Pegasus Magazine — Winter 2020/21

The Pegasus School

Issue 17 Winter 2020/21

Growing Forward Pegasus Magazine Winter 2020/21

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PEGASUS NOW

FEATURES

05 HEAD’S MESSAGE

08 GROWING TOGETHER

FROM DISTANCE LEARNING

06 AT THE HEART OF PEGASUS 12

SCIENCE AND TECHNOLOGY BUILDING GIVES A WINK TO THE PAST AND NOD TO THE FUTURE

14 GETTING USED TO ONE ANOTHER 20 BLENDING THE RULES

24 THUNDER ADAPTS TO

CHALLENGING TIMES 26 LOST AND FOUND 28 THOSE WHO SOAR 30 ALUMNI CONNECTIONS 36 MARK YOUR CALENDAR

COVID-19 SAFETY DURING PHOTOGRAPHY: Photographs in this issue of Pegasus Magazine were taken in compliance with The Pegasus School

Campus Procedures set forth in the Return to Campus Guidelines to promote the safety, health and welfare of our community during the COVID-19 pandemic. The guidelines are located on the School’s website. PLEASE NOTE: The articles in this edition were submitted by December 2020.

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WINTER 2020/21 www.thepegasusschool.org

EDITORIAL BOARD

Jason Lopez, Head of School Rick Davitt, Photographer Jennifer DeGrave, Director of Advancement Shalini Mattina, Communications, Design and Website Specialist J.J. McGawn, Editor and Writer Sharleen Samuelson, Director of Admissions and Enrollment Nancy Wilder, Middle School English Teacher WRITERS

Jason Lopez J.J. McGawn CONTRIBUTING WRITERS

Julie Alweheiby Carla Boubes Nancy Fries Jennifer Green Shalini Mattina Carin Meister Kyra Sandstrom James Swiger Corinne Yeager

MISSION STATEMENT

The story of Pegasus begins with intellectual curiosity and compassion. We are a vibrant academic community that inspires bright, motivated students to discover and develop their unique gifts. Teachers and students build trusting relationships that foster self-reliance, confidence, and innovative thinking. A Pegasus education equips students to achieve future academic success and make a positive impact on society.

CORE VALUES

Be Kind to Self: Self-Awareness, Self-Management Be Kind to Others: Social Awareness, Relationship Skills Be Kind to Future Self: Responsible Decision-making The Pegasus School is committed to a community-wide culture of respect where inclusiveness, kindness, integrity and empathy are deeply valued. Pegasus embraces a framework which prioritizes the social emotional well-being of our students.

We are dedicated to fostering a safe and trusting environment for the continual development of self awareness, social-awareness, self-management, relationship skills and responsible decision making.

PORTRAIT OF A GRADUATE

Academically Confident Well Balanced Critical Thinker Exceptional Communicator Collaborative Leader Responsible Citizen

Environmentally Conscious Technologically Adept Economically Astute Versed in the Arts Globally Aware

CREATIVE AND ART DIRECTION

Shalini Mattina GRAPHIC DESIGN

Kristen Winstead, Sund Studio PHOTOGRAPHER

Rick Davitt PRINTING

Orange County Printing

Pegasus Magazine is published annually by the Office of Advancement at The Pegasus School. It is archived on the school’s website: thepegasusschool.org. Visit us online for additional information.

We welcome your feedback! Please address queries and comments to Shalini Mattina at smattina@thepegasusschool.org.

Pegasus Pegasus Magazine Magazine Winter Winter 2020/21 2020

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It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change.

– Charles Darwin

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HEAD'S MESSAGE

Expecting the

Unexpected It feels fair to say the world just finished a year without

precedent. One that will be written about in history books, and studied by scholars across a range of disciplines, for decades to come. I won’t recount the long list of events that rocked our nation, challenged our values, tested our resolve, and disrupted our daily routines. Nor will I pretend we’re out of the woods.

But if there was one thing that could be relied upon in 2020, it was to expect the unexpected.

In this issue of Pegasus Magazine, we share the many ways Pegasus prepared itself to overcome the variety of obstacles 2020 posed. From the priority we have given to our technological infrastructure, to the autonomy we instill in our faculty, to our cultivation of a strong and engaged community, each of our longstanding institutional investments paid dividends this past year.

Distance learning was one of the biggest hurdles for most schools. Julie Alweheiby explains how Pegasus turned this challenge into an advantage by fostering independence, catering to students’ strengths, and forging unique bonds between teachers and students. Corinne Yeager and Kyra Sandstrom highlight the surprising benefits blended learning provides. Google classroom and other digital tools increase students’ access to information, allowing them to explore individual interests in depth, and adding new instructional opportunities to our curriculum.

Last year taught more than academics. It reminded us to remain committed to instilling students with empathy and the

skills necessary to be socially engaged. J.J. McGawn takes us inside Pegasus’s new diversity committee, which emphasizes both our dedication to maintain a safe and welcoming environment for everyone, and our commitment to responsible citizenship.

For whatever we’ve lost this past year, unexpected gifts were found. Our Science & Technology building, for example, now features a last-minute quirk that feels wholly “Pegasus.” James Swiger and Jennifer Green share other delights this year of hardship bestowed. From virtual escape rooms to Operation Warm Wishes, from bedtime tuckins to streaming talent shows, new customs were borne out of old traditions.

In many ways, this past year felt like the test Pegasus had been readying itself to tackle for decades. Like any exam, we didn’t know what would be asked of us. Fortunately, as we instill in our students, we had prepared both broad and deep.

We trained ourselves to be resilient, creative, and adaptable.

We emphasized tolerance, compassion, and empathy. So when the difficult days of lockdowns, social unrest, political and economic upheavals arrived, we were well-positioned to address each challenge that arose.

None of this would have been possible without the strength and commitment of our community. Within these pages, I hope you’ll see yourselves and all you’ve done to contribute to our success. We are never alone when we pull together, and I’m proud of all we’ve accomplished during these unprecedented and challenging times. I hope this edition stirs a sense of pride in you, too. Look at all we’ve overcome.

Jason Lopez Head of School

Pegasus Magazine Winter 2020/21

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At the

Heart of Pegasus

Carin Meister

Finding Our Motherboard At the pandemic’s onset, eighthgrade English teacher Nancy Wilder asked students to draft a “Lost and Found” list to mourn the moments lost to quarantine, but also to acknowledge the potential gains of found time and strengthened familial relationships. If The Pegasus School collectively made such a list, Technology Coach CORINNE YEAGER would be at the top of our “Found” column. Her fortuitous arrival at Pegasus in a time of a massive shift in educational technology is something her colleagues continue to exclaim gratitude for well into this school year. BJ Crabtree shares this sentiment: “I have never seen faculty members embrace a colleague so

quickly. I think most of us are asking ourselves, how did we get by without her? In her short time, Corinne has changed the technology culture and landscape for many years to come.”

While the pandemic highlighted Yeager’s gifts of collaboration and teamwork, she has positively impacted students and teachers for years. Raised in Newport Beach, she worked with children in Harbor View’s summer camps in high school and while attending University of the Pacific. As a Bay Area classroom teacher, she discovered the power technology has to transform teaching and learning. The influence of her science and technology-minded parents coupled with success integrating technology in her fifth-grade classroom prompted her to pursue a master’s degree in Educational Technology and to accept a coaching position in Emery Unified, where she designed and implemented a 1:1 program. This role afforded her the opportunity to become a touchpoint for all community members: students, teachers, and parents, an aspect of her job that she relished. Knowing that she wanted to be closer to family, Yeager moved back to Southern California in 2019 and accepted a job at Pegasus, where she continues to be a touchpoint for our community. We are so grateful she has found her way home.

The Brilliant Butterfly Effect To hear SARAH HURWITZ speak about her pre-Kindergarten “Butterfly” class would bring a smile to anyone’s face. She wholeheartedly adores them—how funny, imaginative, genuine, and kind they are. She speaks about them in the same way you might talk about your most beloved, cherished family members. And although it took her some time to get used to the unique psychology and pacing of pre-Kindergarten after teaching Kindergarten at Pegasus for over a decade, she has found true joy in teaching our youngest students.

Even in this historic year of teaching during a pandemic, Hurwitz has found ways to focus on the positive and deliver content that matters. Worrying over how she might help our four- and five-year-olds express love in a year without hugs, Hurwitz has reenvisioned her program where she helps students focus on the verbal expression of their emotions, something Hurwitz says the Butterflies are mastering. The ability to turn a negative into a positive, to shift a mindset, is something she 6

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does for her colleagues as well. Michael Pourciau considers Hurwitz a “bright light on a dark day” while Shelly Ward shares, “Sarah is resilient, always making me laugh when I am having one of those days.”

Now in her twentyfourth year of teaching, Hurwitz is doing what she has wanted to do since dressing up in her mom’s clothing for Kindergarten career day. Her chosen profession? Teacher.

AT THE HEART OF PEGASUS

Sys the Day Long before Kennedi was born, her mom—Technology Director NYLY SY—forged her way into the EdTech field through an openness to opportunity and willingness to tackle challenges that might intimidate others. Prior to her arrival at Pegasus, Sy helped build two separate school technology programs from the ground up—one was a brand new school, the other had only six computers. But these types of challenges don’t intimidate Sy, known for her humor, vision, and head-on approach to problem solving. Sy’s response to the changing technology

landscape brought on by the pandemic is emblematic of who she is. Technology Coach Corinne Yeager shares, “During this COVID-19 time, Nyly has a fire to put out every 30 seconds and navigates through with grace, intelligence, and humor. The way she’s invested in technology for the pandemic is incredibly smart and measured. She has a vision and is intentional.”

It’s plain to see how Sy has influenced her daughter Kennedi, a Pegasus seventh grader who inherited her mom’s strength and willingness to seize an opportunity. Although Kennedi was reluctant to leave her local public school, her exposure to Pegasus’s summer camp classes helped her feel comfortable enough to assume the challenge of starting in our middle school as a new student. Multi-talented in her own right, Kennedi has participated in many Pegasus programs. From debate and theater to the Shakespeare monologue competition and soccer team, Kennedi embraces opportunities. And like her mom, she is also known for her incredible sense of humor and intelligence. Classmate Teresa Z. remarks, “Kennedi is hilarious, an excellent student, and an incredible friend.” Like her mother, Kennedi is thriving in her new environment.

“Yuniquely Talented” In some respects BRODY YUN’s life mirrors that of a typical fifth grader. He enjoys biking, fishing, video games, and basketball, while also valuing time spent with family, including his older brother Everett (’22) and younger brother Bennett (’28). The manner in which he speaks about his family, however, harkens to a much older and wiser person: “We are really supportive of each other. My brothers are always by my side. I am so grateful to be both a younger and older brother.”

A piano player, multi-year talent show performer, and huge fan of Hamilton, Yun has accomplished much in the areas of music and the performing arts though you might not realize it given his humble nature. He is currently in rehearsals for the leading role of Maui in the Musical Theater Academy of Orange County’s spring production of Moana. At the same time, he does voiceover work and sings for the popular YouTube show “Cocomelon,” a channel which has nearly 100 million subscribers.

The accomplished fifth grader’s talents aren’t solely limited to artistic performance, however. His steadfast character and goodwill toward others make him a star friend as well.

Classmate Keith Yeh describes Yun as a caring, reliable friend who always stands up for others while fifth grader Felix Boundy reflects, “He is always helping others and is a truly amazing

friend.” While his talents on the stage are undeniable, his starring role as a true friend have clearly given Yun some of his best reviews.

Carin Meister is The Pegasus School’s librarian and proud mother of Cate (’18), Reese (’20), Sloane (’26), and two hound dogs. She is always in search of the next great read and homemade oatmeal chocolate chip cookies. Contact: cmeister@thepegasusschool.org Pegasus Magazine Winter 2020/21

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Growing Together from

Distance Learning

Pegasus teachers are toggling simultaneously between distance learners and on-campus learners while engaging both types of students as they deliver instruction.

Julie Alweheiby When we began our Temporary Distance Learning Program (TDLP) at Pegasus, I relied on my 14 years of

experience as an online college professor for the Coast Community College District to continue to deliver meaningful lessons at a distance. I was able to transition seamlessly and digitize most of my curriculum; however, I must admit that I was 8

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concerned about distance learning for middle school students, especially with learning a foreign language. I knew college students could handle it...but middle school students? I wasn’t so sure. However, I observed language learning happening in my classes each day. I saw motivation and drive. In distance learning, this is crucial in order for students to learn, regardless of age.

FEATURE

Shift In Student Needs Pegasus has always taught with personalized learning, yet that teaching style feels amplified when teaching in person and distance learners in the class at the same time. It feels at times like a one-room schoolhouse from the 1800’s. What crosses a teacher’s mind is: How can I be everything to everyone? How can I teach writing concepts at the same time to students of different levels? How do I manage all of the lesson plans for several students? This feat seems impossible. However, just like a one-room schoolhouse from the 1800s, the hybrid model at Pegasus during the 2020-2021 school year brings both oncampus students and distance learning students of different levels and learning styles into the same classroom using various technology tools to cater to each individual student’s needs.

On any given day, Pegasus teachers are toggling simultaneously between distance learners and on-campus learners while engaging both types of students as they deliver instruction.

Suraj S., a seventh-grade distance learner, shares his thoughts about our hybrid program, “The positives of screen time in school are that I get to see everybody in the class. It helps me stay more engaged. I really enjoy seeing my in-person peers, and it is easier to understand everything that is going on when I can see my class.” Comments like these show teachers we are meeting the needs of our students during these unprecedented times.

The Hybrid Model Promotes Independence In our modern day “one-room schoolhouse” at Pegasus, students are more responsible for their education, while becoming entrepreneurial learners in the process. The entrepreneurial teacher is consistently looking for new ways to deliver engaging curriculum with tools and technology, while the entrepreneurial learner is consistently looking for ways to learn new things by trying out different technology tools.

In Spanish class, I intentionally assign distance learners with on-campus learners as partners to create skits in Spanish and act them out, so that both types of learners are actively engaged. The at-home learners are very clever and resourceful by adding backdrops to fit the location of the skit.

Students also are assigned a weekly discussion they post in Spanish using Padlet, a live, interactive community board where students post a response to a topic, upload a picture or video, and then comment in Spanish on other classmates’ posts. There, students in all cohorts can coexist and interact in online discussions. Typically, the most extroverted students can often dominate conversations, leading to fewer viewpoints being shared in discussions, but using tools such as Padlet gives everyone a voice and helps bridge the gap between online and on-campus learners.

Joy Sprimont, seventh-grade English teacher, also uses Padlet and Actively Learn to engage both students in class and at home. “I have found that self-paced assignments where I’ve mapped out the entire unit from beginning to end and presented to students in such a way that they can work through it at their own pace have worked well for all students.

Everything is available to them at once, rather than the teacher leading the students through each activity day by day.

Specifically, I created a Google slide deck that included steps for students to follow at their own pace. Digital platforms like Padlet and Actively Learn are a huge help right now!”

These innovative tools are creating more critical thinking opportunities for our students and shaping them into more independent learners as they become familiar with the new tools. Sixth-grade science teacher, Jamie Kunze-Thibeau, has an excellent point, “Some teachers are definitely having fewer students reach out for help. Students have to become more independent and responsible in regards to figuring things out because it is more difficult to ask a quick question. In the past, students could quickly ask questions during tutorial, and now they have to sign onto Zoom and if they are in class it is difficult in a quiet room to do so. I feel like students would rather figure it out on their own than Zoom with a teacher.”

All Screen Time Is Not Created Equal Screens are at the center of almost all remote learning setups, but all screen time shouldn’t be generalized as negative or detrimental. Alix Gallagher, the director of strategic partnerships for Policy Analysis for California Education, Pegasus Magazine Winter 2020/21

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says, “Schools need to focus on designing days around what gives kids meaningful interaction and what fulfills their social needs.” She recommends a mixture of lessons that deliver information, like a video or lecture, plus activities for actively engaging with the lessons. Gallagher points out that anything that promotes children‘s socialization, like FaceTime with friends or a video conference with the teacher, can be beneficial. Activities in which students feel engaged are better than something completely passive, like watching YouTube, or even something somewhat interactive, like playing video games.

Dr. Laura Anthony, a psychologist with Children’s Hospital in Denver, Colorado says it’s unlikely that parents will be able to limit screen time during the pandemic and remote learning, let alone while they’re working from home. “Let go of the stress and guilt, as that’s going to do more damage to your child’s mental health than screens,” says Anthony.

She emphasizes that different kinds of screen time aren’t the same. “Remote learning is not the same thing as watching TV, for example,” she observes. “Remote learning will happen at a developmentally-appropriate pace, is not passive the whole time, and is important for your child’s education and socialization.” When it comes to recommendations, Anthony highlights it’s important to try and spend some time outside and strive to do something fun every day. In the end, spending time outside is a great way to give the brain and eyes a break for teachers and students.

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When asked about screen time, seventh grader Suraj S. responds, “I am still on screens when not in school. I watch the news with my parents, play Among Us with my friends, and watch TikTok. Although I don’t do all of these things in one day, they help me relax. I also FaceTime my friends a lot.

Video games and FaceTime are pretty much the only ways for me to stay connected with my friends. I value social life, and I think that it is important to stay connected with my friends.”

Kaya W., another seventh-grade student, has similar thoughts, “I am still using FaceTime and Zoom to contact my friends. Sometimes, my friends and I will Zoom after school and do homework, but not working together unless it’s a group project. We have each other on screen to keep company, and every 30 minutes, we take a 5–10 minute ‘brain break’ and do a fun activity together, like taking personality quizzes.”

When planning lessons, teachers keep screen time in mind for both distance learners and in-person learners.

There are some assignments where I intentionally do not use technology. For example, rather than having students complete an assignment using Kami, (a digital tool that converts any PDF file into a document that students can type on), I have students to print it out and write on it, thus reducing some screen time. Projects that students can work on without a computer include the seventh-grade “Living Pictures” project, where they recreated a painting or sculpture of a notable Spanish or Latin American artist.

The Teacher/ Student Relationship Amidst Distance Learning Did teachers and students become closer over Zoom? Have we gotten to know our students better during distance learning? We can see a glimpse of private spaces at home and pets in the background, but we also see them less frequently. How do we teachers stay emotionally connected to students despite distance learning and social distancing? I asked a few teachers.

Kunze-Thibeau states, “While we can’t get as close physically, we are still able to have powerful conversations in a safe way. Just this week I was able to sit down one-on-one with several of my advisees and just chat. I have also Zoomed with students both during and outside of school hours. We communicate via email as well. I am still able to get to know my students and to help support them in the way that they need it most.” Nancy Wilder, eighth-grade English teacher adds, “I make a point to check in with my distance learners in Cohort C during tutorial. When they sign on to my tutorial Zoom, I like to see how they’re doing. Chrissy Bridges and Christine Lopez hosted an online bingo game at lunch, and that social time allowed the distance learners to interact with the on-campus learners.”

The relationship between the teachers and distance learners can be very positive, but it does require some creativity. Knowing how to be present for the students and being able to adapt lessons based on students’ nods, smiles, questioning stares of confusion, or smiles of recognition during class are all ways we communicate through a screen. Pegasus teachers understand each and every one of their students’ abilities, strengths and shortcomings, whether they are sitting

in the classroom or are learning in their homes. Once we are all on Zoom together as a cohort, we are one. I can then put everyone in breakout rooms in small groups to have our conversations in Spanish.

For distance learning, teachers may not be able to see everyone on the Clever Touch screen at once, especially when sharing a screen or giving a lecture. I need to see all my students’ faces at some point during class.

When students are quiet, calling out their name to let them know they are acknowledged just as students are in the classroom, helps to strengthen the bond between teachers and distance learners too. Sprimont stated, “We have started to get into a rhythm. I think we have found ways to include our distance learners in creative ways, and I have been so impressed by how resilient and adaptable all of our students are.”

Undoubtedly, this year has been a learning curve for teachers and students. What’s been clear about this shift in learning at a distance, is that embracing technology and these new ways of working and learning is no longer just dependent on teachers.

Students also play an important role in distance learning, adapting to new technology as part of a successful education this year. Pegasus students and teachers have accomplished this and more. The concept of the “oneroom schoolhouse” where learning is personalized for each student, whether on campus or at a distance is evident, and we have made the seemingly impossible, very possible.

Living Pictures Project Seventh-grade Spanish students recreated a painting or sculpture of a notable Spanish or Latin American artist. The images below highlight a few of these masterpieces.

Julie Alweheiby is the seventh-grade Spanish teacher and mother of a seventhgrade son and 8-year-old boy and girl twins. She is always in search of new words and expressions in foreign languages and catching up on world events.

Contact: jalweheiby@thepegasusschool.org From top to bottom: Justin G. as Portrait of Pope Innocent X (c.1650), by Diego Velázquez; Sophia M. as Cafe Paris (2008),

by Fabio Hurtado; Suraj S. as Juan Bautista de Muguiro (1827),

by Francisco Goya; Carolina A. as Two Women in a Window (c.1655), by Bartolomé Esteban Murillo.

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PROGRAM

Science and Technology Building Gives a Wink to the Past and a

Nod to the Future

Nancy Fries “Mr. Lopez!” a third-grade student exclaimed. “The building is winking at me!” With that observation, a quirk of the new Science and Technology Building became one of its most endearing traits. The architects of the building, which opened September 17, 2020, had vast experience designing schools, but they didn’t fully understand the essence of Pegasus.

“We told them all along we teach chemistry,” Head of School Jason Lopez recalls, “and they said, ‘We didn’t know you meant real chemistry!’” That slight misunderstanding necessitated two late-stage changes to the building design: the asymmetrical “winking” window on the front of the building to accommodate chemical storage in a lab prep room; and a single, rogue egress door on the wall adjacent to the parking lot. “The architect isn’t happy at all,” Lopez laughed, “and I love it because it is truly Pegasus!”

Indeed, Pegasus teaches real chemistry, and now, it’s taught in a real, hi-tech lab. “My prior classroom wasn’t up to the level of student learning we strive for at Pegasus,” said eighth-grade science teacher Lisa Calvin. “My new classroom has all the advanced lab features and technology any high school would be thrilled and lucky to have, from the high-tech safety features, to

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small group lab tables with lab sinks. These features will allow my students to experience a greater variety of experiments.”

Calvin’s classroom is one of fourteen in the new building, which also houses environmental science, robotics, Spanish, music, and more. Aesthetically, the building blends the campus’s existing mid-century style with bright spaces filled with natural light. Technologically, it will carry Pegasus well into the future.

PROGRAM

“My old classroom was a cave with no windows,” said lower school science teacher Johna Bogue. “Now I am teaching in a beautifully lit and bright space with windows. I have ample counter space that allows the students to work individually and be much more engaged and creative. I am able to do more meaningful projects that we could not do before since we did not have the storage or room. In addition, I now have four sinks which the students can easily reach.”

Pegasus is unique in having designated science teachers by grade level, which allows each science classroom to be tailored to our curriculum, as well as our growing students. Sinks, counters and furnishings are scaled to serve our students from preschool through eighth grade. Other key features include the following:

“Learning can happen just about anywhere, but the educational experience is elevated when you give exceptional students great tools and a great environment,” Lopez said. “If our students can dream it, they now have the tools to create it.”

The Science and Technology Building is “the first big step toward matching the quality of the Pegasus campus with the exceptional quality of its educational program,” said parent Zach Fischer, who chaired the Roots to Grow, Wings to Soar Campaign.

The Campaign garnered community support to fund the $15 million project, which will benefit every student at Pegasus.

Before the new building opened, Pegasus teachers were already so creative and innovative that our lower school students never realized they were learning science in a retrofitted former locker room. Eighth graders were so comfortable in English teacher Nancy Wilder’s “Den of Scholars,” they weren’t aware she’d had to relocate it four times. “The Den of Scholars is wherever we are,” Wilder says.

Parents may have chosen the school for its engaging teaching, stimulating curriculum, and focus on 21st century skills, but let’s face it, the original campus was not the attraction. Built in 1959, the site was purchased by Pegasus in 1996 from the Fountain Valley School District. After the completion of the Palley Classroom Complex in 1998 and the Laura Hathaway Activities Center in 2000, this building is the first major construction project in twenty years.

“We now have so much flexibility and all this modern technology,” said computer science teacher Kathy DeBest, who cultivated our highly successful curricular and extracurricular robotics program, even guiding one after school team to the World Championships in early 2020. “We used to be hunched over in one area just to charge our robots, and now anybody can work and charge,” she said, referring to her dedicated classroom space for robotics with plenty of outlets, some even hanging from the ceiling.

• Energy efficient motion sensor lights • White boards or cork boards on every bit of wall space • Wired for sound with speakers, plus cameras, sound boxes and monitors for remote learning • CleverTouch interactive board • Safety features • Soundproof music room, closest to the theater • Mini outdoor amphitheater for classes and events • Designated space for computers and robotics • Outdoor patio with sinks and planter boxes for sixth-grade environmental science • Lab prep space between science classes • Chemical storage closet Even the new parking lot reflects the school culture. Pervious asphalt allows water to drain through parking spaces into an underground water filtration system. “We’re taking the water, filtering it, and shooting it out down the street at certain times so it is clean when it goes to the beach,” Lopez said.

“It fits with our environmental program,” he added. But if you’re part of the Pegasus community, you already knew that.

And you know that the winking building is also a heartfelt nod to the educational values Founder Laura Hathaway instilled in Pegasus.

Nancy Fries is a freelance writer, a college essay advisor, and the mother of Ian (’10) and Eric (’14). Contact: nancy@nancyfries.com

Pegasus Magazine Winter 2020/21

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Getting Used to

One Another

J.J. McGawn 14

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FEATURE

I am more comfortable being here at Pegasus because I can be more expressive, more honest, and more me.

– Liz Ortiz, Physical Education Associate Teacher

By nature, Pegasus students are wired to challenge the adults around them. Especially when the world feels unpredictable and confusing as it suffers through a pandemic and labors under nation-wide protests for social change. Their innate curiosity makes them aware of these issues and motivates them to talk. Part of the Pegasus mission is for teachers to build trusting relationships that foster difficult conversations and inspire critical thinking.

Our faculty also aspires to equip students with the empathy required to make a positive impact on society. Giving students the vocabulary to discuss diversity, race, and different cultures fits squarely within that mission.

As Kwame Anthony Appiah, Princeton professor, philosopher and author puts it, “Conversations begin with the sort of imaginative engagement you get when you read a novel or watch a movie or attend to a work of art that speaks from someplace other than your own [ . . . ] And I stress the role of imagination here because the encounters, properly conducted, are valuable in themselves. Conversation doesn’t have to lead to consensus about anything especially not values; it’s enough that it helps people get used to one another.”

Several years ago, Pegasus teachers formed a Diversity Committee in an effort to increase cultural awareness and diversity at the School. Protests around the treatment of Black Americans in the spring of 2020 accelerated the need for guidance. How should our teachers talk about color

and ethnicity? How could they help students confront these issues in healthy and productive ways? Trevor Ikes, seventh-grade social studies teacher, clarifies that after the protests, teachers came to the leaders of the Diversity Committee asking, “Where do I go? How do I learn more about talking about diversity and color? Teachers are reaching out and want to be a part of this.”

In response, the Diversity Committee gave the faculty This Book is Anti-Racist, by Tiffany Jewell, an optional read over the summer. Out of approximately 115 faculty and staff at Pegasus, at least 50 chose to read the book and discuss it over Zoom. The Diversity Committee used Zoom breakout rooms to facilitate small group discussions, allowing teachers to share personal stories and experiences involving diversity and color. This impromptu “book club” was so successful that the committee selected two more books about race for faculty and staff who chose to delve into these topics more deeply during the first semester.

The smaller group discussions among the faculty and staff have been fruitful. “In those discussions, we learned about experiences you never knew other faculty members had gone through, and they were able to share,” says Ikes. Liz Ortiz, physical education associate teacher, agreed. “I never knew where to start to talk about my experiences with race and color. The group has been empowering for me. I am more comfortable being here at Pegasus because I can be more Pegasus Magazine Winter 2020/21

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expressive, more honest, and more me.” What could be better than feeling comfortable in your own skin?

Seeing In Color The topics of race and heritage can feel taboo in a culture where many of us have been taught that skin color and ethnicity shouldn’t be acknowledged; rather, we were told, we should be color-blind and treat everyone the same. This outlook is what Nicole Roady, first-grade teacher, heard from many of her friends and family members. Roady acknowledges that “it is uncomfortable for adults to talk about race and color because of how we were raised. But framing race and color for students as traits that make them unique helps students discuss cultural differences. It is important to give students that vocabulary.”

Roady grew up with parents of different races, experiencing ethnicity from two different cultures. She learned first-hand that “when we acknowledge a person’s ethnicity and heritage, we acknowledge the whole person and what they can bring to the table.” Roady went on to explain, “acting color-blind feels like a safer way to go, but by doing that, we fail to acknowledge what that person can contribute. When you don’t look at my color, you aren’t looking at what has made me, me, and what makes me whole. Recognizing those differences is actually a way to make a deeper connection.”

Walking In Another’s Shoes “I believe in Pegasus students,” says Stephanie Veravanich, Kindergarten associate teacher. Veravanich graduated from UCLA with a major in history and is passionate about teaching students about leaders of color who helped change unjust social systems. Parents have noticed and are thrilled to see their students engaged and excited about what they are learning.

Discussions about social leaders in Kindergarten inspire further dialog at home where parents are learning how to talk with their children about color and ethnicity. “Everyone walks in a different way,” explains Veravanich. “We can better understand humanity by learning about each other’s experiences, then we are more accepting of other cultures.”

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The overarching theme for kindergarteners at Pegasus is to “be kind” explains Veravanich. “Be kind to yourself, be kind to one another, be kind to your future self.” And as Veravanich says, “the students get it,” and they know what it means to be compassionate and treat others with respect.

The “Famous Friends” unit, which has been part of Kindergarten at Pegasus for years, teaches the students about leaders such as Martin Luther King Jr., Albert Einstein, Jackie Robinson, U.S. Presidents, and others. The students discuss these leaders and their impact on society. For example, when the kindergartners learned that Rosa Parks sat down on the bus after a long day at work and was asked to move to the back of the bus, they said, “That’s not fair, she shouldn’t have to move, she got there first!”

The students also learned about Cesar Chavez, a labor leader and civil rights activist. Chavez spoke only Spanish as a child, but the school he attended required that students speak English.

When Chavez spoke Spanish at school, the teacher put a clown sign around his neck. Veravanich asked the Pegasus students how their teachers treat them when they don’t understand something and how they might treat Chavez if they were his teacher. The kindergarteners explained that they would be patient with him and teach him the new language so that he could learn more at school rather than shame him with a sign.

Kindergarteners also learn about Ruby Bridges, a Black American who at six years old qualified for and attended a previously white segregated school in New Orleans, Louisiana, in 1960. When the Pegasus students learned that adults yelled at Ruby as she approached the school and tried to prevent her from going in the building, they said, “That isn’t kind. Why would adults yell at a child?” Learning these stories about people of color who became leaders of social change helps the students have empathy and compassion, putting themselves in other people’s shoes.

In a fifth-grade Battle of the Books (BOB) lesson taught by Head of School Jason Lopez, the class discussed what it would feel like to be one of the twelve Black American high school students who integrated Clinton High School in Tennessee in 1956. Discussing The Promise of Change by Debbie Levy and Jo Ann Allen Boyce, students talked about different roles that characters in the book played in supporting or challenging the

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Black American students’ actions. Fifth graders discussed that in order to be a supporter, that character had to take a risk.

And sometimes support can be shown by a gesture as little as a smile. The fifth graders also talked about the difference between being a “bystander” and watching unfair actions happen or being an “upstander” and making the choice to do something about the harms they are witnessing.

Mirrors And Windows Reading stories with a variety of unique characters and individuals allows students an opportunity to connect with people of races and cultures different from their own, but also helps them reflect on their own background and traditions.

“Students need mirrors as well as windows to learn about themselves and see other cultures and experiences. It is important for them to see themselves in books, but equally important for them to get a window into other cultures and experiences too,” explains Roady. To that end, Pegasus teachers are working together to provide students with more opportunities to learn about different cultures through diverse literature.

Roady found that in first grade, “read-aloud opportunities are great places to plug in books that show a different lens or culture where students of different backgrounds encounter daily life issues.” The BOB book list is another great example.

Carin Meister, the school librarian, has been an incredible resource for Pegasus teachers to learn about more books that help strengthen their classroom libraries and enrich options for students. Meister, in fact, audited all of the books in Pegasus library through a Library Journal program to enrich the library’s diversity.

Roady is currently pursuing a PhD. in Curriculum and Culture at Chapman University and understands that in creating lessons, teachers don’t always feel confident facilitating discussions and lessons on culture. “But the teachers actually have two beautiful legs to stand on to talking with students about color and ethnicity. We want to give them the tools to do that so that they feel prepared to tackle these discussions head on.”

Teachers are asking members of the Diversity Committee about ways to add more mirrors and windows to lessons

and conversations in their classrooms. To that end, even the Committee had to reflect. “Within the Diversity Committee itself, we have some teachers who are more conservative, some more liberal, and we realized that we need to drop some of our own personal biases to do what is the best for the greater good and for these students who are the next generation,” shares Roady.

“You see a need for cultural literacy once you talk about diversity with the students. And then you see, wow, the students have a lot to say and really want to talk about this,” explains Kelly Barlow, fourth-grade teacher. One student told Barlow that she had a hard time getting her parents to talk with her about her questions regarding the protests in the spring of 2020. But once the student brought some of the classroom vocabulary and discussions home, she was relieved to be able to talk together with her family about her questions.

The parents also reached out to Barlow and thanked her. For Barlow, “it comes down to being more intentional and open to change.” And maybe being a bit brave too.

Future Impact Trust lies at the foundation of any meaningful relationship.

It’s particularly critical between teachers and their students.

Once students recognize they’re safe and their ideas are valued, they develop the confidence to ask hard questions, to tackle uncomfortable territory, and to challenge the status quo. That’s where learning and growth inspire change.

That’s when future generations can make a lasting impact.

As Veravanich explains, “Pegasus students get an excellent academic education, they learn strong public speaking skills, social emotional skills, and with the addition of cultural awareness, these students will be the change makers.” Pegasus students are rising to the immense challenges of our time with the support of trusted teachers and parents, all of us getting used to one another.

J.J. McGawn, mother of Brady McGawn (’20) and Janie McGawn (’22), practiced law for several years in Colorado before moving to California with her family.

Contact: jjmcgawn@gmail.com

Pegasus Magazine Winter 2020/21

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GROWTH MINDSET

at Pegasus

“This year, it felt more important than ever to preserve some of the traditions of a uniquely Pegasus experience, not only for the students, but for me as a teacher, as well. That meant a lot of planning on the part of our team and cooperation from the parents for pick ups and drop offs, but we pulled it off together. Converting a very hands-on, experiential program into this hybrid version has had it’s challenges, but it’s quintessentially Pegasus to shift and adapt. At this stage in my career, I never envisioned having to reinvent myself as a teacher, but here I am, struggling to do just that and giving it my best shot. Reimaging myself and this program is admittedly the hardest thing I’ve ever done in my professional life, but it’s also strangely exhilarating to grow in such unexpected ways.

I guess you can teach an old dog new tricks!” —Keri Gorsage, Fifth Grade Teacher

Blending the Rules Corinne Yeager and Kyra Sandstrom

We are all experiencing untold changes to our everyday lives from the COVID-19 pandemic. How classrooms look and many of the tools we use to teach have shifted significantly to incorporate distance learning. When we closed our classrooms last spring, many of us thought this phase of teaching would last two, maybe three weeks. We prepared for the short term and transitioned to online learning. As the weeks went on, the short-term plan turned into a long-term plan. Both teachers

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THE PEGASUS SCHOOL

and students showed resilience as we navigated the challenges of spring right through until the end of the year. Everyone willingly jumped in to do their part, because that is what was best for the students. We never would have thought the pandemic would change our ways of thinking about teaching and learning. But here we are, nine months later, rethinking our teaching with blended learning, hybrid learning, distance learning, in-class learning, and how students learn overall.

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Why? It’s what’s best for the students.

Hybrid learning refers to the overarching structure of offering both on-campus and online learning experiences for students this year. Through implementing elements from a variety of blended learning models, teachers can offer that flexibility.

By offering seamless transitions between in-person and online instruction, the blended learning model gives greater equity and access to the Pegasus experience for all students.

Blended learning gives students more control and agency over their learning, which stays true to the Pegasus mission of fostering self-reliance, confidence, and innovative thinking.

From Spring To Fall During the summer, the team affectionately known as BLAT (Blended Learning Advisory Team) spent time distinguishing between the emergency closure experience we had in March and the hybrid model we wanted to develop for the 2020-2021 school year. We knew we could celebrate and learn from the successes and challenges of the spring, and that we could take advantage of those experiences to rethink and plan for the upcoming year.

It would be impossible to take everything we used to do in a face-to-face classroom, put it into a remote or hybrid classroom, and expect the same results. Instead, we looked at how we could modify the cadence of a class to be a better fit for this blended model.

We also wanted to avoid the need for teachers to teach two separate lessons (one for on-campus students and one for distance learners). In order to make these pieces work, we restructured the pacing of a lesson or unit, adjusted the tools or materials, used a different instructional model, and allowed the flexibility to structure class time differently.

As one example, Allyson Grimes, second grade teacher, explains, “Using Google based programs has truly been the hero! Google Classroom has given me the opportunity to assign, differentiate, and provide meaningful feedback for all of my students. With the combination of Google Classroom and tutorial videos I made from Screencastify, my students can use Google Docs, Google Slides, and now Google Earth for our Heritage Project this year. Our students “fly” to their country, drop a pin, and write a caption about their landmarks they have been learning about in class! Then, using Google Slides, and the powers of Zoom, record a presentation to share with their families and friends. It is such a gift to be able to share the story of their heritage and virtually be able to teach about the beautiful and diverse cultures of our Pegasus community.”

Pegasus teachers have been empowered to take ownership over their curriculum since Dr. Hathaway founded the school.

Pegasus is a place where teachers have always had autonomy to design and develop grade level curriculum. As masters of their craft, Pegasus teachers consistently look for ways to fine tune and tweak their curriculum. This autonomy is rooted in who we are, and blended learning gives us an opportunity

to extend that experience to our students where they have autonomy and ownership of their learning.

We are hearing from teachers at other schools and districts that distance learners can feel disconnected. Colleagues tell us that lessons designed for face-to-face instruction are not engaging or translating well over the screen and as a result, students who once loved school are struggling to find the motivation to show up on Zoom.

Daniel H. Pink, author of Drive: The Surprising Truth About What Motivates Us, states, “the three elements of true motivation are autonomy, mastery, and purpose.” When teachers strategically design lessons with these elements in mind, we are able to engage students in authentic academic experiences that tap into their intrinsic motivation to learn.

Pegasus teachers are actively designing lessons that engage distance learners socially, emotionally, and cognitively. We are setting students up to be active participants in the learning process. Grimes gives an example, “Back in March, I started my students with websites to help them stay connected.

One thing that my students loved was ‘Talent Tuesdays.’ I made each student a Flipgrid account, and we had our own weekly talent show, where kids were able to sing, show us their amazing piano skills, and share magic jokes. Flipgrid continues to help my ‘Roomies and Zoomies’ stay connected with one another.”

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Reimagined Classrooms Teachers have had the most success when these pandemic adjustments center around incorporating student centered learning, student choice, and reallocating instructional time.

With student-centered learning, the classroom becomes a place where students connect. Historically, Pegasus teachers have employed ideas of student-centered learning, but this year presented a new challenge. Looking at what is best for students both in class and as distance learners, we incorporated new digital tools.

Librarian Carin Meister describes her experience incorporating more technology to streamline her lessons, “When planning for this year, I wanted to cover all the important content and curriculum that I usually do. From research skills to discovering new authors and books, the topics I am covering have stayed the same. The big difference is definitely in the delivery. I have had to digitize most everything I do, even my storytimes have gone digital. This is not just to account for distance learners, but also for how spread out the on-campus students are within the classroom.

Even our on-campus learners need lessons delivered electronically so that they can see the fine details of a book’s illustrations. Important reading skills like inferencing can’t happen unless students can really see a book’s details.”

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THE PEGASUS SCHOOL

The teachers carefully and thoughtfully design units, projects, and activities, but by making those projects student driven, the teacher is a facilitator of student learning rather than being the “sage on the stage.” As students engage, teachers are able to give ongoing, high-quality feedback, which communicates to students that they are on the right track. This also tracks their progression and shows students their teachers care.

In the spring of 2020, Josh Thimons created Our Economy Today, a class where middle school students studied the economy during the pandemic in real time.

As part of the final project, each student interviewed business owners in their community about the impact of the pandemic on their businesses. Student Riley B. (’20) explains, “I was nervous to reach out to my local businesses as part of the class, but learning about the impact of COVID on these businesses where I have been a customer gave me a new perspective. I enjoyed talking about current events in the class because there weren’t any wrong answers. In the larger world, often students’ ideas aren’t taken seriously but in the Our Economy Today class, everyone’s ideas were heard and considered. The discussions we had in class increased my curiosity to go to the next level and learn about what was happening in our economy.”

Another example is student choice which allows students to choose their pace, path, time, and tools in order to meet a

FEATURE

learning goal. This creates an incredible amount of ownership for the students. It may look like structured choice boards, a menu of options, a tic-tac-toe board, choice in how to prioritize content to determine their own pacing or sequence of information. Not every student is working on the same thing; instead, projects reflect their own learning styles.

Reallocating instructional time has been a significant shift this year. We are incorporating asynchronous specialist classes, creating remote electives, and rethinking the way we are using synchronous time. Purposeful class time and connections between teachers and students is at an all-time premium this year. To adapt with these changes and maximize the amount of quality instructional time, teachers lean into different instructional models. For example, the flipped classroom model where students watch a video or read beforehand, allows teachers to reallocate synchronous class time to be used for more personalized touchpoints with students. Several of our middle school teachers are using their synchronous time with students for class discussions, answering questions, small group work, or student conferencing rather than solely for direct instruction. Direct instruction is still valuable, but by flipping the traditional classroom model, we are able to better utilize synchronous instructional time for more meaningful connections with students.

Sixth-grade science teacher, Jamie Kunze explains some of these adjustments, “To me, a few of the characteristics of a Pegasus education are a curriculum that stimulates the minds of the students, allows for creativity, and helps to provide opportunities for individual growth. I feel that the hybrid learning experience has not only maintained some of these goals, but in some ways, embraced them further. The mix of daily experiences provides unique conversations that we may have not had otherwise. The time we live in has created new aspects of projects that have never before been seen. For example, with the current sixth-grade community changes project, many students have integrated in an entire section on the impact of COVID on the area that they are studying. The students are being challenged to better understand the impact of events this year. Their passion and excitement to better understand is definitely taking these projects to the next level.”

Innovative thinking has always been at the forefront of Pegasus educators. The pandemic only amplified the clever, creative, original, out-of-the-box ideas, methods, and practices that our community has implemented. We know this high level of innovation is part of the fabric of what makes us unique, and it will be here well beyond the virus. Why? It’s what’s best for the students.

Corinne Yeager is The Pegasus School’s technology coach and an Orange County native. She considers herself a travel bug, is always experimenting in the kitchen, and is looking forward to welcoming her first child in February. Contact: cyeager@thepegasusschool.org Kyra Sandstrom is a third grader teacher at The Pegasus School.

When not teaching, you can find her cooking new recipes in the kitchen, running a 5k, or watching her teenage sons play hockey.

Contact: ksandstrom@thepegasusschool.org

Blended learning gives students more control and agency over their learning, which stays true to the Pegasus mission of fostering self-reliance, confidence, and innovative thinking.

Beyond The Pandemic Although we long for the day when things can return to “normal,” some of the changes spurred by the pandemic will remain at Pegasus even after the pandemic is over. The pandemic prompted us to expand our one student to one device program in all grades, rather than just for middle school students. These devices will follow students here as they grow throughout their academic careers.

In order to assign digital work and streamline student workflow, we shifted to unified learning management platforms such as Google Sites, Seesaw, and Google Classroom. While frequency of use and implementation may look different over time, we don’t see these platforms completely disappearing after the pandemic.

Pegasus Magazine Winter 2020/21

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INSIGHTS

Thunder Adapts in Challenging Times James Swiger and Jennifer Green On March 13, 2020, what feels like a lifetime ago, The Pegasus School transformed from a thriving campus with the sounds of children and learning reverberating through its halls to what it has evolved into today: a unique form of hybrid learning that only Pegasus can deliver. In true Pegasus fashion, within a relatively short amount of time, we have creatively combated this pandemic like we always do in the face of adversity—we find ways to move forward. And along the way, we’ve learned a thing or two.

There has certainly been tremendous change since March 13, and one important lesson we’ve learned is the power of our commitment to our families. In fact, our focus from the start was to maintain and strengthen the bonds of our community. From reinventing events like a virtual Open House to finding ways to bring families on campus through our Family Days during Pegasus Prep, our foundation rests on our resiliency as a community and our joint belief in our mission.

“Adversity brings opportunity,” says Chrissy Bridges, parent and activities and athletic director at Pegasus. As she explained,

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THE PEGASUS SCHOOL

“right now we have, ‘lost and found.’” While the pandemic may have forced us to lose much of our old way of doing things, we certainly have found a myriad of new opportunities.

Pegasus is reinventing traditions as it evolves. For example, our middle school students may not have been able to volunteer their time and energy this year at the Orange County Food Bank for our Run.Give.Serve. event, but we certainly kept the spirit alive through Operation Warm Wishes, where middle school students helped create backpacks of school supplies for distance learners in need in Orange County. In addition, our middle school students were able to attend school dressed up for Halloween for the first time, and all of our students, both distance and on-campus, were able to participate in escape rooms, costume contests, and virtual events.

Our students see the difference. Eighth grader, Alisa C., shared that during our virtual community gatherings held outside in the new Science and Technology quad, students sing and clap from their classrooms as if they were there together in person. And while our students miss being able to socialize and gather in large groups, some students are seeing silver linings.

For example, seventh grader, Vivi T., says that this cohort model has created an environment that turns cohorts into tightly knit families. As a new student joining Pegasus this year, she appreciates how this has eased her transition and allowed her to make new friends relatively quickly. Distance learner and eighth grader, Baominh D., shared how his cohort family looks after him and each other. And fourth-grade distance learner Ava G., shared “Pegasus brings me comfort,” when asked about what she is grateful for this year. Our students remain at the heart of our school.

Another lesson we’ve learned along the way has been our ability to extend our reach and find new ways to connect our community in creative ways, but it hasn’t been easy. Corinne Yeager, technology coach, shares her thoughts about the steep learning curve and adaptability of our teachers. “Our teacher’s resilience is often unseen, unglamorous, and uncelebrated.

But the way they have delivered this high quality level of instruction during the pandemic has been truly heroic.”

Kristen Diehl, instructional coach, also adds that teaching teams currently face challenges and decisions daily in

INSIGHTS

The nature of this year has required some teachers to add content, while others to scale back and these decisions are leading to some amazing growth and change.

– Kristen Diehl,

designing curriculum that best meets find that Pegasus is much more than Instructional Coach an on-campus or online school; we are the needs of our students. “This moment, a community that can adapt and evolve. this crisis, has asked us to really dive deep What we know for sure is that Pegasus is thriving into carefully considering the content we wish to in spite of the challenges we have faced this year. Through the teach, the accessibility of that content for all students (whether lens of our mission, we have developed new and creative ways at home or on-campus), and what is most important and in of crafting and delivering curriculum that still holds true to our line with the values and mission of Pegasus. The nature of this commitment to what it means to be Pegasus. year has required some teachers to add content, while others to scale back and these decisions are leading to some amazing James Swiger is the Middle School Director at The Pegasus School growth and change. Some of that change will be temporary and proud parent of Stephen (‘09), Lauren (‘12), and Sofia (‘28). while other changes will be long-lasting,” Diehl said. A great He is always willing to stop what he’s doing to talk about ancient example of this is the fourth-grade expert fair. What is typically history, and he enjoys connecting with people over a good meal. a fair-style community event, with student experts practicing Contact: jswiger@thepegasusschool.org their extemporaneous speaking skills on everything from Legos to the Seven Wonders of the World, transitioned to a successful Jen Green is the Lower School School Director at The Pegasus TEDTalk or PEGTalk style presentation.

School and proud parent of Maya (‘24), and Makena. She is Since March, we’ve had to lean on the strength of the always on the run chasing kids, puppies, and happiness. community in our efforts to move forward. In doing so, we Contact: jgreen@thepegasusschool.org

Pegasus Magazine Winter 2020/21

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INSIGHTS

Lost & Found

School Sports

At the pandemic’s onset, eighth-grade English

Dances and Field Trips

teacher Nancy Wilder asked students to draft a

Parents on Campus

“Lost and Found” list to mourn the moments lost to

Seeing Students’ Faces

quarantine, but also to acknowledge the potential

In Class Games

gains of found time and strengthened familial relationships. We opened that question up to teachers and students and here is what some of them said.

Lost

Time with friends

Sapphire lunches Early morning bus rides Pegasus Thunder soccer games The opportunity to thank my teachers in person for such an amazing year A graduation ceremony

Opportunities to check in with people walking across campus

Soccer training and fitness with my club team

—Kristen Brady, Middle School Learning Specialist

Hugging my teachers and friends Play dates Traveling more —Kiana M., Grade 4

Playing with other classmates

—Tess R., Pre-K

THE PEGASUS SCHOOL

—Dustan Bridges, Middle School Math Teacher

The Boomers and Knotts Berry Farm field trips with my classmates

—Joseph S. (’20)

My swim team and swimming more

High Fives

Face to face interactions with my colleagues and students

Opportunities to stop and chat with students by their lockers in between classes

Fun classroom conversations

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Outdoor Education Trips

JSerra introduction night and freshman orientation A normal, in-person Pegasus graduation Long car rides with my mom when she brings me home from soccer practice Time with my friends inside and outside of school Sporting events —Kainani B. (’20)

Play time on all parts of the Pegasus playground

Getting close with friends

Hugging and playing with friends

—Aria N., Grade 2

—Antonio L., Grade 2

INSIGHTS

Found Family movie night Documents have become digitized and better organized Exploring new teaching programs Online conferences

New skills in art (positive and negative space) —Aria N., Grade 2

How to use Zoom

New skills in math with Mrs. Carl (multiplication and division) More soccer footwork drills in my house —Antonio L., Grade 2

Working on more projects at home Joy cooking and baking with my mom More road trips with my family, including Arizona and Zion

Learning how to dance, especially dancing at home Cooking french fries with my mom

Pre-recorded lessons for students to watch on their own time

—Kiana M., Grade 4

—Tess R., Pre-K

My family was able to watch the Founders’ Day celebration from Alabama which wouldn’t have happened before

More time with my sister

How to problem solve in a new technological school setting

—Dustan Bridges

Breathtaking sunsets when I ride my bike down to the beach with my sister Time with my grandparents Yoga and meditation to calm myself down

More free time A new interest in skateboarding An interest in drawing More hours to sleep An addiction to chocolate milk

The Line Tender, a novel

by Kate Allen that has become my favorite book Ways to keep in contact with my classmates, which will be useful when we separate for high school

A new way to receive my education

The squirrel that comes to my backyard and eats out of the bird feeder, which my grandma and I observe

—Joseph S. (’20)

—Kainani B. (’20)

Gained a great deal of knowledge about educational tools that are available online Gained a new appreciation for how things were before the pandemic Began walking regularly to relieve stress and get some exercise—and in doing so, I gained a greater appreciation for the natural world in Huntington Beach Gained an appreciation for a simple hug —Kristen Brady

Pegasus Magazine Winter 2020/21

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THOSE WHO SOAR

Creating through

Positive Change Innovation Carla Boubes

Fish has always loved working with children and admires their resilience. “I always wanted to babysit. I always loved playing with little kids,” she says. “All of my jobs have been something child related,” she adds. Fish knew she would either be a pediatric nurse or a school teacher.

The dynamic world of health care ultimately won Fish over.

At Pegasus, Fish developed a love for the sciences. “I remember all of my science classes; we did some anatomy, physiology, some labs, and getting all that early on was really interesting. I always loved the sciences, so it was really fun to actually start to learn all of that younger than high school,” she says.

Pegasus fostered Fish’s independence and refined her abilities as a student.

She credits Mrs. Wilder with developing her writing skills, an asset that would prove invaluable when later applying to college and nursing school.

After graduating from Pegasus, Fish attended the Cornelia Connelly School and continued onto Villanova University in Philadelphia where she earned a Bachelor of Science in nursing.

Nursing school taught her the importance of flexibility when faced with the unexpected. “With nursing, it’s As time has gone on always something new; there’s always and we’re starting to something more to do,” says Fish.

This year was no exception as a understand it [COVID-19] novel virus known as COVID-19 more, it’s definitely quickly evolved into a global pandemic. improved how we’re “I was very nervous given how new responding and how to the virus was and how little we knew about how to handle it,” she says. “I took best help everyone. it one day at a time and made all necessary adjustments and changes in everyday life and at work to ensure everyone around me was safe.”

Fish says it has been interesting to watch the The age-old question “what do you want to be progression on the pediatric front. “As time has gone on and when you grow up?” can be a lifelong journey full of twists we’re starting to understand it more, it’s definitely improved and turns. For Dana Fish, however, her chosen path was how we’re responding and how to best help everyone,” she says. decisively clear from early on.

Fish would like to work as a travel nurse in the near “By my freshman year of high school, I was saying I’m future, but for now she is very happy working in the neonatal going to be a pediatric nurse,” recalls Fish, who currently intensive care unit. Her interests within the field have indeed works as a neonatal nurse at Children’s National Hospital in broadened, but her path promises to remain clear.

Washington, D.C.

Dana Fish (’09)

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THE PEGASUS SCHOOL

THOSE WHO SOAR

Dylan Jin-Ngo (’18) In eighth grade at Pegasus, Dylan Jin-Ngo imagined himself working on Wall Street one day. Now as a junior at The Thacher School in Ojai, Jin-Ngo is well on his way.

His interest in the stock market was first ignited during Christmas of sixth grade when Jin-Ngo received a stock certificate as a gift from his aunt.

“It was really a unique opportunity for me to see how even a sixth grader like me could make money and be part of a cool investment tool,” says Jin-Ngo. Jin-Ngo searched for programs that would be accessible to a sixth grader like him but found that the only resources available catered to high school students. He pored over dozens of economic and finance books and applied his findings to the stock market.

After receiving multiple requests from friends’ younger siblings wanting to learn about the stock market, Jin-Ngo decided it was time to take matters into his own hands. In the summer of 2019, he founded his non-profit Youth Investors Corp., a program designed to teach middle school students about stock trading.

During his winter break, Jin-Ngo approached the Boys and Girls Club of Huntington Beach with his proposal.

Integrating Youth Investors Corp. with the Boys and Girls Club was no easy feat.

Jin-Ngo credits the debate program at Pegasus with his ability to negotiate effectively. “Pegasus taught me the importance of communication,” he says.“In order for you to have a successful program, you need to make sure that you are able to communicate well with all parties.”

After months of emails, phone calls, and much perseverance, his plan materialized as a five-week summer course to be held in person at the Boys and Girls Club.

Jin-Ngo’s determination would be put to the test once again. In March of 2020, the Covid-19 pandemic took hold of the nation and showed no signs of letting up as the summer months approached. He adapted the program to the new conditions and conducted the course via Zoom.

At Pegasus, Jin-Ngo learned to view setbacks more as opportunities to prevail. “The way I learned from Pegasus to adjust to ( . . . ) challenges, it turned out better than ( . . . ) had I done it my way,” he says. By conducting the class remotely, Jin-Ngo was able to be in different places at once.

This winter, Youth Investors Corp. will broaden its reach and hold another remote five-week program at all three Boys and Girls Club Huntington Beach branches.

Jin-Ngo hopes to study business and finance in college on the East Coast, putting him one step closer to Wall Street.

Carla Boubes is a first-year parent at The Pegasus School and mother to Hugo Fletcher (’29) and Oscar Fletcher (age 3). When she isn’t shuttling children in her minivan, she enjoys tending to her quarantine garden.

In September, 2020, Dylan presented a check for $500 to Cash H., who took part in Dylan’s non-profit company, Youth Investors Corps., at the Boys & Girls Clubs of Huntington Valley.

(Photo courtesy of Scott Smeltzer / Los Pegasus Magazine Winter 2020/21 Angeles Times Staff Photographer)

29

Alumni Connections Shalini Mattina

96

Lisa McCall opened her own law firm, The Law Offices of Lisa R. McCall, APC, in November 2018, after 11 years of practicing law.

She practices family law and civil appeals and writs, along with an associate attorney, paralegal, receptionist, and part-time office manager. McCall and her husband Ian have two children, Lyla and Kenneth (“KJ”). KJ, who is in kindergarten at Pegasus, is the first legacy student. Lyla is 3 years old, and attends preschool in Fountain Valley.

For more information about McCall’s practice, lisamccalllaw.com.

99 Attorney Lisa McCall (’96), certified family law specialist, has extensive experience in family law writs, appeals and litigation.

Brandon Carr is an attorney practicing complex business and commercial litigation for Buchalter in San Francisco, CA. He is licensed to practice in California, New York and Washington, D.C., and has been recognized by Best Lawyers as 2021 “Ones to Watch.” This award recognizes attorneys who are earlier in their careers for “outstanding professional excellence in private practice.” Prior to joining the firm, Carr worked for Sony Pictures and completed a judicial externship with the Honorable Marla J. Miller, San Francisco County Superior Court. He also spent time in Washington, D.C. working on Capitol Hill for a United States Congressman. Carr is a member of the Edward J. McFetridge American Inn of Court and the San Francisco Trial Lawyers Association. Carr enjoys traveling and has visited five of the seven natural wonders of the world.

01 Attorney Brandon Carr (’99) visited the Taj Mahal, India, in the summer of 2020.

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THE PEGASUS SCHOOL

Tracy Carr recently married Nick Espedal on October 30, 2020, and will be living in Northern California. Their wedding was held in

Tracy Carr (’01) with her mother, Michelle Carr, and brother, Brandon (’99) at her wedding.

Joshua Tree, CA, which will be featured in the Destination I Do magazine.

The couple traveled to India and the Maldives on their honeymoon. Carr

ALUMNI CONNECTIONS

Emma Werlin Miller (’01) with her husband Eli and baby boy, Eli.

is pursuing her career in design and photography through her creativity and originality. She was one of the finalists in Magnolia Home by Joanna Gaines’s search for new innovators.

Emma Werlin Miller graduated from The Thacher School in 2005 and George Washington University in 2009. She works for BKM Capital Partners, a real estate investment firm.

Miller is married to Eli, and they have a five-month-old named Levi.

They look forward to bringing Levi to Pegasus in the future.

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Haley and Miranda Young own Delta Squared Education, LLC, in Newport Beach, where they offer college advising, academic tutoring, and consulting for higher education. Both enjoy working with many past Pegasus students!

Haley and Miranda Young (’03) own Delta Squared Education, LLC in Newport Beach.

Hayley holds a B.A. in Chemistry with honors from the University of California, Irvine, an M.A. in Education from Harvard University’s Graduate School of Education, and an M.A. in Management from Duke University’s Fuqua School of Business.

Miranda holds a B.A. in Economics from the University of California, Irvine, where she graduated with Magna Cum Laude and Phi Beta Kappa honors, and an M.A. in Management from Duke University’s Fuqua School of Business.

In their free time, the Youngs serve as leaders on the UCI Alumni Association Board of Directors, UCI Young Alumni Council, UCI Brilliant Future Campaign, and Women United—Orange County United Way, as well as actively participate in events for Duke Alumni Orange County.

They are also current competitive

figure skaters and regionally-appointed Music Coordinators for U.S. Figure Skating. In addition, they enjoy running, Orange Theory fitness, golf, and yoga. Visit their website at www.delta2edu.com

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Shelby Bolen graduated in May 2020 with a dual master’s degree program (MSc/MA) in Global Media and Communication from the London School of Economics and the University of Southern California. She is currently working as a research analyst at the USC Annenberg Center on Communication Leadership & Policy.

Stephen Kim graduated with a degree in Applied Math-Economics from Brown University, where he was president of the Socially Responsible Investment Fund and was admitted

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ALUMNI CONNECTIONS

wine bar in Culver City, without any prior knowledge about wines. She soon found herself working as one of the city’s youngest sommeliers within the highest echelon of NYC’s dining and has spent the last year reflecting on her next career move.

Shifting from wine service to wine education, Makler is about to start her first venture as a business owner in NYC. She has partnered with three other industry veterans and is launching a two-pronged concept that aligns wine retail and education with food distribution, mutual aid, and a pop-up space for young chefs to showcase their work. Her new business, AMIGXS, is an LLC that Raquel Makler, Sommelier, co-owner of AMIGXS, will be launching her new business in 2021.

into Omicron Delta Epsilon, the Economics honor society. Following graduation, Kim spent two years as an investment banking analyst at Credit Suisse, where he was ranked top of his class. After Credit Suisse, he joined BC Partners, where he works as a Private Equity Associate and closed the largest Canadian public offering of all time (GFL).

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Alexandra Gandara is currently attending Chapman Law School and is on track to graduate in May 2022. She spent the summer of 2020 interning at the Riverside District Attorney’s Office and has been asked to return to intern for the summer of 2021. After working at the Riverside DA office, Gandara has chosen to pursue a career in criminal prosecution.

Kelsie Swift ’10 is living in Nashville, Tennessee, working in marketing at OMNIA Partners, a Cooperative Purchasing Company for the Public and Private Sector. She graduated from the University of Tennessee, Knoxville, with a B.S. in Public

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Relations, Advertising and Applied Communication.

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Raquel Makler (former Pegasus student) has spent the last two years as a sommelier in New York City.

She left Pegasus at the end of her sixth-grade year in 2009 to attend Orange County School of the Arts, where she explored singing, among other mediums. Her gift in music earned her acceptance at Berklee College of Music in Boston, a premiere music college and performing arts conservatory, where she studied to become a jazz vocalist. During her two years at Berklee, Makler grew to love the East Coast and knew New York was next on her list of places to explore.

Makler worked in restaurants as an after school job during her high school and college years. She gained insight on hospitality, humility, and a strong work ethic. At only twenty years old, she worked her way up to managing a molecular gastronomy restaurant in West Hollywood, and she hasn’t looked back since. The art of wine, however, was a career she discovered unexpectedly after landing a job at a

Top: Nick Crabtree (’12) (left) with a Boise State Bronco teammate. Bottom: Crabtree graduated in 2020 from Boise State University with a B.A. in Communication, along with a certificate in Public Relations.

ALUMNI CONNECTIONS

will host free wine education for marginalized groups, along with selling wine to those in the community.

AMIGXS has partnered with the non-profit AUXILIO, which will host a CSA program for those on WIC/ SNAP to provide fresh produce to the underserved and will have a small café menu for take-out.

Visit the AMIGXS and AUXILIO websites for more information: amigxsvino.com, auxiliospace.org

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Nick Crabtree graduated from Boise State University with a B.A. in Communication, along with a certificate in Public Relations. Upon graduating, he landed a part-time job with Amherst Madison Real Estate Advisors in their public relations/ marketing department. Crabtree also played as starting right tackle for the Boise State football team during the 2020/21 season, which was cut short due to COVID. Although he was eligible to play one more year, he chose to retire and continue working at Amherst Madison, building a career in public relations.

Claire Dwyer graduated with honors from Pomona College in 2020 with a B.A. in Late Antique-Medieval Studies, and a minor in Classics. She was also Phi Beta Kappa. Dwyer is currently a Ph.D. student in history at Columbia University, studying law in medieval Iberia.

Lauren Kim graduated in December 2020 from Brown University with a degree in Business Entrepreneurship.

She is currently exploring employment opportunities.

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Dylan Murray (former Pegasus student) moved back to the UK at the end of his seventh-grade year in 2014 and recently graduated from Marlborough College, in Marlborough, England. He played rugby for the 1st XV as well as cricket. Murray

Ishika Sachdeva (’16) is thrilled to publish her first book, Raging Waters in the South China Sea. Her other two books, China’s Power Grab and Expanding Claims and Belts and Roads under Beijing’s Thumb are in the works to be published.

attends Durham University, studying finance. He also plans to continue playing rugby as Durham, known for both its fierce academic reputation and competitive sports, and they are current collegiate champions.

Ishika Sachdeva dedicated seven months of quarantine time in the summer of 2020 toward researching and co-writing a non-fiction book series on conflicts, resources, history, and diplomacy in Asia. She’s excited to share that her first book, Raging

Waters in the South China Sea, is published and available on Amazon.

This book covers China’s artificial island construction, militarized islands, the environmental threat to coral reefs, conflicting territorial claims, and more.

It is written with brevity and clarity to be understood by anyone without context to regional issues. Sachdea’s future two books, which are still in the works, will cover human rights, trade, border conflicts, China’s social credit system and issues involving dozens of countries in Asia. She has dedicated

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ALUMNI CONNECTIONS

Left: Yazzie Suleiman (’17) has received four Best Delegate and eight Research awards during her time in the Huntington Beach High School Model United Nations program. Right: As the founder of the Huntington Beach High School’s chapter of Operation Smile, she has sent blankets and medical supplies to children in Rwanda and Madagascar undergoing surgery for cleft lip and palate.

this series to several Pegasus teachers including Nancy Wilder, Dustan and Christine Bridges, James Swiger, and Coach Charles Tyler, who Sachdeva says, “equipped me with the skills I needed to accomplish this project, but most importantly, taught me to push myself to achieve more.”

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Molly Joyce committed to play Division 1 volleyball for Boston College, an Atlantic Coast Conference (ACC) team. She is thrilled about the opportunity and her new venture to attend school in Boston in the fall 2021.

Yasmin (Yazzie) Suleiman is a senior at Huntington Beach High School, which has a well-known Model United Nations (MUN) program. A highlight of the program was her junior trip to the United Nations in New York in February 2020, just before the pandemic. Suleiman and 30 HBHS delegates competed with 5000 delegates

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worldwide and won top honors in all areas. During her time in the program, she has received four Best Delegate and eight Research awards.

Suleiman is also a Senior Student MUN Teacher for the freshmen, as well as a teaching assistant for Freshman Honors English, for which she develops curriculum, grades essays, and holds office hours. In addition, she writes articles for a local magazine. As the founder of the HBHS chapter of Operation Smile, Suleiman has raised funds and sent blankets and medical supplies to children in Rwanda and Madagascar undergoing surgery for cleft lip and palate. She attributes her strong writing, debate skills and time management to all of her wonderful Pegasus teachers! Suleiman is looking forward to resuming the Pegasus middle school MUN program she developed with Mr. Swiger in the spring of 2021, and sharing her passion for speaking and public policy development with the students.

Emma Turner started a jewelry business called Stargirl Jewelry in August, 2020.

Since she was 10 years old, Emma has been interested in making and creating jewelry for her friends and family; however, what started as a hobby has turned into a passion. Due to COVID-19, she decided to use her newfound spare time to learn something new and cultivate her interest in starting a business. Turner’s mission is to create products that are of high quality but are also affordable. Each of her custom pieces is designed, handmade, and packaged with love. Website: stargirljewelryco.com / Instagram: stargirljewelrycom.

Lauren von Aspen is a senior at Corona del Mar High School, where she is currently captain of the girl’s wrestling team and the president and founder of the school’s philosophy club. Shortly before the COVID-19 pandemic hit, von Aspen had the opportunity to travel

ALUMNI CONNECTIONS

to Eswatini, where she conducted research on the impact a freshwater well had on the position of women within the community. Currently, she is working on her college applications and looking forward to the future.

Emma Turner (’17) started a jewelry business called Stargirl Jewelry in August, 2020.

In the fall of 2017, former Pegasus Thunder teammates and the Sage Hill School Lightning football team (L-R) Christo Karahalios (’17), Finn McClintock (’17) (quarterback), Daniel Sherlock (’17), and Ben Romeo (’17) repeated as the undefeated Express League champions and qualified for the CIF playoffs. They made it to the semi-finals, where they lost to Thacher. The Thacher team included Timothy Chadwick, former Pegasus student (center).

In Memory of Evan Werlin In loving memory of Evan Charles Werlin, M.D., former Pegasus student, who passed away peacefully on May 27, 2020, following a three-year hard-fought battle against a rare form of cancer. Evan excelled at everything he did; he graduated from Brown University Magna cum Laude in Biology and the University of Pennsylvania School of Medicine and went on to become a stellar General Surgery Resident at UCSF. Evan received the prestigious Teaching Excellence Award for Cherished Housestaff (T.E.A.C.H. Award) in 2017, the William P. Schecter Trauma Resident of the Year Award in 2019, and very recently matched at his top choice for Fellowship in Vascular Surgery at UCSF. He was a gifted surgeon with a deep passion for his chosen profession.

Evan lived life to the fullest and pursued his dreams wherever he could. He loved music, exotic travel, snowboarding, bicycling, marathon racing, cats and throwing pottery- to name a few. His passion for living was boundless and he continued to be positive and strong throughout even his battle with cancer. Those who loved him are heartbroken and devastated by the loss of such an incredible young man.

Evan is survived by his parents, Sally and Larry, his sisters Rachel and Emma, Matthew and Eli, his nieces and nephews Addison, Lorelai, Audrey and Levi Charles, his fiancée Alyssa Perez and his beloved cats Minerva and Moses.

Evan’s true legacy lies in the light he brought to the world of everyone who crossed paths with him.

Evan will continue to live going forward, through the hearts, minds and actions of those wanting to honor the kindness he so freely shared. The world was a better place with Evan in it.

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Mark Your Calendar!

Winter Intersession February 15–19 Pegasus Virtual Gala February 27 Spring Break April 12–16 Shakespeare Monologue Competition April 30 Virtual Open House May 27 Virtual Moving-up Ceremony/ Eighth-Grade Graduation June 10 36

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