Pegasus Magazine — Winter 2021/22

Issue 18 Winter 2021/22

Belonging Pegasus Magazine Winter 2021/22

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PEGASUS NOW

FEATURES

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ARGUING TO CONNECT

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BETTER WHEN WE ARE TOGETHER

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HUMBLE CONNECTIONS

HEAD’S MESSAGE

06 AT THE HEART OF PEGASUS

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TO ERR IS HUMAN, TO CREATE IS DIVINE

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TELL US ABOUT YOUR FRIENDS

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PEGASUS EMPOWERMENT

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THOSE WHO SOAR

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ALUMNI CONNECTIONS

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ALUM SPOTLIGHT

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MARK YOUR CALENDAR

THE PEGASUS SCHOOL

WINTER 2021/22 www.thepegasusschool.org

EDITORIAL BOARD

Jason Lopez, Head of School J.J. McGawn, Editor and Writer Rick Davitt, Photographer Jennifer DeGrave, Director of Advancement Jennifer Green, Lower School Director Sharleen Samuelson, Director of Admissions and Enrollment James Swiger, Middle School Director Nancy Wilder, Middle School English Teacher Grace Zimmerman, Director of Communications WRITERS

Jason Lopez J.J. McGawn Nancy Wilder CONTRIBUTING WRITERS

Carla Boubes Becky Janda Kati Mowat-Nicholson Yasmin Suleiman Alex Vrabeck Griffin Vrabeck Grace Zimmerman

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.

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.

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

Grace Zimmerman GRAPHIC DESIGN

Kristen Winstead, Sund Studio

CORE VALUES

PORTRAIT OF A GRADUATE

CREATIVE AND ART DIRECTION

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

PHOTOGRAPHER

Rick Davitt PRINTING

NDM Communications

Pegasus Magazine is published annually and archived on the school’s website: thepegasusschool.org. Visit us online for additional information.

We welcome your feedback!

Please address queries and comments to Grace Zimmerman at communications@ thepegasusschool.org.

Pegasus Pegasus Magazine Magazine Winter Winter 2021/22 2020

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We want families and especially students to know that we are thinking of you, and you matter.

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HEAD'S MESSAGE

Where We

belong Pegasus is “a safe place to be smart,” but Pegasus is also just a safe place to be.

With the state of the world right now, it feels more important than ever for our children and families to know that they belong. Whether parents come into school to teach our students about Diwali, or our staff takes into account different cultures’ holidays when planning our school calendar, we want families and especially students to know that we are thinking of you, and you matter.

Many of the challenging issues the world faces today are researched and debated by Pegasus students which you will read about in this issue. Debate students analyze and argue some pretty hefty topics from both sides which opens their minds to new ways of thinking and solving problems.

In this issue, you will hear eighth-grade English teacher Nancy Wilder, discuss strengthening our community, through a sense of belonging, student-teacher relationships and experiential learning experiences including outdoor education trips. Through all of the challenges caused by the pandemic, we are emerging as a stronger, more appreciative and more resilient community.

Showing our students that they are not alone leads to a feeling of belonging. In this issue, you will also learn about how Pegasus challenges students, not only academically but personally. Through that process we encourage students to humble themselves and ask for help when they need it. We remind students that their teachers and parents are here to support them through their struggles and often, it is through those struggles that incredible growth happens.

Art, music and theatre classes help students learn more about themselves and in turn, encourages students to feel more comfortable expressing themselves. Pegasus alum, Yasamin Suleiman describes that very feeling of selfexpression while attending Sans Fards day as an eighth grader

at Pegasus. She wants students to know the power of their words and to that end, came back to Pegasus to teach a Model United Nations class.

It takes courage to show one’s self, but when students feel safe and know that they belong, they do just that and it never ceases to amaze me.

We invite you in, you belong here. Please enjoy reading about our vibrant community.

Jason Lopez Head of School

Pegasus Magazine Winter 2021/22

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At the

Heart of Pegasus

By Carla Boubes

Kind Contributions When SHARLENE & NEEL GROVER first toured Pegasus, they were instantly drawn to the school’s warm and inviting community.

Five years later, sons Kai (’26) and Kade (’28) are thriving in the kind and supportive environment at Pegasus.

“Kai is a key part of our classroom,” says Kelly Barlow, fourth grade teacher. “He is incredibly empathetic and kind, offering quiet help to anyone who needs it.” This past summer, Kai created a 3-in-1 pencil kit called Kai’s School Supplies.

Enlisting the help of Kade, they assembled pencils, sharpeners,

and eraser kits as Kai began selling them to families in their community. Kai partnered with Project Hope Alliance, and for every product sold, Kai donates pencils to students in need.

Kade, an avid Star Wars fan, loves science. “Kade’s enthusiasm and passion for science are contagious,” writes Johna Bogue, lower school science teacher. “He is a hard worker who has the confidence to take chances that enable him to learn through challenges.” Kade’s dream is to one day eradicate all viruses and enable people to live forever.

Sharlene is also active in the Pegasus community in her third year as PEGtalks co-chair along with Leila Cesario. As co-chair, Sharlene aims to enrich the community by welcoming a diverse list of compelling speakers.

The Grover family enjoys walks on the beach with their dog Karma, playing tennis, movie nights and celebrating Star Wars Day. Sharlene and Neel encourage their sons to challenge themselves and work hard academically, while emphasizing that kindness and positivity come first.

Heart of Gold Attending Pegasus from age four, Pegasus alum ALEX VRABECK (’09) learned firsthand about the long lasting relationships that are formed at Pegasus. Vrabeck quickly made a lifelong friend in Preschool and it was at Pegasus that she discovered her love for service and giving back. In eighth grade, she took a service learning elective with Christine Bridges that set her on a journey working with nonprofit groups. Vrabeck continued to spread her wings and pursued her educational interests by earning a degree in political science, business and social work. Vrabeck then went onto USC where she earned a master’s degree in public administration with an emphasis in nonprofit management.

As Vrabeck continued her career in fundraising, the position of Associate Director of Advancement- Alumni Relations and Events at Pegasus became available. Vrabeck’s interview process was unique as she was interviewed by some of her Pegasus teachers. Vrabeck was hired in March 2021 and continues to develop meaningful relationships with alumni while organizing community building events. Among other alumni engagement

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initiatives, Vrabeck started an alumni book club with recommendations from current teachers.

In her spare time,Vrabeck volunteers at the Friendship Shelter in Laguna Beach where she enjoys preparing meals for up to 30 people. “I love supporting my community, connecting with others and making a difference.” “Alex is an amazing person with a heart of gold,” says Christine Bridges, Activities and Athletic Director, who has known Vrabeck as a student, peer, and now friend. “What a blessing to be able to see her grow up and work with her now!” As a Pegasus alum, Vrabeck continues to soar while helping others along the way.

AT THE HEART OF PEGASUS

Strong Roots The thought of leaving Pegasus after ten years seems slightly surreal for SHAURYA M. (’22). “I feel like I’ve been prepared pretty well to move on,” he says with a shy smile.

“But I’m still kind of reluctant to leave.”

Shaurya’s time at Pegasus is full. From math tournaments in second grade, to his current role as captain of the debate team, Shaurya is not one to shy away from unique opportunities Pegasus offers.

Last spring, Shaurya participated in the Orange County Science and Engineering Fair, one of the largest in the nation.

His project, an algorithm

that detects if websites are collecting a user’s data for negative intentions, earned him second place within his division. This led to an invitation to compete in The Broadcom Masters, the nation’s premier middle school STEM competition.

“Very few students are given this honor,” explains Julie Warren, seventh-grade science teacher, speaking of the Broadcom Masters nomination. “He has an incredible future ahead of him due to his forward thinking, dedication to his studies, and desire to go the extra mile,” Warren continues, “I am so proud of him.”

Outside of school, Shaurya and his family started a project called “Sustain with Change.” Noticing a rise in use of disposable takeout containers during the pandemic, the family’s environmental initiative attempts to “make the world, specifically restaurants, more sustainable through different packaging options,” he explains.

Shaurya is grateful for the continued support from his teachers and family who encourage him to set his sights high.

As Confucius observed, “Cultivate the root; the leaves and branches will take care of themselves.” Shaurya’s strong Pegasus roots continue to inspire his incredible growth and spirit.

Living the Dream JIL LLEWELLYN is thrilled to be living out her lifelong dream

of being a math teacher.

Llewellyn graduated from the University of Notre Dame with a degree in mathematics and went on to work for the family business. After what she describes as a quarter-life crisis, Llewellyn returned to school to earn her teaching credential.

In her fourth year at Pegasus, Llewellyn continues to live out her dream by sharing her love for math with those around her.

“She has a calm wisdom mixed with a high energy and excitement for math!” describes Kathy DeBest, middle school computer science teacher and longtime friend to Llewellyn.

“Just get her talking about math and you will want to be a student in her class because she makes the subject so exciting.”

Llewelly’s zeal for math is indeed infectious. She strives to keep her students engaged and does so through fun and inventive projects. “I love when people come in here — there are scraps of paper on the floor,” she laughs. “This doesn’t look like a math class.”

Llewellyn’s group projects not only teach students math but also how to be leaders, how to delegate and collaborate. “We are making good citizens for the world,” she says. “Teaching them these lifelong skills they need.”

While the pandemic undoubtedly brought many obstacles to the classroom, Llewellyn saw it as an opportunity to try new teaching methods, such as a flipped classroom and digitizing her lessons.

When she’s not creating exciting new lessons, Llewellyn enjoys bowling and swimming.

Being a mother to Hank Llewellyn (’22) is her other dream job.

Carla Boubes is a proud mother to Hugo (’29) and Oscar (age 4).

She enjoys traveling with her family, practicing yoga and gardening.

Contact: carla.boubes@gmail.com

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Arguing to

Connect

By J.J. McGawn

Making these connections between opposing views stimulates our brains to be more creative and innovative, opening up solutions for problem solving.

When eighth-grade debate student, Teagan W. challenged her own bias and preconceived opinion about eating meat, she had to get creative to argue that eating meat was best.

“I enjoyed debating, ‘whether or not people should eat meat.’

Most of the evidence I had going in was on the side that people should not eat meat. But we won arguing the opposing side with a creative argument I came up with about how our agriculture system couldn’t support everyone switching to a

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vegetarian lifestyle because the soil would get worn out from growing that many crops. It wouldn’t be sustainable.” She was pleased with the result and the process getting there.

Srini Pillay, Assistant Clinical Professor at Harvard Medical School describes how our brains fire when we try to map out similarities and make connections between two opposing views. In Psychology Today, Pillay writes, “The more we map similarities between ideas that are very different, the more key

FEATURE

‘innovation hubs’ like the frontopolar cortex activate. But we are also biased against creativity because of the challenge change brings.” Our brains function differently when we work hard to understand an opposing viewpoint. It is so difficult in fact, to make these connections of similarities between opposing views that Pillay says, “we often just give up.”

Making these connections between opposing views stimulates our brains to be more creative and innovative, opening up solutions for problem solving. Pillay suggests that sometimes by exploring creative connections, we can come up with solutions we probably wouldn’t find with linear thinking.

Isn’t that what education is all about?

Eyes on the Prize Debate students are motivated by winning competitions and earning trophies. That inspiration drives Pegasus sixth, seventh and eighth-grade debaters to analyze topics from opposing views. Armed with data and facts mined from sources screened for bias, students open their minds to more than they thought possible, creating stronger, creative voices for change. As debate teacher Josh Thimons explains, “The hook of the program is that the students are competing for and getting trophies in the end. But the trophies are really irrelevant. In that process of preparing for competition, the students are motivated and accountable to the team in an area where their teammates really care.” The drive to work hard for the trophies and not disappoint their teammates motivates students to carefully prepare and analyze winning arguments on both sides of a topic.

Complex Topics As part of the Orange County Debate League, Pegasus debate students prepare two topics over a month and a half prior to their debate competition. One topic is often weightier, such as “is Saudi Arabia an ally or enemy?” or “should ocean exploration be valued over space exploration?”

The second is more of an everyday topic about their pets or school schedule for example. At first blush, some of the weightier topics might seem to be too much for middle schoolers, but the students are up for the challenge and enjoy delving into these important issues of the day. Seventh grader Phoebe J. explained, “I like learning about the topics because they are recent topics that big people are talking about. It is fun to research them rather than just knowing that they happened.” Eighth grader Teagan W. agrees, “I have had a lot of political discussions with my friends and teammates [because of debate] and that was fun because you usually don’t get to do that.” The simple act of accessing topics normally reserved for adults broadens the students’ minds and opens new avenues for thought and discussion.

Addressing topics students wouldn’t usually talk about, helps them make connections in surprising places. Eighth grader Shaurya M. explains, “Both of my parents really encouraged me to get interested in current events, so I like talking with them about my debate topics. They ask me about my points and sometimes suggest another viewpoint. It is fun to talk with them about it and it’s helped me win.” The family dinner can be a great place to brainstorm different arguments and angles on topics. And it might even help the students strengthen their arguments on either side.

Bias (n): an inclination of temperament or outlook In the first class after the topics for the next debate are announced, Thimons challenges the students’ biases. “When we get a new topic, we usually spend a class discussing their ‘priors’ [or preconceived biases] without digging into intense research. I want to understand what they already know and their biases before going into the debate. For example, one topic is, ‘students should get the day after Halloween off school.’ That is an example of a topic that the students know a lot about, and they have a strong bias.” He goes on to explain, “I spend much of the first class pushing them from their initial bias. Learning takes place best when your preconceived notions are questioned.”

Students were curious and almost triumphant describing when their prior biases were questioned, and during the debate preparation, they sometimes ended up changing their minds. “On the topic of, ‘should ocean exploration be prioritized over space exploration?’ at first, I was more on

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FEATURE

bias which can affect the credibility of what they are saying.”

Evan B. agreed. “Depending on each topic, we look for reliable sources.

We look at websites ending in “.org,” “.gov” and “.edu” first because they are the most reliable. Wikipedia can be edited by anyone. You need a reliable source, a doctor or scientist. Not someone who wrote on the site without factual evidence.”

It turns out, critical thinking and savvy research skills help the students in other classes too. Shaurya M. explained, “Debate has helped me with the rest of my classes with research. We research in other classes such as English and social studies. Debate taught me how to research accurately, how to find meaningful statistics, and how to know what to look for while researching.”

Getting to the meat of how to decipher credible research pays off.

Hearts and Minds

the side that space exploration was more important. But [I learned that], much of our food and some cures for illnesses come from the ocean. One ingredient of the COVID-19 vaccine is from horseshoe crab blood. From space, we use technology and get more knowledge about the universe, but I feel like the ocean is more beneficial.

I switched my mind on that one and I liked that,” seventh grader Evan B. explained with a grin.

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Just the Facts, Ma’am Vetting research sources is key to building a strong debate argument.

Learning how to discern a credible online source to find reliable facts is critical. Teagan W. explained, “We have done a lot of work on questioning if a research source is biased because even popular newspapers oftentimes have

In their quest for hardware and the team win, students will put in great efforts to make sure they prepare the strongest case possible. This often involves active engagement in current events. Teagan W. described preparing for a debate in January 2021 on the topic of whether social media does more harm than good. “That was around the time of the January 6th attacks [on the U.S. Capitol building].

Since the attacks were organized on social media, we had to incorporate that into our arguments at the very last minute and that was a lot of work. It was hard that things were constantly changing, and we had to keep up with that. But even if you lose, just knowing that you were able to be there and speak your mind and fight what the other side was saying was really rewarding,” says Teagan W. Investment in the competition drives students to pay close attention to what is happening in their topic in the greater world. By caring about the competition, the students in turn care more about the topics.

FEATURE

Caring about the topics also helps students learn how to express their thoughts and feelings better. “Debate helped me to be more confident in my abilities and express myself better,” says Shaurya M. He went on to explain that debate helped him in another class where he was able to “show more emotions in my Shakespeare monologue which helped me get a better grade.”

Articulating and expressing their own feelings is an important muscle the students learn to flex.

Students also gain access to self expression through the new vocabulary gained by discussing complex topics.

Thimons explained, “Last year we debated affirmative action and it required uncomfortable conversations about race that a lot of the students had not had before. Maybe they had heard the conversations, but they had not had them themselves. There is a learning process about what language is appropriate when discussing race.

Understandably, some of them struggled because it wasn’t part of their lexicon before.” Thimons continued, “Most of the time when a student says something that might be deemed offensive or disrespectful it’s not from a place of purpose, it’s just that they are unfamiliar with how to put the words together.” Stretching to digest and analyze new topics, challenges the students emotionally and intellectually and gives them access to more ways to express their thoughts and opinions.

Debate is a Team Sport Debate is a team sport that challenges students to think differently and work together. They are motivated to work hard and do well because they are accountable to their teammates. This increases their effort level and the students enjoy collaborating. Seventh grader Evan B. explains, “Working with other people is always fun because they might have ideas and opinions

you might not have ever thought of.

Everyone contributes to your team. It is fun to work with people rather than alone. Doing research alone is more boring and less exciting than doing it with someone else who can help you.”

Future Leaders Thimons hopes the debate students will continue to use their debate skills in the future. “I want the students to be future leaders of the world. They are probably not going to change the problems that ail our society while they are at Pegasus, but my hope is that they can start to build the tools to be leaders in thought. At the end of the day, everyone is a salesperson and I’m trying to help them become better salespeople of their ideas as they use their voice for positive change. Right now, they are

more focused on winning tournaments and trophies, as I would be in seventh and eighth grade. But I hope that while their brains are developing at such a rapid pace and the synapses are being fired, they develop an ability to think critically, think with an open mind and with their powers of persuasion, create positive change.”

Pegasus debate students found an educational sweet spot. Working with their teammates to analyze both sides of important topics of the day opens their minds to creative thinking and new possibilities.

J.J. McGawn, mother of Brady (‘20) and Janie (‘22) is a writer, former attorney and advanced beginner tennis player. She enjoys walks on the beach with her family and rambunctious puppy.

Contact: jjmcgawn@gmail.com Pegasus Magazine Winter 2021/22

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PROGRAM

To Err is Human,

to Create is Divine

By Kati Mowat-Nicholson Ivette Hermann greets me warmly, wearing

Creativity Takes Courage

a paint-splattered apron. Something about this talented artist’s open, accepting smile If you can walk, compels me to share a deep dark secret.

“I’m not good at art. I can’t draw.” I “Art takes practice, just like sports or you can dance. mumble, embarrassed. music. Creating art is about the process, If you can talk, She laughs reassuringly. “You’re saying ‘I not necessarily the product,” adds Lindsay can’t draw,’ and that makes you think you Petralia, whose passions include printyou can sing. aren’t artistic? The ability to draw something making and textile art. She teaches visual arts realistically, that’s a technical skill. But drawing to Kindergarten through third grade. Hermann, is just one way to express yourself creatively.” an experienced visual arts teacher agrees, “At Fortunately, Pegasus students are provided many Pegasus, we want to elevate content. Content is your opportunities to express themselves creatively. In visual arts, self-expression, your desire to create. And it takes courage to students are exposed to mediums such as paints and pastels, express yourself and to be creative,” she explains. ceramics and sculpture, glass-fusing, photography, printTo drive that point home, students are introduced to art making, and textiles. In the performing arts, they act, sing, and artists that are traditionally overlooked. “We do talk about dance, and play instruments.

‘The Masters,’” Hermann explains, “But, they come from I realize how limited my definition of art has been and I feel a very Eurocentric perspective. I think it is crucial for our encouraged. Hermann is obviously deft at breaking down any students to see multiple points of view, particularly ones that barriers her students have erected around their inner artist. are different from their own.” The stories of contemporary

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PROGRAM

artists or artists with different backgrounds, life experiences, and histories resonate with Hermann’s students, “When our students learn more about somebody, they think, ‘Oh! I get your story now!’ and they feel more comfortable just being themselves.”

Creating an environment where her students feel safe, knowing they are not alone and that they are an important part of something bigger than themselves, is intrinsic to how Hermann teaches.

Turning Mistakes into Masterpieces For many students, the music room and theater stage are also safe spaces where they are free to take risks and work through mistakes. Students often feel the need to be perfect, and Cheryl Wilson, who teaches music and performing arts, sees the impact this pressure has on her students.

“Younger students will try anything. They have lots of ideas! But around third grade, suddenly they are afraid they aren’t going to have the right idea.” Janice Krell, writer, choreographer, and theater teacher adds, “We want our students to feel comfortable taking risks.

We want them to be confident that when they do make a mistake, they will recover from it, and they will learn from it, and maybe apply what they learned next time.”

“Mistakes happen,” agrees Petralia, “Most things in life don’t turn out how they’re planned. In my class, students learn that sometimes it’s more fun to work with a mistake; to just see where it takes you.” To reinforce this philosophy, each year Petralia shares one of her favorite books with her students. “I love reading, Beautiful Oops by Barney Saltzberg!” she exclaims, “It reminds students that a mistake is really just an opportunity to get creative, to use what you’ve learned!”

When a three-dimensional art project kept falling over, a group of students worked together, applying their well-honed problem-solving skills. Petralia remembers the moment fondly, “It took a lot of engineering and experimenting to figure out ‘Why is it doing that? What is working? What’s not working?

Let’s cut it. Let’s glue it. Let’s fold it.’ After much perseverance and patience, they figure it out,” she recalls.

A Shared Experience It’s one thing to make a mistake on a canvas, but it’s quite another to do so, on stage, in front of hundreds of people. But, much like life, theater is meant to be a shared experience.

“In theater,” Krell shares, “students have to remember all their lines and their blocking, they have to remember their choreography, and remember their lyrics. It takes grit and endurance.” Wilson adds, “If you forget a line or your zipper breaks, you have to find a way back from that. You have to solve that problem in real-time.”

Fortunately, students and performers alike have learned they can count on each other. “Theater teaches you not only about relying on yourself, but also about relying on each other.” says Krell “They may not normally hang out together, but they help each other, they trust each other.”

Overcoming these challenges together creates strong bonds between the students.

Wilson smiles broadly, “When it all clicks, there is something really great about being a part of something bigger than you. You know you were a part of it, that you contributed, but it’s a nice shift to say ‘Look what we did!’”

Arts encourage students to find and express themselves, bonding them together as part of the Pegasus community.

Kati Mowat-Nicholson is the proud mom of Kindergartener, Charlotte (’30) and step-mom to two teenage girls. When she isn’t SAHM-ing, she is burning the midnight oil designing websites, writing, and producing Read-Aloud videos for kids on her YouTube channel, The Reading Lap.

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Key parts of the Pegasus experience include activities where students can find a place to belong, a place to know others, and a place to be known.

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FEATURE

Better When We’re

together

By Nancy Wilder For a poetry presentation in eighth-grade English, Katelyn

Y. shared a poem by Kimberly Casey called “The Golden Hour,” which includes these lines: “Every other seat empty,/ each face masked, some with simple fabric, others/medicalgrade filtration set beneath serious eyes.” Casey poses the question, “How do we grieve/one loss among so many?”

Naturally, the poem Katelyn chose led to a discussion about how the pandemic has impacted our lives. After several students shared their ideas, Mateen N. offered this bit of wisdom: “I don’t think we really know how the pandemic has affected us because we’re still in it.” This young scholar makes a powerful point, and educators have begun to understand only a portion of the wide ranging impact of the last two years. Yet, they are working diligently to address the myriad challenges that have arisen since March 2020. Rebuilding relationships and reestablishing community are among these challenges.

When the pandemic forced schools to transition to remote learning, the shockwaves reverberated loudly and quickly.

The community disruption was palpable. With the help of technology, we could meet as a whole class or in small groups; however, the experience disrupted the natural flow of relationships. Seeing faces in Zoom rectangles pales in comparison to the in-person option. While educators pivoted to navigate unfamiliar technology and adopt new teaching methods, they also carried the deep concern about the wellbeing of their students. In a virtual world, how can they help struggling students? How will students react to the inability to laugh with their friends or play tetherball or collaborate with classmates? How will the lack of a morning “Hello, I’m glad you’re here” affect their social and emotional well-being? Do students have what they need to weather the storm?

During the 2020-21 school year, Pegasus transitioned to the HyFlex model, which allowed students the chance to learn in-person, online, or a combination of both. While grateful for these options for learning, the community was challenged and,

nonetheless, felt the disruption. Meanwhile, students at home dealt with the challenges of technology, additional distractions, and social isolation. On campus, students stayed in the same classroom for much of the day and were unable to mingle with friends in other cohorts or classes.

Consequently, the eighth graders, the natural leaders on campus, became nearly invisible to the student body.

Opportunities for leadership evaporated, and younger students missed the chance to see eighth graders in those leadership roles. Without in-person community gatherings, eighth graders missed the chance to fulfill the tradition of sitting on the back wall. Additionally, they did not have the long-awaited opportunities to lead sports teams or play lead roles in theater performances. Sports seasons, dances, field trips, outdoor education trips, and other group activities crowded the list of canceled events. Students lost connections, teachers lost connections, and parents lost connections.

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We Thrive Together To revive their communities, schools now must work to reestablish and rebuild what they lost. In her article “Well and Good,” Donna Orem, President of National Association of Independent Schools (NAIS), notes that “rebuilding schools around the concept of well-being may be the most important future work of independent schools, and the time to get started is now” (Independent School 2021, Summer p. 8).

Embedded in the Pegasus culture has always been a focus on student well-being. When Dr. Laura Hathaway founded the school, she stressed the importance of educating the whole child. Although the tagline “a safe place to be smart” speaks of academic and intellectual safety, key parts of the Pegasus experience include activities where students can find a place to belong, a place to know others, and a place to be known.

Face-to-face collaboration and teamwork give students multiple opportunities where they can “discover and develop their unique gifts” (Pegasus Mission Statement). For example, the annual monologue competition during Shakespeare Week in April sometimes allows a shy student not only the chance to dress as Macbeth but also a chance to shine. The middle school theater program often gives first-time performers a chance to discover their talent. Middle school advisory groups offer a small-group atmosphere where students can express their ideas and support each other.

Time Together Among these Pegasus experiences that challenge students and help them build relationships with each other and with their teachers are the middle school outdoor education trips: AstroCamp in sixth grade, Catalina Island in seventh grade, and Arizona in eighth grade. Because of health and safety concerns, the current eighth graders missed both the sixthgrade trip to AstroCamp scheduled for May 2020, and the seventh-grade trip to Catalina Island in September 2020.

Christine Palme, mother of Garrett ’16, Andrew ’18, Jenna

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’21, and Jessica ’21, offers her perspective on the loss of those trips. Her older boys attended all three trips where they made “lifelong memories with childhood friends,” which her daughters missed in eighth grade. Look at any yearbook, where many eighth graders mention the Arizona trip as the highpoint of their final year at Pegasus. “It isn’t every day you have the chance to travel with fifty friends and classmates and experience exciting activities in a pretty amazing place,” Palme continued.

Additionally, the outdoor education trips allow students to gain confidence and learn independence. Pooneh Khazei, mother of Nadia ’17 and Kian ’22, recognizes the value in her daughter’s experiences, compared with those of her son, a current eighth grader. “Nadia has a stronger sense of being able to manage without us [parents] as she’s done it more often. She also has a higher tolerance for challenging living environments as a result of the camp conditions in Catalina,” Pooneh observed. Angie Karahalios, mother of Nick ’15, Christo ’17, Steven ’19, and James ’21, agrees.

“The trips created a more holistic experience in learning, cooperating, and socializing with classmates who my kids didn’t necessarily hang out with. It was exciting to learn and bond at a different venue, especially in nature at the beautiful Grand Canyon.”

We Are Family The return of outdoor education trips in middle school ushered in the return of important bonding experiences beyond the classroom. This past September, as the Class of 2022 boarded two buses headed to Arizona, there seemed to be a collective sigh of relief in those early morning hours.

After many months of isolation and disappointment, the group finally had a chance to travel together, thanks to the detailed planning of the administration and Christine Bridges, the Activities and Athletics Director. According to Bridges, the trips provide opportunities for students to “push their limits outside their comfort zone and to live in close quarters with their classmates.” She recognizes the skills the

FEATURE

students need to be successful on the trips: self-management, responsibility, and self-awareness. “Students feel a sense of pride when they travel with their school,” Bridges said. “It’s also nice for them to make connections with their teachers in a different setting.”

Because students are away from their families during these trips, they become more of a family with their classmates and teachers. “It’s important to pry kids away from their parents and give them a somewhat independent living experience,” Kian K., an eighth grader, remarked. A classmate nodded in agreement. “The long bus rides forced us to have conversations because we spent so much time with the same group of people,” Marcus S. added. Hearing the din of conversations and laughter, playing card games in the bus aisle, and having the patience to listen to the entire rendition of “one hundred bottles of milk on the wall” united the community in celebration: we were finally together. The frequent laughter reminded us that yes, we are better when we’re together.

Dustan Bridges, eighth-grade math teacher, has chaperoned these trips for many years. “Kids grow up because they have to. It’s a non-optional maturing process. Especially for the students who joined Pegasus during seventh grade, before the trip, they knew only the kids in their cohorts,” Bridges said. Sophia M., one of these students, realized the value of the trip. “It allowed me to see my classmates and friends in a new way. There are so many fun opportunities to get to know people that I wouldn’t have at school. It was something really special.” Sharing a cabin, eating together, hiking Mount Humphreys, experiencing the splendor of the Grand Canyon, and finding their way through the dark, rocky lava tube gave students once-in-a-lifetime experiences that stay with them long after they graduate. Christina Ngo, eighth-grade social studies teacher, noticed a difference in the students. “They definitely have a stronger sense of how to support each other.” When they returned to school, the Class of 2022 felt more confident and more connected.

For the seventh-grade trip, the students had the chance to travel to Catalina Island. Remy Carl, middle school math teacher, appreciates getting to know her students in a different setting. “We have the chance to see each other as more than a teacher or a student.” At Catalina, the students hike, kayak, and snorkel. According to Carl, “The night snorkel challenges plenty of students. Having the chance to see bioluminescence makes them forget what they were afraid of.” Relying on each other through these challenging experiences in the natural world helps students overcome their fears together and build trust. Another key part of the growth that occurs during the Catalina trip involves students relying on chaperones and classmates to make it through the experience. Stepping outside their comfort zones often results in becoming physically or emotionally stressed. “We have to rely on each other to make it through the week. And the students have a chance to see

teachers stretched, so they are reminded that we are also human beings,” Carl added.

Seventh graders Oliver C. and Aarya S. commented on the value of the experience. “We learned a lot of independence because we didn’t have our parents with us,” Oliver said.

Aarya echoed this thought. “During the trip, we had to learn things by ourselves. It was hard for us, but in the end, we learned independence and creativity.” All of the students and teachers who leave the comfort of their routines during the trips return to Pegasus with a stronger sense of self and a greater appreciation for the people around them.

The success of these trips, along with the return of many in-person activities, has been a vital part of the rebuilding and reestablishing of the community. As Mateen suggested, we cannot make an accurate assessment of the wide-ranging impacts of the disruption and loss. Living with uncertainty, anxiety, and stress has taken its toll on every individual and on the community as a whole. Dealing with disappointment and readjusting our expectations, we have survived. The reassuring news is that we’re back together again, perhaps with a deeper sense of gratitude. Like caterpillars from our quarantined cocoons, we have emerged as a stronger, more appreciative, more resilient community.

Nancy Wilder spends her days in the Den of Scholars at The Pegasus School, where she enjoys teaching eighth-grade English and collecting humorous quotations from her young scholars.

Contact: nwilder@thepegasusschool.org

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Pegasus teachers help students feel comfortable and feel that they belong. When I was a student at Pegasus, I felt at home, and I saw that the teachers were happy to be there. I wanted my children to have the same feeling of belonging at their school that I had. The teachers at Pegasus foster a sense of community and help students build self-esteem, encouraging them to ask questions and learn from their mistakes. At Pegasus, students can be themselves.

—AMBER LAWRENCE KRIDEL (’07) PARENT OF COOPER (’30) AND PENELOPE (’31)

INSIGHTS

Tell us about your friends!

Ethan C. & Oliver P., Grade 3 “We have known each other since kindergarten and used to play together all the time.

We are still friends and play Janga and Mastermind in the library. We play games online from home too and email each other.”

Sid G., Chris C., Chris B., Grade 4 “We know each other well enough to get into arguments but then we get out of them.”

Amina S. & Kahlia N., Kindergarten “I like my friends so I am kind to them.”

“We are all kind to each other, when we upset each other, we apologize.” Malina L.

Malina L., Talia W., Anna P., Brooklyn N., Violet M., Grade 6

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“My friends make me feel happy when I am sad.” Anna P.

“My friends are accepting of who we are.” Violet M.

INSIGHTS

Dana L., Ella H., Raif A., & Giselle N., Grade 6 “We all have the same silly sense of humor and grew up together over the years.”

Michelle H., Kaiya H., Charlotte L., & Katherine J., Grade 7 “We’re in different classes but we became friends and we really bonded during our Catalina trip.”

Sadie G. & Maya R., Grade 3 “We have known each other since Kindergarten but we just started talking and being friends this year.”

Markus C., Adrian D., Beckett M., Max S., Amar P., Jonyar K., Daniel H., Jonas G., Darian S., & Seth W., Grade 6 “It was really easy to make friends. We all enjoy playing sports together and everyone here is kind.”

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PROGRAM

Pegasus

Empowerment

By Yasmin Suleiman To this day, one of my most vivid memories dates back to 2015 when I was a Pegasus seventh grader. During the Sans Fards Day celebration at school, all of the female students wore white tops, went make-up-free, and embraced our inherent beauty. As I stood among my peers, each of us accepting our natural state and motivating others to do the same, I felt a sense of belonging. I felt that I was allowed to be my inherent self and enjoyed inspiring others to do the same.

From that point forward, I aimed to expand my role in empowering others. I yearned to determine how to have a positive around me in the same way Sans Fards Day had a positive effect on me. In high school, I developed my skills of influence through Huntington Beach High School’s Model United Nations (MUN) program, where I learned to represent multiple nations and develop innovative solutions to some of the world’s most pressing issues. MUN

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itself centers around public speaking, research skills, and cooperating with other student delegates. During my time in the program, I expanded on these traits and embraced my ability to explore new perspectives and express unique opinions in my writing and with my voice. I developed diction and rhetoric in public speaking to better support my arguments —I commanded authority with my use of words.

As I pursued my passion for tackling global crises through MUN, I was fortunate to have the opportunity to travel to New York for an international Model UN conference during my junior year in high school. At this four-day conference, I distinctly remember hearing the chatter among the exhausted delegates as we neared the end of our first day of debate. I stood up, gave my speech, and watched as the room went silent. The one hundred and twenty tired delegates stopped what they were doing to look up at me as

PROGRAM

I drew from my Pegasus roots and determined that I want to become a political figure responsible for instilling positive change.

I spoke. In these two minutes and thirty seconds — I felt as if I had the power to command a universe— I drew from my Pegasus roots of empowerment and determined that I want to become a political figure responsible for instilling positive change. In that moment, I truly understood the significant impact MUN had on me, and I aspired to act as a role model, helping younger generations discover how to use public speaking More importantly, I hope to give back to the community that played such a significant role in defining my individuality.

As a university student, after brainstorming how I could effectively share my experiences with younger students, I came up with the idea to create an MUN elective for middle schoolers at Pegasus. I promptly contacted James Swiger, my former history teacher and current Middle School Director, and pitched him my idea. Once I earned faculty approval, I immediately began developing my own lesson plans, activities, and assignments geared toward sharing my adoration for MUN with younger students who had yet to find their voices. Lessons ranged from topics including the elimination of buzzwords, to proper utilization of body language, to my personal favorite, how to dress for conferences (suit and tie, of course). As a class, we spent time learning how to write position papers, establish compelling arguments, and create solutions to address a multitude of different situations. I watched my students’ eyes light up as they addressed topics including climate change, environmental migrants, and even Nike sneakers vs. Vans shoes. Students identified activities they were passionate about and learned to incorporate them into the topics we were discussing. One student tied his

interest in wildfires to his research on global warming, while another expanded upon her fascination with medicine by developing ways to address antibiotic resistance.

All of the time spent preparing speeches and drafting papers came to fruition on conference day when Pegasus MUNers competed against high school delegates in the HBHS Surf City Conference. These outstanding seventh graders collaborated with students from high schools to present their ideas, establish the dominant solutions, and conquer global challenges. With a strong Pegasus foundation, students stood out as they gave their speeches which commanded rooms.

On the first day of teaching my elective, I saw the “spark” in my seventh graders that differentiates Pegasus students from their peer schools. Each and every Pegasus MUNer was eager to learn and ready to master the arts of public speaking, research, and collaboration. Each and every Pegasus MUNer embodied the same passion and drive that had been ingrained in me during my time at the school. I am beyond blessed to have worked with such amazing faculty members and students during my time spent teaching the MUN elective. And, I have no doubt that these unique Pegasus students will positively influence the world and use their bright minds to soar!

Yasmin Suleiman (’17) now attends the University of California, Berkeley where she studies political science, legal studies, history and rhetoric. In her free time, she enjoys writing, volunteering in her local community, and watching the sunset. Contact: yasminrsuleiman@gmail.com Pegasus Magazine Winter 2021/22

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FEATURE

Humble

Connections

By J.J. McGawn with Becky Janda

“I don’t recall loving school as a student, but my kids never complain about waking up and going to Pegasus. Sometimes when I drop them off, they don’t even turn around to wave or say goodbye. And I have to say, ‘wait, give me a hug!’” Parent Jennifer Seo laughs as she describes morning drop-off for her Kindergartener and second grader. Parents choose Pegasus not only because of the excellent education, but also because of the strong community that supports and encourages students to be their best selves.

Teacher student relationships are the foundation of a student’s sense of belonging and the glue of the Pegasus community. “My daughter came home from Kindergarten the first week of school and said, ‘I am in love with my art teacher!’ Not, ‘I love my art teacher,’ but ‘I am in love with my art teacher,’” parent Kati Mowat-Nicholson laughs. That zing of connection is the magic of Pegasus.

Being new in a community can be tough at first. “I did worry last year because my daughter was one of two new students in her class, and all of the other students had been together the year before,” says Seo. “But she just jumped right in. The other students were so friendly and welcoming. It was as if she had been there for years.”

Whether families are new to Pegasus or have been here for over a decade, we all look for signs that we belong. We all have, “basic psychological needs—for emotional and physical safety; for close, supportive relationships— a sense of connection or belonging for autonomy, or a say in what happens to us; and for a sense of competence—a belief that we are capable people and able to learn,” asserts Eric Shaps, in his article “Creating a School Community.” (ACSD.org, March 2003). The sense of community at Pegasus is strong, and not by accident. Intentional acts build trust, connection, confidence, and competence among teachers, parents, and students. They set students up to explore their intellectual curiosities and exercise compassion.

Parents Jump In Whether it’s organizing lunch for the teachers, coordinating a middle school service project, welcoming new families, or interviewing new administrative candidates, engaged Pegasus parents step up. Pegasus intentionally provides opportunities for parents to get involved in various ways, such as being a room parent, a new family liaison, and reading to students in the library. While researching schools in the area, parent Alli Longenecker found Pegasus appealing, in part, because of the many opportunities for parent participation. “As a parent, I want to be involved in my child’s educational experience and there is no better place to do that than at Pegasus,” she said. This involvement helps build a sense of belonging within the community. As parents contribute, they meet other members of the community and find commonalities that bring them together.

Parents supporting the teachers and the teachers supporting the parents make a strong bond that creates a safe, supportive place for students. Third-grade teacher Kyra Sandstrom explains, “Parents are such a valuable piece to our campus because of the support they give us. Those friendly faces can be a safe place to land contributing to that sense of community.” Fourth-grade teacher Kelly Barlow agrees, “That is part of why we do what we do. As teachers, we feel connected to the parents and students.”

Autonomy is Key to Belonging Autonomy within these connections gives students and teachers a chance to learn about themselves and others, have a say in their journey, and develop confidence to be their best Pegasus Magazine Winter 2021/22

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FEATURE

students in my homeroom classroom with an incredibly competent teaching assistant helping me. I also have access to support teachers for help with students. And my students go to special [classes] which give me free blocks. I can do it. I am not on my own.

The teachers are set up to succeed, too.” These successes allow students and teachers alike to find their place and contribute value to the Pegasus community.

Giving Students Language While learning and gaining autonomy at school, students still need parent support. “Sometimes the students Trusting that support is take it too far and won’t let their there for them, students parents even check their backpack.

That’s not it, the parents are still the feel safe to go back out selves. That confidence helps parents and they can do that. . . Just students feel that they are valued and stretch themselves hands off the schoolwork,” explains and they, in turn, contribute to Sandstrom. further trying new the community and strengthen Teachers support their students those bonds. things and challenging in managing their parents in the context “We bond with people and themselves. of school work. Sandstrom describes this institutions that satisfy our needs for work: “We give students the language of belonging and community. . . when a what to say to their parents when the parents school meets a student’s basic psychological want to read their work. We even role play in class. needs, students become increasingly committed When your mom and dad want to change words in your Chit to the school’s norms, values and goals,” said Shaps.

Chat, the student can say, ‘No, thank you. Mrs. Sandstrom “Looking at the journey of a student here at Pegasus, our checked my work, and I am happy with my words.’ We teach lower school does a great job starting with the Pre-K through them to say, ‘Thank you so much for your suggestions, but I second grade years when students learn that school is safe, and have already finalized this with my teacher.’” your family is here to support you. In third grade, we start the Parent support remains important for students. Barlow independence program with homework and binders, a desk, explains, “I am also a parent of a third grader at Pegasus, and and responsibilities,” explains Sandstrom.

I am still engaged. My daughter will say to me that she has a Barlow continues, “Then in fourth grade students have science test coming up. Here is the study sheet, will you quiz assignments with a due date further out, or they might me and help me study? The students are learning from the have a test in two weeks. Or I’ll give the students a writing teachers how to involve their parents, and they take ownership assignment Monday that is due Friday. and the students have of it.” The students feel most comfortable when they are on the autonomy to determine when they will get it done.” solid footing with their own work, knowing they can do it but Sandstrom adds, “In fifth grade they get their project their parents are here to help support them when they need it. assignment, and we backwards plan. Here is the due date.

Three days back, where do you want to be? Then three days back again where do you want to be? We scaffold that in.”

This intentional training in autonomy, teaching students how to take care of their own assignments, leads to that “I did it’’ feeling and a sense of competence.

Pegasus also builds in autonomy and space for the teachers.

Barlow explains, “As teachers, we have the space to get to know the kids,” which is key to a Pegasus education. “I have twenty 26

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Imperfection and Willingness to Explore “Students are their own advocates and autonomy comes when you know how to speak in a way that helps you,” Sandstrom explains. “The students that try to hide things and go under

FEATURE

“When students don’t realize the power of their words and thinking, that is when fractures start. That’s where panic sets in because they aren’t willing to access those supports to help them out,” Sandstrom explains. Then she points out, “It requires responsibility and maturity; a humbleness of ‘I need some help, who can I reach out to; I don’t have to do this all on my own.’

Sometimes students don’t reach their full value because they don’t access all of the support that they have. But the kids who do really thrive, and that is what we want for all of our students.”

“We have other support staff, we have a math specialist, reading specialist, learning specialist, school counselors, and advisory groups in middle school,” Sandstrom explains. Barlow agrees, “There is almost always the right staff person here to help with what the student needs. I had a student today come in to say that she has her executive functioning group today. Isn’t that great that she was so proud of herself for remembering she had that today! They are happy to go, too, because they know it helps them.” The humility in knowing that students don’t always have to get things right on the first try and there are people available supporting them increases those connections between students and teachers or other support staff. Trusting that support is there for them, students feel safe to go back out and stretch themselves further trying new things and challenging themselves.

Curiosity and Compassion the radar and don’t follow the system, that is when they need that parent support.”

Barlow agrees, “Or when the students blame someone or something else. They need to own it and make a plan. But they didn’t just arrive like that in fourth grade. Pegasus has been building that the whole time. Others have been building that for us. It works pretty well.”

Barlow elaborates on the connection between confidence and competence. “If students are self-doubting and afraid to try something, that fear holds them back. We have a population of perfectionists who want to be perfect the first time they see or do something, they think they need to know how to do it on the first try and that is not life. You need to know how to ask questions, not to get it right, to fail and learn from that.”

Sandstrom agrees, “Students with autonomy are willing to try and fail as much as they are willing to try to succeed. They are willing to give something a try even if it doesn’t go right because they know how to change the thinking that wasn’t correct. And most of the time, they get it right. That is the funny piece. They know how to fix it or know how to reach out to get help to figure out how to fix it.” Students are here to learn and to be curious about the process, rather than focusing only on the result.

As set forth in the Pegasus Mission Statement, intellectual curiosity and compassion in this vibrant community encourages students to develop their unique gifts. Parent Kate Sun said it well: “What I would like for my student to learn from her time at Pegasus is, the ability to pursue happiness, the courage to face challenges, a love of learning and an appreciation of diversity. I would like her to have the curiosity to explore the world.”

Teacher Kelly Barlow’s words to her students and families resonate, “We encourage kids and families when they feel doubt that yes, they belong here. It is going to be bumpy; it will be hard sometimes, but this is where you are supposed to be. Families are here for a reason. It is not an accident.”

Working together with trust and confidence, Pegasus students will continue to soar.

J.J. McGawn, mother of Brady (’20) and Janie (’22) is a writer and former attorney. She enjoys walks on the beach with her family and rambunctious puppy. Contact: jjmcgawn@gmail. com. Becky Janda is the mother of Katherine (’23) and Elizabeth (’20), current member of the Pegasus Board of Trustees, past PTO President and past Gala co-chair. Now that she has done many of the big volunteer jobs at Pegasus, she is helping the local community with the Assistance League of Newport-Mesa. Contact: bjanda555@gmail.com Pegasus Magazine Winter 2021/22

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THOSE WHO SOAR

Rising to the

occasion

By Griffin Vrabeck

plan five events each year, managing a total guest attendance of six hundred people and two hundred dogs. In 2019, 2020, and 2021, Paige was named the Outstanding Board Member of the Year, and in 2020 received the Diamond Club Award for raising over $27,000. Two and a half years ago, Paige was voted to be the Chair of the PAWS board.

This is, however, merely the beginning of Paige’s philanthropic endeavors. A few years ago, after her father was diagnosed with Alzheimer’s, Paige joined the board of the Alzheimer’s Association Illinois Chapter. Eager to use her experience from PAWS in a new capacity, Paige became a full member of the Alzheimer’s Association several months ago. The Illinois Chapter organizes two fundraising events each year, and, similar to PAWS, Paige will garner corporate donors and sponsors, and raise awareness about the events.

Professionally, Paige started her career at CBRE, an office leasing agency. Recently, she moved to their competitor, Cushman + Wakefield, and works in downtown Chicago. Paige represents building owners in their search for and negotiations with occupants.

Paige was named As the job is largely reliant on the Outstanding Board networking, it inherently aids Member of the Year, her fundraising work. and in 2020 received While reminiscing on the Diamond Club her time at Pegasus, Paige fondly remembers Mr. Swiger Award for raising Paige Krueger (’08) still embodies the who was part of a group of over $27,000. kindness she learned as a panda in Mrs. Davis’ Pegasus faculty that accompanied Pre-K class. After graduating from the University students to Spain when she was of Wisconsin-Madison with a BS in Economics, she in sixth grade. The trip was incredible moved to Chicago to start her career. For the past four and and Paige is grateful that Pegasus afforded her a half years, she has been a member of the board of directors the opportunity to experience a different culture and travel at PAWS Chicago, a no kill animal shelter that facilitated at such a young age. Mr. Swiger was then also her seventh the adoption of over four thousand animals in 2020. As part grade history teacher and kept the class lively with his sense of the Professional Board, Paige’s responsibilities included of humor. History was one of the hardest classes she took at corporate fundraising and raising awareness. She currently Pegasus along with Mrs. Wilder’s English class. Both teachers serves on the Development Board and events committees that had a positive impact on her education.

Paige Krueger

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THOSE WHO SOAR

Sam Nitz A senior at the Massachusetts Institute of Technology, Sam Nitz (’13) is finishing a joint program in Computer Science and Molecular Biology. During his leave from school last year, Sam worked at a startup in Boston as a bioinformatics engineer developing a rapid sepsis diagnostic. Currently, he assists in research at the Broad Institute, where he uses machine learning to discover drug combinations that combat antibiotic resistance.

Sam credits Pegasus for helping foster his interest in science and confidence in pursuing his field. Mrs. Calvin, Sam’s eighth-grade science teacher, distributed a survey on which Sam conveyed his concern about having previously learned a majority of the material from her class at a summer camp he attended. Mrs. Calvin talked to Sam, appreciative of his response, and agreed to provide him with material from the chemistry class she taught previously at Mater Dei High School. While taking the tests and participating in labs with the rest of his class, Sam proceeded to self-study advanced chemistry from Mrs. Calvin.

Sam also appreciates the impact English teachers at Pegasus have on his career in science. He is often complimented for his clear scientific writing, and he believes Mrs. Wilder, in particular, helped him fully explore language and literature.

With Mrs. Wilder, Sam and his classmate, Jamie Ostmann, were able to study more advanced vocabulary on top of what

was expected of them as eighth graders. These experiences taught Sam how to learn independently, and raised his selfconfidence. He also learned how to advocate for himself and the importance of doing so.

Upon graduating from college this spring, Sam plans to return to the biotech industry, and likely work on software engineering projects. Ideally, he wants to advance his work in infectious disease, as these past couple years have been particularly formative. That path will likely take him towards applying to Ph.D. programs, where he would study computational biology. Sam is also interested in environmental plant biology. In the past, Sam did research on Brachypodium grasses with an MIT professor at the Arnold Arboretum in Boston. Halfway through the project, he developed a grass allergy that he considers to have been worth it. The next summer, he worked at a biotech startup, Indigo Ag, developing computational infrastructure for a nationwide agricultural carbon-sequestration experiment.

Sam’s interests are not singularly scientific. In the time he manages to spare, he often cooks, bakes, lifts weights, bikes around Cambridge, reads, and tends to his houseplants. Sam is also engaged in co-leading an effort to revive the queer undergraduate group at MIT. Griffin Vrabeck (’12) was recently published in Mr. Beller’s Neighborhood. He earned a BA from New York University and MA from the University of Chicago. Contact: griffincvrabeck@gmail.com

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Alumni Connections

By Alex Vrabeck

06

Brian Hurst ’06 has been with the Susquehanna International Group, LLP since he graduated from the University of Pennsylvania with a Bachelor of Arts in Economics and Mathematics. Brian began with Susquehanna International Group as an Assistant Trader but has since worked his way up to a Quantitative Trader.

Brian and his new wife Dana married in September 2020 and have spent their first year of marriage traveling.

Brian Hurst (’06) is a Quantitative Trader with Susquehanna International Group and has enjoyed traveling with his wife during their first year of marriage.

Jennifer Kornswiet ’06 made her choreography debut in Waiting in the Wings: The Musical in November 2021 at Rose Center Theater: Orange County’s Premier Civic Performing Arts Center. Waiting in the Wings, based on the hit movie musical by the same name, tells the story of two entertainers destined for the big time.

Before becoming a choreographer, Jennifer served as an assistant director of choreography at Brooklyn Acting Lab Inc. in Brooklyn, New York.

Jennifer received a Bachelor of Arts from Ohio State University with dual degrees in Film Studies and Strategic Communications.

07

Abby Michealson (’07) showing one of her gorgeous trays from Statement Home, the company she founded.

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Abby Michealson ’07 founded Statement Home in June 2020 which seeks to help you make a statement in your home, with the “Jack of all Trays.” At Statement Home you can choose from a clear, white, or black serving tray as well as a variety of reversible, interchangeable inserts. The idea to start Statement Home came to Abby while living in New York City in a “shoebox” apartment. Abby craved for a way to change up the look of the space and with that, Statement Home was born. Statement Home was recently

Jennifer Kornswiet (’06) made her choreography debut in Waiting in the Wings: The Musical in November 2021 at Rose Center Theater in Orange County. Jennifer received her Bachelor of Arts from Ohio State University majoring in Film Studies and Strategic Communications.

featured in Forbes Magazine’s article “10 Beautifully Designed Organizers That Make Spring Cleaning Easy.” Abby graduated from Claremont McKenna College in 2015 with a Bachelor of Arts in Political Science. She received a Master of Science in Entrepreneurship and Innovation from the University of Southern California, Marshall School of Business in 2020.

Kiley Johnson ’07 graduated in 2020 with a Doctor in Veterinary Medicine from the University of Missouri in Columbia. During Veterinary school Kiley was a member of the Veterinary Business Management Association, Shelter Medicine Club, and the Student American Veterinary Medical Association, among others. Presently, Kiley is a small animal rotating intern at North Carolina State University. During Veterinary school, Kiley worked as a

ALUMNI CONNECTIONS

Adin Dobkin (’08) recently published his first book, Sprinting Through No Man’s Land: Endurance, Tragedy, and Rebirth in the 1919 Tour de France.

Veterinary Assistant for Arbor Animal Hospital and a Companion Animal Hospital Veterinary Assistant at Helen Woodward Animal Center.

08

Adin Dobkin ’08 received a Bachelor of Science in Economics from American University before going on to Columbia University to earn a Master of Fine Arts in writing.

In July 2021, Adin published his first book, Sprinting Through No Man’s Land: Endurance, Tragedy, and Rebirth in the 1919 Tour de France. This inspiring true story highlights the soldiers turned cyclists and the historic 1919 Tour de France which helped to restore the people of a war-torn country.

Adin’s many writings have been featured in The Atlantic, The Los Angeles Review of Books, the New York Times Magazine, and the Paris Review, among others.

Grant Frazier ’08 graduated from Pomona College in 2016 with a

Bachelor of Arts in Philosophy, Politics, and Economics. After graduation, Grant attended Sandra Day O’Connor College of Law at Arizona State University where he served as Editor-in-Chief of the American Bar Association’s science and technology journal named Jurimetrics Journal; Visiting Editor of the Harvard Journal of Law & Public Policy; and as founding Editor-in-Chief of the Journal of Law, Policy & Military Affairs. Grant also spearheaded the creation and endowment of the James Madison Scholarship – the first student-led endowed scholarship in ASU’s history – which seeks to promote student leadership and extracurricular intellectual programming. Grant now serves as an attorney at Galbut Beabeau, P.C.

09

Axel Eaton ’09 is the Director of Sales and Cross Pollination at Golden Coast Mead whose mission is

Grant Frazier (‘08) attended Sandra Day O’Connor College of Law at Arizona State University where he spearheaded the first student-led endowed scholarship at ASU. Grant now practices law at Galbut Beabeau, P.C.

to light up people’s lives and regenerate the earth. As the Director of Sales and Cross Pollination, Axel is responsible for coordinating the launch of new products, forecasting sales trajectory, fostering relationships with new accounts and acquiring a distributor for all of Southern California. Besides his work at Golden Coast Mead, Axel is the founder of The Greatest Wealth which was a ten week webinar series on discovering your path to meaningful work.

Kevin Kassel ’09 founded Aqus, LLC in 2019 and now serves as the CEO. Aqus is solving the global water crisis by designing and manufacturing water filters that are specifically designed for consumers in the developing world.

These water filters eliminate the need to purchase bottled water or boil water providing a more affordable, safer, and environmentally friendly alternative.

Aqus has been featured in the press by

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ALUMNI CONNECTIONS

Brian Robert (’13) is on track to graduate from Northeastern University in May 2022 after completing the University’s five year Cooperative Education program and will begin his career at EY as an Income Business Consulting Staff member.

Brenna Van Hoogenstyn (‘09) enjoys working with clients as a residential real estate agent and still found time to coach girls’ soccer at Sage Hill.

Forbes, Bloomberg, Ciudad del Saber, and el Periodico.

Kevin earned a Bachelor of Science from the University of Southern California in Business Administration and Environmental Studies.

Sara Cluck (‘09) graduated from Texas Christian University with a Bachelor of Science in Communication Studies in 2017. In the summer of 2021 Sara opened Sara Cluck Studios, which specializes in custom brow and lash transformations.

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Brenna Van Hoogenstyn ’09 spent months at a time exploring new spaces and seeing parts of the world she had always dreamed of experiencing after college.

During her travels, Brenna decided that she wanted to work for herself. After returning home from traveling in London, Brenna joined her mother in her real estate business and they began building a practice together.

Brenna and her mother found that for many people, home

buying and selling is representative of beginnings and ends to chapters of life, so the foundation of their work lies in the value and advocacy they can provide to people in these critical moments of life. Besides her successful work in real estate, Brenna also coached soccer at Sage Hill School until the end of the 2020 season.

Sara Cluck ’09 graduated from Texas Christian University with a Bachelor of Science in Communication Studies in 2017. Upon graduation, Sara decided to stay in Dallas/ Fort Worth and accepted a position with Lockton Companies, the world’s largest privately held insurance brokerage firm, as a Senior Benefits Analyst. After two years with Lockton, Sara decided that she wanted to move back to Southern California and attend Paul Mitchell the School in Costa Mesa. It was at Paul Mitchell that Sara discovered her passion for lashes, eyebrows, and all things beauty.

In the summer of 2021 Sara opened her own studio, Sara Cluck Studios, which specializes in custom brow and lash transformations.

ALUMNI CONNECTIONS

Joseph Matveyenko (’15) graduated early from UCLA with a Bachelor of Arts in Political Science and Russian Studies.

He won the prestigious Boren Scholarship, a highly competitive government-funded scholarship.

Shreya Patel (’15) and her sister Saffron started Letters Against Isolation during the COVID-19 pandemic. Since April 2020, Letters Against Isolation has sent over 250,000 letters to over 17,500 seniors in the US, England, Canada, Australia, Israel, and South Africa.

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Emily Vaughan ’12 Emily attended Newport Harbor High School graduating in 2016, then attended USC graduating with a Bachelor of Science in Business Administration in 2020. In the strange 2020 job market, she took a risk and moved to Ketchum, Idaho where she now works as a recruiter in the digital advertising industry. Emily attributes her strong editing and writing skills to Nancy Wilder who is “my favorite teacher to date.” Emily is often called upon to edit the copy that goes out from her office. She enjoys Ketchum’s small mountain community and many sunny days. Emily takes advantage of her surroundings skiing up to 50 days

on the slopes last year in the winter and hiking the trails in the summer.

She keeps in touch with friends from Pegasus and continues to value the Pegasus community where “the teachers are so dedicated not only to the students but to Pegasus as well.”

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Brian Robert ’13 will graduate from Northeastern University in May 2022 after five years of the University’s Cooperative Education program. This five year program incorporates cooperative education into the curriculum which means that students work as well as take classes.

As a member of this program, Brian spent January through June of his

Jean Wanlass (‘17) graduated from Newport Harbor High School in June 2021 where she was the Class Valedictorian.

Jean is currently a freshman at Brown University.

second year, third year, and fourth year at Northeastern working instead of attending classes. Some of his work experience during this program has included work for The TJX Companies, Inc., StoneTurn, and Floyd Advisory LLC. Upon graduation, Brian will begin his career at EY as an Income Business Consulting Staff member.

Jamie Ostmann ’13 is a recent graduate of Harvard University where she studied History, Literature, and Archeology. During her time at Harvard University, she also received a certificate in Latin American Studies from the David Rockefeller Center for Latin American Studies and was the President

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ALUMNI CONNECTIONS

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Jean Wanlass ’17 graduated from Newport Harbor High School in June 2021 where she was the Class Valedictorian, Student of the Year in World Languages and an International Baccalaureate Diploma recipient. Jean is currently a freshman at Brown University where she plans to concentrate in Classics or Comparative Literature. She also competes on Brown University’s Varsity Sailing Team.

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Dylan Jin-Ngo (’18) founded Youth Investors Corp., dedicated to teaching middle and high school students about the federal reserve, mutual funds, and the stock market. His group currently partners with nine Boys & Girls Clubs in Los Angeles and Orange County.

of Harvard’s Hyperion Shakespeare Company. Jamie was awarded Harvard’s highest undergraduate research award for her thesis titled “Scenes of Smoke and Scarlet: Cochineal and Tobacco in the Early Modern English Theater” which she dedicated to her 8th grade English Teacher, Mrs. Nancy Wilder. In the Fall of 2021, Jamie began a Master of Arts in Heritage Management at Queen Mary University of London.

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Shreya Patel ’15 and her sister Saffron found during the COVID-19 pandemic that without visitors or the ability to interact with the wider world, many senior citizens may be growing lonely. They decided that this was an issue that they could do something about. In their kitchen, Shreya and Saffron decided to start writing handwritten letters to seniors in assisted living facilities and care homes. When they could no longer keep up with the demand for letters, they started Letters Against Isolation which now has over 16,500 volunteers. Since April 2020, Letters Against Isolation has sent over

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250,000 letters to over 17,500 seniors in the US, England, Canada, Australia, Israel, and South Africa. Letters Against Isolation has been featured in over 20 news articles including in major news outlets like The Washington Post, NBC Nightly News with Lester Holt, ABC, and MSNBC. Shreya is a sophomore at Washington University in St. Louis where she is interested in studying entrepreneurship.

Joseph Matveyenko ’15 graduated early from the University of California, Los Angeles (UCLA) with a Bachelor of Arts in Political Science and Russian Studies. During his time at UCLA, Joseph was a part of the Russian Flagship Program which aims to give its members professional proficiency in Russian using an intensive language program.

He has since won the prestigious Boren Scholarship which is a highly competitive government funded scholarship that will allow him to study Russian for a year in Kazakhstan. The Boren Scholarship also includes a coveted summer internship with the U.S. State Department.

Max Dubrow ’18 is currently a Senior at JSerra Catholic High School in San Juan Capistrano. In September 2020, Max debuted her hit podcast I’ll Give it to You Straightish. The podcast focuses on Max’s perspective as a teenager living in today’s world. After the success of her podcast, Max decided to write a book also titled I’ll Give it to you Straightish: What Your Teen Wants You to Know. Max’s book provides insight into what teens like herself are really facing and what they want their parents to know about it. Along with Max’s insight, the book features insights from Dr. Judy Ho, a clinical and forensic neuropsychologist.

Dylan Jin-Ngo ’18 decided when he was a middle school student at Pegasus that he wanted to learn all he could about investing money in the stock market. He quickly realized how difficult it was to find resources to learn about investing at such a young age so he decided to create a program that would give young students a formal financial education. Dylan is the nation’s youngest Chartered Mutual Fund Counselor, a title given to expert financial advisers who pass a test by the College for Financial Planning. In 2019, Dylan founded Youth Investors Corp., a 501(c) (3) that teaches its students about the federal reserve, mutual funds, and how the stock market works. Youth Investors Corp partners with nine Boys & Girls Clubs in Los Angeles and Orange County and has provided free financial education to more than 300 middle school and high school students. Dylan graduates from The Thacher School in May 2022 and will attend Harvard University in the fall.

ALUMNI CONNECTIONS

Homecoming

By J.J. McGawn Amber Lawerence Kridel (’04) enrolled at Pegasus as a seventh grader after her father, who was her sole guardian, passed away. Amber’s grandparents adopted her, and while looking for a private school for Amber, her family stumbled upon Pegasus. “Nancy Conklin [then Director of Admissions] took a chance on me because I didn’t have a typical Pegasus family and thank goodness she did! The teachers and community at Pegasus welcomed me with open arms. It was a good change for me to be in a new environment with supportive teachers. Pegasus was an engaging, unique learning environment and I needed that. There were a lot of ‘God winks’ along the way.”

Amber attended Cal State Long Beach and graduated with a triple major in management, accounting,

and supply chain management.

Amber’s family owns and operates a baking manufacturing company where they make tortillas and other flat breads supplying McDonald’s and other restaurants. During Amber’s eighth-grade year her class took a field trip to her family’s manufacturing facility where the students had the chance to see the nuts and bolts of the machinery all the way to the final product. When Amber graduated from college, she started the recruitment process interviewing for an accounting firm, but her grandparents said, “No, no. That is nice, but the family business is where you will be spending the rest of your life, so you might as well start now.”

The strong relationships Amber formed in her two years at Pegasus continued after graduation. “The Bridges attended my wedding and all three baby showers. Well, Dustan didn’t go to the baby showers, but Chrissy did.” Amber attended multiple

class reunions at the home of one of her classmates, and the reunions continued through college. “Those Pegasus relationships were fostered in a genuine way. To spend only two years at a school and have such strong connections and relationships with people speaks volumes.”

This winner of the student Pegasus Spirit Award in her eighth-grade year, found found her home at Pegasus and is thrilled to share the Pegasus experience with the next generation. The Kridels have a son in Kindergarten and a daughter in Pre-K. “A Pegasus education is more than high level academics; it is an experience in a community with teachers who take the time to get to know each student. My daughter tends to be shy, but she is not shy at Pegasus, which is a blessing and a curse. She cannot stop talking there!” The legacy of the next generation of Kridel students have found a home in the supportive environment at Pegasus.

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Winter Intersession February 21–25 Pegasus Gala March 5 Earth Day March 18 Spring Break April 11–15 Open House May 26 Eighth Grade Graduation Last Day of School June 16 36

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