards, encouraged my growth,

we implemented this knowledge. With the support of the

and mapped out my road to success. These extraordinary

Stone Ridge administration, board members, and parents, I

women were unlike any I had encountered in my many years

embraced the challenge to expand my understanding and

of Catholic education. They embodied what we now know as

address the ways that we could “level the playing field” for

the five Goals of Sacred Heart education. Each day I watched

those with learning differences. Over time and in partnership

and learned as they modeled the qualities of a Sacred Heart

with my colleagues, we have explored new methods,

educator and the standards of a Sacred Heart education.

developed individual plans to enrich student support,

One of their many talents was assembling a teaching staff

and increased our empathy to help our children feel their

that was intellectually diverse, open-minded, and passionate

potential and experience success. While traveling this road,

about learning. I quickly discovered that I was among

my students have taught me my most valuable lessons.

an exceptional group of educators, in what was clearly a

They have revealed their vulnerabilities while demonstrating

community of learners. New approaches were encouraged

extraordinary resilience. I have learned to focus on their

and continued education was expected. This early model

strengths and build on these islands of competence to

remains the standard today and has largely contributed to

tackle each new challenge. The joys and rewards of

my longevity. Stone Ridge is never at rest or complacent. It is

teaching this age can be both immediate and long-term and

forever rising to the challenge and exploring new possibilities.

should remind each of us that these amazing young women are in the process of learning about themselves and are not

I have been fortunate to have served in many roles at Stone

yet fully evolved. Daily, I have witnessed that by creating an

Ridge, but dearest to my heart is my time with our Middle

environment where a student’s dignity and autonomy are

School girls. I have been witness to their joys and sorrows.

respected, we can provide the gateway to their exploring all

I have watched as they learn, grow, and mature, as well as

sorts of possibilities and future pursuits.

when they falter, make mistakes, and fail. Each day in the Middle School is novel and different. Each group of students

Education is a constantly evolving entity, shifting and morphing

has its own personality. As a middle school educator, I have

with each new piece of data and ever-changing times.

come to realize that time is never predictable and that I

Certainly, these last two years have been transformative.

could not be certain when the “Aha!” moments would occur.

Questions that this precarious time provokes are open, and

This uncertainty could try one’s patience and test your tenacity, yet I feel so comfortable walking the Middle School halls, at ease with all of the movement going on around me.

Sometimes I just stop and look about, shaking my head at the whirl of activity—lockers slamming shut, girls talking and jostling with one another, everyone in a hurry to reach their next destination. In these chaotic and wonderful moments, I remind myself that lessons are being taught and that learning can take place in the widest range of circumstances.

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Daily, I have witnessed that by creating an environment where a student’s dignity and autonomy are respected, we can provide the gateway to their exploring all sorts of possibilities and future pursuits.

the conversations it has stimulated around the philosophy of education are ongoing. Personally, my philosophy has needed to make adjustments over the years, but my unwavering refusal to accept limits on what students can learn or what teachers

Over the years, I have come to understand that it is through our relationships with our students that we make the most differences in their lives as well as feel the most satisfaction in our work.

can do by helping them discover the power of their minds has remained constant. Time has taught me that innovation is not necessarily what is new and trendy. Often the best practice can be to lead with the heart rather than the head.

There is no end to the delights and joys of teaching, no limit to the future challenges that may lay ahead, and no limit to the creativity and love adults can and should bring to helping children. Over the years, I have come to understand that it is through our relationships with our students that we make the most differences in their lives as well as feel the most satisfaction in our work. I have never regretted being a teacher, a Sacred Heart educator, or a child of the Sacred Heart. At the conclusion of this school year, I will complete my Stone Ridge journey with profound gratitude and appreciation for the many “guides” who held out a hand to me in my times of need, who mentored and encouraged me, and who inspired me to teach “for the sake of a single child” (St. Madeleine Sophie Barat).

Maryann Will shares a laugh with a student.

CALLING ALL ALUMS!

Download the Stone Ridge Community app (Graduway Community on Apple, SR Connects on Google).

CONNECT Find and reminisce with fellow graduates, see what they have been up to and stay in touch.

GIVE BACK Introduce, employ and offer to act as a mentor to our graduating students.

EXPAND Leverage your professional network to get introduced to people you should know.

RE-CONNECT WITH OLD CLASSMATES SR Connects allows you to both re-connect with old classmates as well as enabling you to utilize the trusted Stone Ridge School of the Sacred Heart environment to expand your professional network.

YOUR STONE RIDGE SCHOOL OF THE SACRED HEART COMMUNITY By fully integrating with social networks, and cultivating a culture of helping and giving back, you will be amazed how vibrant your Stone Ridge School of the Sacred Heart community is!

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DUCKENFIELD GIFT

The Duckenfield family with the portraits of Saint Teresa of Calcutta; Saint Kateri Tekakwitha; "Our Lady of Antipolo"; Servant of God Mary Elizabeth Lange, O.S.P.; and Saint Laura Montoya. Standing with them are (from left) Director of Diversity, Equity, and Inclusion Michelle Black; Head of the Upper School Malcolm McCluskey; Director of Institutional Advancement Melissa Prather; and Director of Formation to Mission Kathryn Heetderks.

CATHOLIC WOMEN OF FAITH

A Gift from Lynnette E. Ecraela-Duckenfield & Thomas A. Duckenfield, III, parents of Catherine Esperanza Corazon Duckenfield ’23 This collection of portraits titled Catholic Women of Faith was gifted by Lynnette E. Ecraela-Duckenfield & Thomas A. Duckenfield, III, parents of Catherine Esperanza Corazon Duckenfield ’23. The paintings stand as a testament to the role women have in society as the family anchor, embodying pure love that “perseveres and provides solace and joy in every day,” says Mrs. Ecraela-Duckenfield. “As we wind through the pandemic, we realize more the priceless value of kindness, compassion, and perseverance epitomized by these holy women. That amidst the chaos, these values are providentially necessary,” she says. The collection includes diverse women of faith from around the world: Saint Teresa of Calcutta; Servant of God Mary Elizabeth Lange, O.S.P.; Saint Laura Montoya; Saint Kateri Tekakwitha; and a portrait titled “Our Lady of the Philippines” inspired by “Our Lady of Antipolo,” a 17th-century Filipino painting of the Madonna enshrined in Antipolo Cathedral in Metro Manila, Philippines. The paintings hang in the Upper School, outside of what will soon be a dedicated sacred space for students, faculty, and visitors to admire the beautiful diversity that makes up our world.

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A PIECE OF SERENITY In 2019, Mrs. Sandra McMurtrie, alumnae parent (Meghan McMurtrie Quinn ’87; Amanda McMurtrie Herndon ’92), and grandparent (Meghan Quinn ’17; Lucie Quinn ’19; Sam Quinn ’20; Lila Herndon ’21; Hannah Herndon ’23, Eloise Quinn ’25), expressed interest in commissioning a statue of Mother Mary for the new Mater Center. In keeping with Sacred Heart tradition, Mrs. McMurtrie decided to donate a sculpture depicting the Virgin Mary. The image of a young Mary is known as “Mater Admirabilis” and resides in all Sacred Heart schools.

The School contacted Harry Weber, the artisan who sculpted the bronze statue of Philippine Duchesne that serves as a centerpiece for Shelter Hill Campus Walk, to create a structure of Mater Admirabilis. Harry delighted in the idea of interpreting the 19th century fresco. He noted, “it’s hard to describe how happy I was when the School contacted me to create a statue of Mater Admirabilis. It was particularly interesting to have an assignment to convert a two dimensional painting from 1844 into a three dimensional figure. The story of Mater Admirabilis was fascinating to me.

I especially loved the idea that the fresco was only really appreciated after a stretch of time under wraps.”

We have given this statue of Mater Admirabilis to Stone Ridge, hoping that it will help the girls develop a close and long lasting personal relationship with the Blessed Mother.

Mrs. Sandra McMurtrie

After several virtual meetings with the Administration regarding details of the statue, the creative process began. Harry later shared, “I was originally thinking of bronze as I love the metal's ability to look so evocative and fluid. Most of my work involves emotion and movement. I wanted to portray a sense of serenity and for that I thought the subtle glow of marble would best suit the subject,” Mater Admirabilis.

Harry Weber is a renowned artist who has created over 150 statues and busts using various types of metals. During initial conversations with the School, Harry confessed he had previously cast only one statue in stone, but that did not deter him. He located an artisan who assured Harry that he could faithfully mold and cast the clay sculpture, transforming his sculpture into luminous white marble.

Artist Harry Weber with his wife Anne and the statue of Mater Admirabilis.

Harry set forth roughing out the form. He built an armature from wire and foam blocks and started to sculpt the figure. In recounting the process, Harry expressed that “it was not going to be a copy of the fresco, but instead a realistic representation of Mary in the same pose.”

In describing the work in his studio at the time, Harry shared that it “was particularly busy with [statues of] a baseball player and four Texas Storytellers drinking and gesturing to each other as they spoke. Mater Admirabilis was a pool of quiet calm in that otherwise hectic room.”

Finally, Harry completed the clay figure of Mater Admirabilis and sent it to the foundry for casting. Harry’s artisan colleague began pulverizing several hundred pounds of white marble and mixing with a special resin to create the marble statue. He paid special attention to the look and feel of the statue so it would have the same heft of the stone when the statue was complete. They created an intricate rotary mold and the figure of Mater Admirabilis was carefully polished for several days.

In an effort to ensure Mater Admirabilis was safely delivered to Stone Ridge, Harry and his wife Anne loaded the statue in the back of their Subaru and set out for their long drive from Missouri to Maryland. In late fall of 2021, after a thirteen-hour trek, Harry and Anne arrived in Bethesda with the statue of Mater Admirabilis safe and sound.

Thanks to the McMurtrie, Quinn, and Herndon families, and the expert work of Harry Weber, the beautiful statue of Mater Admirabilis resides in the front lobby of the new Mater Center for all to enjoy. As Harry and Anne left Stone Ridge to return home, he noted, “It really has been an honor to create her.”

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Notices as reported to the School through the spring of 2022. To notify the School of a death please contact Michael Anne Cullen ’95 at macullen@stoneridgeschool.org.

In Memoriam Robert W. Barros, III

Virginia Patricia Moore Kreischer

Oscar Beck

Sandra Neff Loughlin ’65

Michaele Anne Connors Belford ’66

Geraldine Cronin Lynch

Robert Borge

James Patrick Mahoney

John J. Carmody, Jr.

Marion Woolley Mattingly ’47

Rebecca Carr ’64

Patricia McCarrick

Antonio Cheimis

Sharon Francea McCrea

Sharon Meier Clark ’74

Mary Helen McComas, RSCJ

Patricia Cleary

Madeleine Engel De Janosi McMullan ’46

Joseph Mundell Coffey

James S. McNeil

Thomas Cormack

Maria Michejda, M.D., D.Sc.

Guy Dillaway

Andrew Pickens Miller

David Donohoe, Sr.

James F. O’Donnell

Evelyn Roberta Newman Duckenfield

Maria Gonzalez Pena

Joan Elizabeth Duran

John Pedevillano

Grace Tamm Escudero ’56

Amanda Piro ’19

Lawrence Freiman

Alfonso Ramirez

Vincent M. Gancie

Mary Patricia Ronis

Thomas Benton Swift

Ronald Gardner

Paul Gray Ruff, III

Douglas James Taylor

Robert C. "Bob" Gillette

Carlos Santistevan

William Charles Timmer

Michael O. Glynn

Willard Herman Scott, Jr.

Thomas Wendel

Robert Vincent Hallock

Lura Alban Serrano

Edwin Gilpin "Gil" Willson

Patricia Hohman

Edda Sevilla-Somoza ’66

Ellen Fletcher Winkler

John Noel Kane

Roberta Stick

Stephen Yaen

Religious of the Sacred Heart, Mary Helen McComas, RSCJ died on December 31, 2021 in Albany, New York. She was 88 years old. Mary Helen entered the Society of the Sacred Heart in 1953 and pronounced her first vows in 1955 at Kenwood and made her final profession in 1961 in Rome. Sister McComas served in various faculty and administrative posts in Sacred Heart Schools for 37 years. She first taught at Stone Ridge from 1956–1959 and then returned in 1968 as part of the faculty and also served as the assistant business manager.

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The Stone Ridge School of the Sacred Heart community extends its deepest sympathy at the passing of your loved one. The Offices of Alumnae Relations and Formation to Mission are available to assist you. A full listing of those who have passed away in the last year are included on our “Remembrance” page on the Stone Ridge website, stoneridgeschool.org, under Living our Mission—Faith SR. If you are an alumna and would like to share information about the death of someone in your family*, please visit this Faith SR page as the School has provided a way to share this information, under In Memoriam. *Immediate relatives such as a parent, spouse, sibling, or child.

Patricia Cleary passed away peacefully on August 16, 2021, in Stone Harbor, New Jersey with her family at her side. For 50 years, Mrs. Cleary was a member of the Stone Ridge staff and represented the heart and soul of the School. She welcomed five decades of Stone Ridge students and community members from 1969–2019 at the reception desk of Hamilton House. Mrs. Cleary will always be remembered for her warm hospitality and familiar voice that made everyone feel special and that Stone Ridge was their home.

Winter 2022

Mater Admirabilis by Maggie O'Neill

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9101 ROCKVILLE PIKE BETHESDA, MD 20814

Part of the Network of Sacred Heart Schools

W W W. S TO N E R I D G E S C H O O L .O R G

It’s time to

Celebrate!

Stone Ridge Reunion Weekend April 29–30, 2022

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