Pegasus Magazine_Fall 2011

THE PEGASUS SCHOOL

ISSUE 2 / FALL 2011

MISSION STATEMENT The Pegasus School is dedicated to academic excellence and to the development of lifelong learners who are confident, caring, and courageous.

COMMUNITY VALUES

• Diverse, collaborative, and vibrant • Serious about academic life • Rich in opportunities • Nurturing of the gifted student • Engaged in the world outside

the school

Pegasus students love to learn, to be challenged, and to work hard; they are bright and motivated; they are joyful; they grow in both intellect and empathy.

Pegasus teachers love to teach; they are flexible, creative, collaborative, and innovative; they foster each student’s individual gifts and passions; they educate the mind and the heart.

Pegasus parents value education; they work closely with the school in a partnership based on thoughtful communication and mutual respect.

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THE PEGASUS SCHOOL

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Academically Confident

•

Well Balanced

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Critical Thinker

•

Exceptional Communicator

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Collaborative Leader

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Responsible Citizen

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

Cover photo by Rick Davitt

Our students learn best, and develop the skills they need to pursue their dreams, in a community that is:

PORTRAIT OF A GRADUATE

Fall 2011 www.thepegasusschool.org EditorIAL BOARD Nancy Conklin, Director of Admission Rick Davitt, Photographer Karla Joyce, Writer Sue Harrison, Director of Advancement Shalini Mattina, Assoc. Director of Advancement, Marketing Nancy Wilder, Middle School English Teacher John Zurn, Head of School Writers Karla Joyce John Zurn Angel Waters, Assoc. Director of Advancement, Programs & Events Contributing Writers Malinda Bryant Kathy DiCato Kendra Dixon Jill Fales Nancy Fries Michael Mulroy James Swiger Alene Tchekmedyian ’02 Art Direction and Design Shalini Mattina Contributing Photographers

Table of Contents FEATURES

John Clement Rick Davitt Wendy Herbert

PEGASUS NOW

Soogie Kang Shalini Mattina Shannon Vermeeren

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Middle School Leadership Camp

22

Gifted Grows Up

28

Scouting: Pegasus Troop 911

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Head’s Message

6

At the Heart of

9

Family Spotlight

12 Programs

Printing

16

Orange County Printing

Faculty Focus

32 Athletics

Pegasus Magazine is published twice yearly

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by the Office of Advancement at The Pegasus School. It is archived at thepegasusschool.org/about/publications

44 Calendar

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

ALUMNI

Supporting Our Mission

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Those Who Soar...

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Alumni Connections

PEGASUS MAGAZINE FALL 2011

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THE PEGASUS SCHOOL

HEAD’S MESSAGE

Growing the Gifted within Us This issue of Pegasus Magazine is devoted to the central role that gifted education plays in our school and community.

Our founder, Laura Hathaway, set into motion a platform for advancing the tenets of gifted education programs in which bright students are challenged by dynamic teaching. She taught us all to up the intellectual ante, to spread wings so that bright minds can soar. Our students at Pegasus are blessed with great intellect and it is our expectation that each of them will discover success because they are bright and capable.

But success is not defined by brainpower alone. If it were, an

intellectual titan like Albert Einstein would have aced all of his grade school courses from sheer intellectual brilliance. Instead, it was the intersection of character and intellect that drove Einstein to success in so many venues. It was his persistence, his flexibility, his positive attitude, his generosity, and ultimately, his genuine sense of human responsibility that defined who Albert Einstein was and why he was so successful.

Not surprisingly, Laura Hathaway also taught us to value those personal human qualities which are unique and irrepressible- to

grow the gifted within us. These are the conditions from which strong character and great leadership emerge. This leadership at Pegasus comes in many forms. In the past two months, I have seen eighth graders deliver inspiring speeches to our local community government on the challenges of plastic trash bags in our community; I have seen pre-K students gently lower strawberry plants into the ground and lovingly water them with care; I have seen fourth graders troubleshoot computers together, resolving each other’s problems with collaborative pride; I have seen volleyball teammates encouraging each other after a missed shot or a muffed set; I have seen parents and teachers step far beyond the normal expectation of community participation.

Leadership is understanding who you are and the role you can play to build a stronger, more vibrant community. I offer my thanks

to the countless community members — many of whom you will read about in these pages — students, parents, teachers, and alumni who demonstrate their giftedness, their passion, their skills, their intellect, and their community commitment at The Pegasus School.

We see what you do, and we admire you. You are our heroes.

John Zurn Head of School

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At the Heart of Pegasus

by Karla Joyce

In each issue of Pegasus Magazine we salute a few notable people among the Pegasus family, individuals who prove that the soul of a community lies in the quiet, little stories unfolding daily. They represent the heart of Pegasus.

Meet “MacGyver” (Pegasus Staff Member: Victor Farias)

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nybody who has walked the halls of Pegasus (and was alive in the eighties) will immediately recognize our very own Victor in this nickname.

Uttering his full name — Victor Farias — would elicit less recognition. For those confused, “MacGyver” was the fictional namesake of an action-adventure television series, a man whose main asset was his practical application of scientific knowledge and inventive use of everyday items to escape the trickiest of predicaments. Our Victor shares these talents (while tackling equally-varied if less nefarious challenges) as well as the celebrity-like, single-name moniker.

Victor is the handiest man on campus.

It’s hard — even for him — to nail down his job description. During the summer months he gets elbow-deep

in campus beautification, laying tiles, pouring concrete, painting classrooms, and troubleshooting water lines. He designed and constructed the walkways that meander through the quad, created the Laura Hathaway Memorial Garden, and transformed a storage closet into a staff office that feels like a staff office. At various times during his 11-year tenure, he would whip up lunch for the staff in the former kitchen. And — get ready for this — word on the street says he is a licensed mechanic and hairstylist.

But his real job kicks in every September, with the start of a new school year. From day one, Victor responds to and assists the teachers and parent volunteers at every turn. He facilitates meetings, presentations, all-school functions, and informal chats. And he

does so like a calm parent (he’s the father of three), putting people at ease during trying moments with his capable consistency. One day he even chased down a staff member to warn her of balding tires… tires that could have killed her.

That’s our MacGyver: duct tape, Swiss army knife, and a big heart.

A Daily Dose of Integrity (Pegasus T.A.: Carol Peterson)

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t’s hard to pull off: every day, tearing a page from the book of good and choosing gentleness, deliberately. Carol Peterson, the teacher’s assistant in Mrs. Netter’s fourth grade classroom, brings such a faithful presence to Pegasus that her accolades scarcely vary: she is kind, she is consistent, she is significant.

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THE PEGASUS SCHOOL

Peterson joined the Pegasus community 15 years ago. With two daughters ensconced in elementary school and already successful athletes, being a teaching assistant provided the flexibility in a working environment that allowed her to remain fully committed at home.

Her steady devotion to raising humbly accomplished young adults was not lost on her colleagues; tales of their gifts and good character abound. Peterson’s personal priorities translated well to Pegasus.

Fourth grade has its ample share of papers and projects to manage. There is mask-making and mission building, along with the potent current of social development. Through it all, Peterson prepares, facilitates, and corrects with her eyes up — as though tending a flock — quietly watching the subtleties of interactions and emotions that typify

childhood. Playground disputes rarely escalate when Peterson is on watch; yet, when they do, she gently directs. A child who disrupts in the classroom is casually re-seated beside her, where she can more quietly guide his attention. In one instance, she taught a student the art of origami to help diffuse a physical energy that kept him from focusing.

Peterson, of course, doesn’t personally acknowledge her good deeds. She will tell you that it is the students who give to her.

She sees a small cluster of best friends reaching out to a shy newcomer and students with vastly different approaches coming together to create something fabulous, and — as a teacher and a parent — it makes her happy.

(And — hint — the thank-you notes go a long way.)

Humility in a Rock Star (Pegasus Student: Jake Laven)

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ast spring, Jake Laven became the first-ever recipient of the John Sullivan Lower School Award. The honor was designed to recognize the relationship between achievement and character in a Pegasus fifth grader, particularly one who embodies the principles of leadership advanced by the school’s mission. In a student body typified by a variety of talents, Laven’s combination of humility and empathy really stood out.

Laven will tell you he was stunned when he heard his name called. He was certain that it would be given to any number of his classmates. “I would have voted for them,” admits Laven. It is this genuine modesty that makes friendship come easily. “Everybody is a friend until proven otherwise,” he says, and apparently nobody has tried. He has fifty BFF’s and a nose for the underdog. Recently, a fellow Pegasus parent called Laven’s mom to

say thank you. This man’s child had been sitting conspicuously alone at lunch, he told her. Laven had gradually weaved his way to a spot nearby and made a new friend. Others had followed.

Some people call this emotional intelligence, the ability to identify and affect the sentiments of others. It also might be his strong identification with right and wrong. He uses an event that occurred on the handball court last year as an example: One student was refusing to play by the rules, and the behavior generated conflict. Meanwhile, the fifth graders were learning about the Declaration of Independence and the United States Constitution. Laven spearheaded the writing of a Handball Constitution. The entire grade participated and from that point forward there was no controversy.

“Refer to the Constitution” was all it took.

Despite the accolades Laven remains humble until you bring up music. Rumor has it...he plays a mean electric guitar, and his Spanish-class nickname really seals the image: Señor Guitaro. Sure, he has the gift of empathy, but it’s rock and roll that speaks to him. And at age twelve, that makes perfect sense.

An Honorary Friendly Frog (Pegasus Grandparent: Raleigh “Lolly” Boukather)

Every classroom has a teacher. At Pegasus, we also have full-time teacher assistants.

But only one Pegasus classroom has Lolly. Lolly is like a bedtime story that needs to be read time and time again before it’s fully absorbed. Lolly is the embodiment of the mantra: read aloud, read frequently, just read. Her trusted presence in the reading corner of one

kindergarten classroom has soothed many future bookworms still sounding out their stories, and tied the age-old method of patience and encouragement to cutting edge learning tools. Because of her consistency, devotion, and impact, Lolly is an unofficial Pegasus institution.

Eight years ago, Raleigh Boukather’s oldest granddaughter, Scarlett, began her educational journey as a Friendly Frog in Nancy Larimer’s kindergarten classroom. Raleigh — dubbed Lolly by her grandchildren — signed up for a weekly time slot to help out in class. The two teachers were super-charged, and they always had a need for project prep-work or manning a station. Over time, she found the greatest need was time: time to read with students, one-on-one.

Three years later, her grandson Will joined the Friendly Frog ranks, and the

youngest arrived last September. But it has been her role as non-parent reading volunteer that has proved to be her greatest asset. Parents assist, naturally, to support their children. While they are a critical component, it is the nonbiased interactive efforts of teaching professionals and other adults who can truly assess the learning needs of an individual student. Just what parents want.

Lolly encourages students in a special way. She is a fixture in the classroom.

They feel safe reading to her and, as a result, their skills blossom. By the end of every year, she turns the corner quietly on her way into class and the little voices ring out: Lolly! Parents may not know her, but the children sure do.

Karla Joyce is a is a freelance writer and Pegasus parent.

Contact: karlajoyce@cox.net

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THE PEGASUS SCHOOL

FAMILY SPOTLIGHT I Q & A

lobal CONNECTIONS

by Jill Fales

All knowledge is connected to all other knowledge. The fun is in making the connections. ~ Arthur Aufderheide At Pegasus, one thing that binds our families together is a shared belief that learning does not end when a test is turned in, the last page of a book is read, or an afternoon bell has rung. The knowledge our kids receive as part of a well-developed gifted curriculum is a springboard for many more opportunities, for expanding horizons close to and far from home.

Three families shared how they connected their family’s unique experiences to their Pegasus experience...showcasing what magic occurs when a partnership between school and home is strong.

PERSISTENCE PAYS Destination: Kenya and Uganda Students: Luca (Grade 10, Sage Hill), Elena (Grade 7, Pegasus) Bonvicini Interviewee: Catherine Frandsen (mom) Why Africa?

We are so blessed in America.

We need to look beyond our world here in Orange County and try to make a difference for others. With very little, we can make a large impact on a child in Africa. Both Luca and Elena had to come up with an idea to help the children of Africa.

Elena raised funds to buy shoes for schoolchildren (their first pair, in many cases) and Luca set out to earn enough money to buy and distribute “Lifestraws,” a product developed in Denmark which allows users to filter clean water from infected ponds and sewers. This was no luxury vacation. We spent a week visiting schools, orphanages and churches in the slums of Kenya and Uganda.

Can you point out ways that your Pegasus education and the character lessons learned (both inside and outside of the classroom) were manifested in your adventure?

Luca discovered the LifeStraw while in his seventh grade science class at Pegasus.

Elena did approach the school and ask if she could do a “Barefoot Day” to try and promote her shoe drive. Because of liability reasons she was not able to stage her campaign at school. But the lesson was important: you can’t stop trying because someone says no. She continued “selling” shoes elsewhere, and successfully. She and her cousin found enough “buyers” to purchase over 300 pairs of shoes once we landed in Africa.

Elena and Luca literally went down the list of Traits for Success: Organization: They had to create postcards and brochures promoting their shoe and Lifestraw donations.

They had to be accurate in accounting for all the funds raised, along with each donor’s address. Attentiveness: They had to keep on top of their sales and be committed to reaching their goals. Courage: Going to a strange country, walking through slums and seeing other children in horrible living conditions, takes courage. It also took courage to ask people for money, especially after rejection. Generosity: They started thinking about others and dedicating their time to help them.

Persistence & Positive Attitude: When you’re committed to a cause, you have to keep going. They both kept up a great attitude about serving others.

And physically, it was challenging.

To get to this one village in Uganda, we drove 8 hours down a pot-holed, dusty road. Flexibility: When you are a guest in another country, you simply have to respect the culture. The foods are different, the language is different, accommodations are different, and the customs are different. Reflectivity: Hopefully this experience will remain in their hearts, and when they experience tough situations here at home, they can reflect back on how others deal with hardship.

Mostly, I would say, they learned responsibility. We all have a responsibility to try to make the world a better place.

Have your goals changed, as a result of this trip?

My goal, as a mother, remains for my children to be grateful.

Elena, on the other hand, may have refined hers just a bit. “I want to take advantage of the things I have, because the things the children in Africa have are so little. They live a life I could have never, before, imagined.”

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lose anything. And you absolutely have to have a positive attitude, or things won’t go well.” All of us agree that we need courage, to go to new places that we’ve never been and experience cultures that are very different.

What gift did you gain from this trip that money could not buy?

102 days, 10 countRies...

At the time of the interview, the Herr family was still on the road. We communicated through e-mail as they were making their way from Turkey just before boarding a boat to sail around islands in the Mediterranean.

Their responses are a result of a family discussion at dinner, not far from the spice market in Istanbul, Turkey.

Destination: France, Spain, Russia, Greece, Turkey, Jordan, Israel, Ethiopia, Kenya, and India.

Students: Madeleine (Grade 8, Carden Hall), Adrienne (Grade 6, Pegasus) Herr Interviewees: The Herr Family

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Did you take your kids out of school for a really cool vacation? (Just kidding.) Can you give us a few Pegasus Moments that have occurred on your journey?

As for your first question: hardly. We aren’t in a typical “relaxing” environment. Each day we have something planned. The length of the trip is a lot longer than a normal vacation. And we are relying on local guides in each place to help us get to know the people and culture better.

We are thinking of Pegasus, frequently. The school has helped Adrienne be a more confident person.

Her Spanish helped us in Spain. Even though she isn’t learning Catalonian, she knew enough to help us get through it. She asks questions, she leads the way through airports, and so much more. More noticeably, we recognize some of those Traits of Success. Namely, responsibility. We are traveling with 25lb. backpacks. The girls are responsible for packing and carrying their gear, and hand-washing the things that they can.

They are also responsible for getting their dirty clothes to us when we are in a place we can have them cleaned. They have money and are exchanging and keeping track of what they are doing in each country. Adrienne notices the organizational challenges. “You have to pack your things in the same place every time so you make sure you don’t

Adrienne says the greatest gift she’s gained from this trip (that money can’t buy) is that she has become closer to her sister. Mom and dad have a renewed understanding of how tough some of the countries have had it. Understanding where they are coming from, and how recently major events have happened, helps us have more sympathy for some of the unbelievably difficulties circumstances.

As an example, Greece lost 20% of its population to starvation during World War II. If that happened in the United States, it would translate to 65 million people dying. Mom also says that the gift of not having television, iPads, and iPhones to interrupt our experience has been wonderful.

If you could have brought one person back with you to be a guest speaker at Pegasus, who would it be and why?

Maria, our guide in Normandy.

Did you know that a map of the D-day beaches exists by looking at your left hand, palm facing you? We would also bring Elena, our guide in Moscow. Her family experiences and knowledge of this very different place helped us to better understand why things are so weird!

SCHOOL IN ABU DHABI The Watson Family recently traveled to United Arab Emirates, specifically Abu Dhabi and Dubai. Pegasus students Miranda (Grade 3), Avery (Grade 1) and their younger brother, Robbie (age 3), shared this incredible journey with their parents, Shea and Matt. Shea tells their stories.

Being “globally aware” is one of the key skills articulated in a Portrait of a Pegasus Graduate. What attracted you to the UAE, and how would your children identify the differences between our cultures?

My mother, Dr. Kathleen Hodge, is the first woman president of Abu Dhabi Women’s College, a four-year college that grants bachelor degrees to Emirate women in technical majors. The college is a very progressive one to allow women to earn bachelor’s degrees and to hire a woman as a college president.

Because of her status as a resident and her position at the college, our family was able to see and experience things not accessible to most tourists.

While we were in Abu Dhabi, my daughters had an opportunity to interview two Emirate Nationals, Fatima and Noor, who were students at the

college. Miranda and Avery were allowed to ask anything they wanted, including questions about religion, the role of women in Muslim society, and their national dress. We visited the Sheikh Zayed Grand Mosque, where all women are required to wear an Abaya cloak to enter. The interview and vacation gave both of the girls a very personal understanding of a Middle Eastern Muslim country. They concluded that Emirates are just like us.

One of the cornerstones of a gifted program is the ongoing opportunity for problem solving, critical thinking and integration of multiple disciplines.

How did the Pegasus curriculum and teachers help prepare your kids for this trip?

I was very impressed with Miranda and Avery’s interviewing skills. Before we left on our trip, they collaborated with their classmates and gathered topics of exploration. They then typed up a list of questions they were going to ask. During the interview they were both very confident and spoke clearly.

Upon our return they presented a video to their classes and gave small presentations about their trip. The entire process was all a reflection of the public

speaking and organizational skills they developed at Pegasus. But there was more. I witnessed, first-hand the gamut of Traits for Success — from organizing their excursions, remaining flexible and positive on the long flights, being responsible when exploring unfamiliar places and reflecting on their journey with their friends and family after their return.

What is your most memorable souvenir, from this experience?

As a parent, I got to see my children tackle a task in a way I never have before experienced. They were organized, confident and excited to learn about a religion and culture different from their own. Miranda and Avery would say: our two new friends, Fatima and Noor, on the other side of the world!

Avery particularly loved Fatima. She felt Fatima, the student body president, was just as interested in learning about her, which was flattering. Ultimately, our greatest souvenir was the videotape of Miranda and Avery’s interview.

Miranda feels like she got to bring her friends home with her, to share with her classmates.

Jill Fales is a Pegasus parent and contributing writer for the Newport Beach Independent. Contact: jillfales@yahoo.com

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PROGRAM

by Malinda Bryant

Twenty books are read — more than 4,000 pages — in 28 weeks, in addition to regular schoolwork. This isn’t college. This is Pegasus. This is Battle of the Books. “BOB,” as it is affectionately known, is a program run by the dedicated librarians (and equally dedicated faculty and parent volunteers) through The Pegasus School Library. The program offers fourth and fifth graders the opportunity to take their love of books to a new level, and they do, voluntarily giving up lunch recess and additional free time over a seven-month period.

“There is no grade for this, no extra

competition. Crossing all genres, the

credit — the kids just show up for the

books challenge the “Bobbers” to expand

love of reading,” said Carin Meister,

their reading repertoire. Summer reading

Pegasus Librarian and the enthusiastic

is not required, but some students may

and hardworking leader of the Pegasus

take the opportunity to get a head start

Battle of the Books program. While many

before the busy school year begins.

other schools struggle to field a full team,

Pegasus’s BOB program always has more

lunchtime study sessions are scheduled

than enough members to send not only

to review each book in small groups. This

one but two teams (plus alternates) to

program is “the wonderful by-product

the prestigious competition each year.

of Pegasus’s commitment to providing

a gifted education to all its students,”

The Battle of the Books program

In September, weekly reading and

began in 2006 as the brainchild of a few

remarked Angelica Lavacude-Cola, one

local librarians, including former Pegasus

BOB parent.

librarian, Kathy Henderson. Starting

“Having an entire library filled with kids

with only a handful of participating

who love reading is the most wonderful

all-Pegasus competition that serves as a

schools, the competition has grown to

experience a librarian could ask for!,”

practice run for the official Battle of the

include eight schools and more than

observed Meister.

Books. Much of the Pegasus community

fifteen teams. In addition to librarians

attends this event to cheer on the teams.

and parent volunteers, the BOB program

spring, interested students are given a list

Meister loves seeing the supportive

also draws dedicated Pegasus faculty

of approximately twenty books compiled

atmosphere and always is amazed by the

members who devote their time to the

by local librarians from participating

third graders who approach her after the

program. For Meister, the reward is great.

schools for the following year’s

event, anxious to get the reading list for

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Here’s how the program works. In the

In February, teams are formed for an

the following year. “Have you ever heard of a school where kids are begging to read twenty books immediately?” she asks. In March, the Pegasus teams face other local schools at the regional Battle of the Books competition held in Orange.

Historically, Pegasus has excelled in

the BOB competition and won first and third place in the last Battle. Regardless of the outcome, annual tradition dictates that the Pegasus BOB crew heads to the local ice cream parlor to celebrate their success, along with the camaraderie and growth they’ve enjoyed together.

As a parent of a “Bobber,” I have

witnessed the dedication required of these students. I have seen time management skills — and emotions — tested. But as valuable as this experience is for the participants, it engages and inspires the Pegasus community at large.

My third grader, eager to watch his sister compete, was allowed to miss the day

of school only if he recorded the event

is just one example of how Pegasus steps

and shared it with his class in a

out of the box — and off the page — to

Powerpoint presentation. Future

expand and enrich eager young minds.

“Bobbers” were born.

The classroom education at Pegasus

is exceptional, but it is the learning that

Malinda Bryant is an attorney and a Pegasus parent of Rachel (6th), Jackson (4th) and Carter (1st) — past, current and future “Bobbers.” Contact: malindab@mac.com

occurs beyond the classroom that sets Pegasus apart from other schools. BOB

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PROGRAMS

What makes a Great Teacher

by Kathy DiCato

There is an old quip: “Those who can,

recognize and encourage this discourse,

incessant questions and exploding ideas

do; those who can’t, teach.” While it is

but they are masterful at modeling it

running through our heads much of the

often meant as a joke, the implication

and clarifying it for their students. They

time. We share our students’ passion for

that teachers happen into their profession

are skilled facilitators who know how

discovery and are willing to take risks.

by default is greatly misleading. Most

to dance with the curriculum. They are

We are energized by collegial dialogue,

educators conscientiously choose their

creative, fluid, and they can think on

bouncing ideas off of one another,

profession, either early in their young

their feet. Lessons and assignments are

collaborating such that our strengths

lives, or years later as adults, possibly

open-ended and flexible to allow each

not only enhance, but inspire, each other.

even after traversing other career

student to grasp what he or she is ready

Most of us are opinionated, somewhat

paths. The decision to teach can be very

for, as well as to take part in deciding

eccentric, and even a little bit quirky.

personal; however, how an educator

where to go next.

approaches teaching after making that

familiar? Probably the single most

decision determines the kind of impact

or move too quickly to the next topic.

descriptive commonality among the

he or she will make.

They do not dismiss incessant questions

educators at Pegasus is that we are our

and tangential thinking as disruptive or

students, all grown up. That is why we

knowledge, to give instruction. That’s the

impeding their goals. Great teachers are

take to heart our relationship with each

dictionary definition, at least. Teachers

equipped with a compassionate ability

of them, why we find great pleasure

are trained to pass on information and

to respond authentically to children in

in getting to know them as unique

instruct students in a sequence of lessons.

the moment rather than simply forging

individuals with multiple facets, and why

But learning is not linear. Big picture

ahead with curricular agenda. This gift of

we work so determinedly to help them

concepts do not advance in organized

teaching stretches well beyond imparting

understand and embrace themselves as

succession, one after another. In truth,

information. By focusing on learning

learners.

learning is messy. It is organic! A great

(rather than teaching), a great teacher

teacher recognizes that active learning

supports children in bringing their own

even among independent schools.

is much like popping popcorn with the

meaning to their experiences. Personal

Our inimitable student population

skillet lid left off.

connections are made, knowledge grows

necessitates a rigorous academic program.

broader and deeper, and genuine learning

Yet, providing the best opportunities

Where does it come from? Where does it go? What

takes place. Teachers and students

and support for our students extends

can I do with it? How does it work? Can I make it

are engaged together, interacting

far beyond academics. Pegasus students

work differently? What if I change this? How does

dynamically with the content and with

are eager, intelligent and curious, with

it fit? How do I fit? How does this connect to me

each other, and are excited about learning

an almost insatiable desire to know more.

and to the world beyond?

alongside one another.

Questions lead to answers, and answers

lead to more questions. How Pegasus

Teach means to impart skill or

What does this look like? What does it mean?

Passionate educators inspire

Great teachers do not limit wonder

Great teaching is the heartbeat

Do these characteristics sound

Pegasus is a unique environment,

passionate kids. In an active classroom,

of Pegasus. Though Pegasus teachers

educators define learning, and how we

no matter what grade level or subject,

are as diverse in personality as any

recognize and nurture students in the

students engage in ongoing internal and

classroom of students, their similarities

process is what truly sets us apart.

external dialogue as they move through

are unmistakable. Pegasus educators are

explorations. Great teachers not only

eager learners ourselves. We, too, have

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Kathy DiCato is a Pegasus first grade teacher.

Contact: kdicato@thepegasusschool.com

...a great teacher supports children in bringing their own meaning to their experiences

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FACULTY FOCUS

Mary Karaba

Inventing the Future of the Young. by Mike Mulroy

W

we walked in as they were starting a

So you want to be a rock ‘n’ roll star?

Then listen now to what I say.

Just get an electric guitar Then take some time And learn how to play.

science experiment involving dry ice

~ The Byrds

no such things as fairies.” Fortunately,

hen my daughter Alden was four years old, I took her to a friend’s house

on a rainy Saturday. She had been at Pegasus just a few weeks. The kids we were visiting were a year older, and

Four years later, Alden was

playing with friends on the playground after school, as mothers gathered to collect them. Another parent walked by and asked what they were doing. A child answered, “Making fairy houses.”

The parent quickly replied, “There are this time, the other parents shot back:

and water. I stood in the background as the kids witnessed the “boiling” of water from the sublimation

“Yes, there are!” and the kids confidently added, “Yea, there’s

of the dry ice. Their faces (and mine) were full of wonder. One

Tinkerbell and the Tooth Fairy and leprechauns!” When I heard

of the kids whispered, “It’s magic.” Her mother quickly informed

that story, I thought back to the fateful science experiment and

her that there was no such thing as magic. Rather, it was

wondered if everything magical melts away like dry ice, with

“science.” Alden seemed to understand the question before us,

some things just taking longer than others.

and she looked to me for guidance. I said nothing. I simply stood

in horror, at the loss of innocence, at my own insecurities as a

first time I saw her she had a guitar strapped across her body.

parent, and at the whole scene in general. Were there no toy

A large group of prospective Pegasus pre-kindergarteners was

guitars in this house?

lining up on the playground. Karaba calmed them naturally

16 THE PEGASUS SCHOOL

Roughly between those bookends resides Mary Karaba. The

with her guitar and a song from the second happiest place in Orange County, a song that every kid knew: “It’s a Small World.”

Everyone, except Alden. I watched, wondering if my decision to raise my daughter on Bob Dylan and Neil Young would result in her not attending the school of our choice. (Happily, Pegasus didn’t care.)

A few months later, Alden, now a student of Karaba, and I

were at a bookstore. I found a collection of children’s songs for the guitar, and as I flipped through it I saw a personal favorite: “This Land is Your Land.” I started to sing a few lines out loud — covering Springsteen’s cover of Guthrie — when I heard Alden behind me, singing along. “Who could that be?” I turned around to see Alden, singing with a joy and innocence that melted my worries...and those of a few fans we had picked up at the store.

She had learned the song from Karaba. It wasn’t simply the fact that she knew the words that moved me, but it was the openness of her heart while she sang. To this first-time parent, it was a magical point of letting go. It was at that moment when I fell in love with Pegasus. I have never thanked Karaba for that first “Pegasus Moment.” (Thank you, Mrs. Karaba.)

That same school year, I volunteered in the classroom.

I started out doing what I was told, being nice to the kids while trying to fade into the background. To this day, I am unable to piece together the events that led to the “snowball” fight. (For clarification, the snowballs were crafted from a spontaneous experiment that involved diapers and water.) While I maintain

all of her classes, it was her extraordinarily rare combination

my innocence, I had to take the blame that day. I was in trouble

of warmth and penetrating insight that brought a tear to my

with Karaba. “How could this be?” But, the event opened my

eye. Indulging my parental insecurity, I asked what she thought

eyes and I understood what this educator was doing. I saw her

would become of Alden. “Oh, that one will be just fine,” she

method. I recognized Karaba as both a teacher and an inventor—

replied. Having heard what I needed to, I left her to her other

inventing Pegasus students.

duties.

Redemption came shortly before the end of that Pre-K

So, who is this Mrs. Karaba? Her pie chart has slices for

school year. I was invited back to the classroom to play a song on

educator, inventor, musician, magician, parent, caring human

Karaba’s guitar. After Alden proudly introduced me, I worked my

being, and much more. But even with all that, how does she

way through, you guessed it: “This Land is Your Land.” It was a

instinctively know what both kids and parents need to hear

good gig, I had Alden with me, but the five-year-old crowd wasn’t

and believe? Maybe the answer lies in the words of Alan Kay:

really into it. Then Karaba performed a bit of magic (or was it

“The best way to predict the future is to invent it.” I have never

science) and added the key ingredient (or was it a catalyst). She

thanked Karaba for inventing a new and better future for my

yelled, “SHAKERS!” and placed little maracas in the little hands.

daughter as a Pegasus student and as a person. Thank you,

I watched her pass them out as I went from D minor to G and

Mrs. Karaba. Thank you, again and again.

could tell the she knew what would happen. The room went nuclear.

I went back to Karaba’s classroom last year to say hello.

Mike Mulroy is a struggling guitar player and a Pegasus parent of Alden (3rd) and Michael, Jr. (Pre-K Applicant). Contact: mkmul2002@yahoo.com

She was reminded of Alden’s class, and she said it was indeed a special group. While I could envision her saying that about

PEGASUS MAGAZINE FALL 2011

17

FEATURE

Building Leaders Pegasus Students Come Alive at Middle School Leadership Camps. by Kendra Dixon

A

t the end of the

grader Fletcher Wilson, who was “as active as any kid” he had

2010-2011 school

ever seen, did not go outside to play during breaks because he

year, I was

was so intent on constructing his robot. After I read the email in

approached to write an

its entirety, I was eager to witness the classroom happenings.

article spotlighting the

Middle School Leadership

with journal in hand. As my eyes swept the room, I saw robots

Camps that were new to the

in various stages of creation. In one corner, students were still

Pegasus community summer

developing their idea. At the center of the lab, a pod of students

camps. As both an educator

held what appeared to be a guitar. (They were working out a

and parent within the

“sensor” technique that I would need to ask them about later.)

Pegasus community, I was

On the floor behind Crabtree’s desk sat two sixth graders who

curious as to what exactly

debated about how to finish their “claw striker.”

these new programs would

“What is this thing you have

bring to the population. I made my way to the Lego Robotics

created?” I asked, simply.

class and the Pegasus Live Film and Television Production

All heads turned in

Studio to watch the dynamics within the classes, as well as

my direction and, like

interview both teachers and students to get a “lay of the land” so

kittens on a ball of

to speak. What I found in the classes went much deeper than I

string, they jumped in

had anticipated. This article details those encounters through

at once.

interviews, eager student responses, and, above all else, the

organic experiences I witnessed as merely a fly on the wall in the

approached included

back of a classroom.

fourth grader Jessica

Yang, fifth grader

In early July, I sent an email to B.J. Crabtree, one of the

Robotics teachers, to arrange my visit. In Pegasus circles, Crabtree’s enthusiasm is renowned. His energy and interest inevitably inspire students to delve much further into projects as a result of his collaboration. I was not surprised that the day I sent my email to Crabtree was the same day I received his encouraging reply. His response brimmed with remarkable vignettes about his students. For instance, he wrote that sixth grade Pegasus student, Henry Lavacude-Cola had started the class with a self-proclaimed rating of three-out-of-ten in robotic ability, but he improved to at least an eight after four days. In another moment of pride, Crabtree mentioned seventh 18 THE PEGASUS SCHOOL

The following morning, I made my way to the technology lab

The first group I

Danika McKee,

and sixth graders Lavacude-Cola and Julia Qualls. They had

adjustments. Both students jumped at the chance to tell me

constructed a working guitar with robotic tools. They explained

about their experience. Toney explained that he had a robotics

that the “sensor� I had heard them talking about still had a few

set at home, but the Robotics camp offered him more pieces and,

kinks. The plan was to have a guitar with a sliding component

most importantly, the chance to collaborate. He loved working

on the neck. As the sliding bar moved closer to the sensor at

with other students who were interested in building robots.

the top of the neck, a higher-pitched sound would be emitted.

Working in teams allowed him to experiment with so many

Conversely, as the sliding component moved down the neck, the

techniques he had never tried until now. Together, Wilson and

pitch would drop. Each student had ideas

he had built two robots that were teed-up in

that they believed would work best in

the challenger-style setting. The first robot

creating the necessary sound structure.

looked like a scorpion. Curled up along the

Each tried to devise plans on how exactly

tail were blue marbles that would come

to make it happen. Before I moved on,

shooting forward at whatever triggered

Lavacude-Cola explained that they also

the motion sensor. Their second robot took

considered how to apply the sensor to

the form of a snake. This one had it all:

a dog sled team, so that it could sense

movement, a sensor, and a recorded scream

color and move accordingly. Excitement,

that blasted out each time the sensor was

creativity, and a profound confidence

signaled. I placed my hand in front of the

permeated the air around them. I was truly impressed.

robotic reptile, and the head came crashing forward with its

frightening scream. It worked on me!

After I peered over the shoulders of several other students,

I made my way to another room where robot challenges were

The two seemed pleased with their robotic building

being staged. Finished, working robots lined the walls of the

capabilities. (In hindsight, they were most likely smiling

obstacle courses. I spoke with two seventh graders, Charlie

because of my spontaneous reaction.) As I left the Lego Robotics

Toney and Wilson, who were head-down, lost in last-minute

class that afternoon, I realized what a fantastic experience PEGASUS MAGAZINE FALL 2011

19

and Hathaway Award recipient Ellen Emerson, who coached and encouraged both the actors and director. I was surprised to see Emerson, or any former student, dedicating precious summer free time to volunteer at summer camp, but she explained that she wanted to come back to Pegasus. She loved getting the opportunity to be hands-on with students and to watch how each one approached his or her script and scenes. Since she plans to major in film at college, the volunteer position was a good fit. The current students did not miss the message — that a graduate comes back to give back to the community that nurtured her — and were, in fact, inspired by it.

Another scene was being staged nearby. Written by Pegasus

eighth grader Cameron Hamidi, this script involved a student and his science project. Hamidi’s love of acting motivated him to enroll in the camp, but after a few short days, he realized that it was directing and editing that he found so stimulating.

He enjoyed the power to take a scene so clearly conceived in his mind and make it come to life perfectly by directing the students were having. While the classroom had structure, students were encouraged to explore robotic functions that flowed genuinely from their own interests. They were engaged, imaginative, collaborative, confident, and genuinely interested in their work — the qualities, in fact, of an effective leader.

Summer has a way of creeping toward closure. Just as I had

begun drafting my piece on the Lego Robotics class, August arrived and Adam Stockman welcomed 18 students into his Film and Television Production Leadership Camp. Stockman warned me that the first week would involve brainstorming, writing, and learning camera functions, so I delayed my visit. From my experience with the Robotics students, the most authentic reactions were generated in the later stages of creation. It would be fun to watch the kids perform and record their movies, as well as use the new studio software in the technology lab to manipulate their images.

As I entered the middle school forum during the second

week, several students welcomed me before they began to shoot their scene. New Pegasus seventh grader Sabrina Alterman directed a piece she had written. Ordering her actors into positions, holding the tripod and camera steady, and announcing on several takes, “Rolling camera and action,” she seemed like a pro. She provided feedback to the actors as they delivered their lines repeatedly as she shot the same scene again and again from different angles. Her confidence was palpable. I was so struck by the level of engagement that I barely noticed Pegasus alumna 20 THE PEGASUS SCHOOL

people. Another Pegasus graduate, Maggie Ann Re guided and inspired this crew. Re chose to volunteer at Pegasus because she wanted to give back, but she was also curious to “see the other side of things.”

Like Emerson, she also plans a college career in filmmaking and knew she could help young students who had a similar passion. As the students continued to perfect the scene, I headed to the

The current students did not miss the message — that a graduate comes back to to the community that nurtured her — and were, in fact, inspired by it.

give back

technology lab to find students in other phases of the process.

Upon entering the lab, I saw a sea of students intently

writing and editing. Utterly engrossed in the editing process, seventh grader Jonathan Epstein tried his hand at Adobe Premiere Pro, a professional editing software, to correct some of the shots. His piece was called “The Epic Battle of the Front Row Chair.” He said that he was having a lot of fun editing and felt like he was getting insight into all of the pieces that go together to make scenes for movies. His eyes lit up as he told me he felt like a real professional.

Sitting next to Epstein was Pegasus graduate, David

Aghaian, who helped another student place visual effects within his title shot. I continued around the lab, and I realized that all of these students took on multiple jobs within multiple projects.

A student who directed might be cast in another student’s film and might edit or write a third. It allowed students to come out of comfort zones and find voices that may have otherwise lain dormant.

During a break from writing, acting, editing, or directing,

I sat with a group of Pegasus sixth graders to hear about their impressions of the Pegasus Live Film and Production Studio Leadership Camp. Jake Laven, Qualls, and new student Ashley Hradecky spoke candidly about their experiences. Laven told me that he had wanted to go to a camp led by Stockman because he had really enjoyed the afterschool video production course offered during the school year. He felt that the camp let him gain a deeper understanding of how to use Adobe Premiere and Flash. Qualls admitted that she had signed up for the camp because she wanted new student Hradecky to have a friend.

Almost immediately, she added that that she truly enjoyed every aspect of the camp, from writing scripts to editing and, especially, getting to act in other people’s scenes. Hradecky had a similar enthusiasm for acting, in addition to directing. She had directed two pieces during the camp, and she was particularly pleased with her film about a girl who had lost her cat. What a great opportunity for a new student to the Pegasus community and how fantastic that students such as Qualls step up and decide to offer such genuine hospitality.

parents and educators want for their children? They want to

instill confidence, personal empowerment, independence, and

Throughout the process of visiting the two Pegasus

Leadership Camps offered this summer, I thought about

the ability to work with others; all facets that are ignited when

what exactly these two camps had in common other than the

students are given the opportunities like the ones I witnessed

leadership aspect that was a prominent feature within both.

through the Pegasus Leadership Camps.

I realized that throughout many of the words I had written in my notes, exclamation points stood front and center. I was

Kendra Dixon is a Middle School English Teacher at Pegasus.

Contact: kdixon@thepegasusschool.org

excited and thrilled with what I was witnessing and hearing from these students. What these students took away from the Lego Robotics Camp and the Pegasus Live Film and Television Production Studio Camp went more deeply than simply completing the obvious tasks at hand. These students were excited, engaged, and independently involved with projects and ideas all their own. Organic experiences and opportunities for social and academic growth took place on various levels for these students. At the end of the day, what is it that all Pegasus

PEGASUS MAGAZINE FALL 2011

21

FEATURE

rows up the evolution of a Pegasus education.

by Karla Joyce

Based on conversations with Pegasus educators: Marilyn Diamond, Kathy DiCato, Sharon Goldhamer, Jennifer Ashton-Lilo, Vicki Olivadoti, Dan Rosenberg, Elaine Sarkin, Devin Seifer, Adam Stockman, John Zurn There is always one moment in childhood when the door opens and lets the future in. ~Graham Greene, The Power and the Glory Pegasus recently tackled the assignment of creating a short-term Strategic Plan, to help the community navigate a leadership transition on the heels of loss.

Groups of parents, faculty, and staff assembled into committees to discuss the strengths of the school and determine areas of frailty that beg awareness.

Not surprisingly, a consensual surge of pride prevailed within each category, a collective salute to the unique learning environment and celebration of individualism that is known to be Pegasus. But while everybody took his or her turn articulating these virtues, it became clear: the language differed. There were those who labeled the Pegasus curriculum and all of its programs as gifted and those who insisted that the student body was not admitted based on giftedness, and, therefore, Pegasus could not assume that label.

22 THE PEGASUS SCHOOL

It was a dialogue that had been opened years earlier, with the Vision Committee, and had repeated itself since. The gifted identity of Pegasus mattered deeply… yet, the mere definition of the word was elusive. Gifted. What does it mean? What does it mean at Pegasus? As a member of this Pegasus community, I was intrigued. Naively, I set out to answer the question.

Google gifted, and get ready. There are as many definitions of giftedness as there are voices. Some say giftedness is an intellectual ability significantly higher than average, and have selected an IQ level of 130 — derived from testing — as the peripheral entry. This nature versus nurture concept of IQ as destiny forms the foundation of gifted programming in public school education. Although it sounds simple, the fact that the federal definition has gone through three iterations in thirty years indicates that defining giftedness is a dynamic process.

Joseph Renzulli, the Director of the National Research Center on the Gifted and Talented at the University of Connecticut, developed a theory of giftedness that was at one time rejected by every gifted education journal. Today, it is the most widely cited philosophy in gifted literature. “Renzulli,” says Sharon Goldhamer, a second grade teacher who earned her master’s degree in Gifted Education from UConn, “believes that the confluence of ability, creativity, and task commitment allows giftedness to present itself.”

I push the other dozen definitions of giftedness aside for

the moment to focus on this distinction between gifted as ability and gifted as potential, because it mimics the ongoing conversation within the Community and harkens the vision itself. The Pegasus School has a rich legacy of gifted education steeped into its teachers by its founder, Dr. Laura Hathaway.

Students were never tested to determine giftedness, yet giftedness was the motivation for The Pegasus School and the draw for its applicants. There were seven students in that first Pegasus classroom who were, according to Marilyn Diamond, the kindergarten teacher who was there, admittedly exceptional.

Seven out of seven were academically gifted. With a student body so small, the label came easily. But as siblings arrived and Orange County families responded to the Pegasus reputation as a safe place for quirky, curious kids with teachers who could support and inspire them, the giftedness of the student body blurred. Yet we still “knew gifted when we saw it,” insists Goldhamer. “It is the hallmark of a Pegasus teacher. It’s why we are here.”

The idea of recognizing giftedness is different than defining

the gifted child. “As soon as you define something it becomes

exclusive of everything else,” explains Kathy DiCato, a first grade teacher. “What we attempt to do is make it inclusive.”

This idea doesn’t translate to everybody being on the same

page. The gift of a gifted education, DiCato says, is “to say that we know your child and support and enhance her so that she might realize her greatest potential. It is a way of teaching that is essential to the gifted child, but unleashes the gifts in all.” These are inspiring words, to a parent. So the parent in me redirected this search for a global interpretation of gifted and I focused my attention on the Pegasus identity. It is hinted at in the tag line: Where Bright Minds Soar. It is certainly alive in the classrooms. And it is etched in the heart and soul of every graduate. But to give it voice, I needed the teachers.

An interesting thing happens when Pegasus educators gather

to discuss process. A shared energy and sense of purpose unites them, and the awareness of their ongoing growth permeates the room. Some of these teachers have been at Pegasus since its doors first opened, while others bring a new body of experience in gifted education to the school. Several of those I interviewed for this article talk about weaving the more evident developmental stages into the curriculum, while others navigate the gradations of changes that occur in the middle school mind. All together, they hum. Lob into this setting those initial questions about giftedness and Pegasus identity, and shoulders straighten. To isolate the true spirit of Pegasus, I had to interview the teachers and administrators individually. The Pegasus identity emerged through different stories, in the history of the school or a personal relationship with Dr. Hathaway, in classroom trends and the abundant exposure to inquisitive minds. But more importantly, independently, they came to the same place.

That was Hathway’s vision.

PEGASUS MAGAZINE FALL 2011

23

Gifted, in the beginning Laura Hathaway was a teacher and librarian in the Irvine public school district, during the early eighties. Brittany, one of her three children, was extraordinarily bright but struggled with the social and emotional challenges of twice-exceptional individuals. “2E” students are those who combine a gifted intellect with special needs, and they often find a standard classroom environment to be unbearable. “They used to have pull-out programs for gifted students,” explains Elaine Sarkin, a veteren third grade teacher, whose own boys were in the Irvine gifted program. It was totally IQ based. When everybody else went to P.E. my boys went to the library to do research. You can imagine how happy they were about

taught them three weeks ago with what they’ve learned today.”

Her initial classroom was the prototype.

“But then came the next batch,” says Sarkin. “Laura didn’t

want any testing. She could interview a child and his family and see a spark. But remember, we had to survive. If we limited Pegasus to those who were academically gifted we lost out on all of those right-brain kids who were phenomenal.” Applying the idea to today, Sarkin explains, “My most recent group of students was the strongest group of right-brain kids I’d had in years. The rainforest imagery they created was breathtaking.

There have been years when I’ve had brilliant mathematicians, but when asked to paint a picture, they’d go blank. So someone can do a research paper twenty pages long, at a very young age, but he cannot imagine. Is he more gifted

school. Parents would have rather had

than the artist?”

an all-star soccer player than a gifted

child.”

is not an adjective. It does not describe

Hathaway joined the local gifted

you. Gifted is a behavior, an adverb. It is

association and began educating

how you produce.” Sarkin believes that

herself in the field. She researched

if you set the bar very high, most kids

organizations that would serve highly

will reach it. “It doesn’t matter what you

gifted children and built connections

classify as gifted. The older I get, the more

with like-minded parents. She

I see this. I had a child who was barely

dreamed of creating a place that

reading in third grade. He was certainly

would nurture the gifted child and invite him or her to experiment and learn in ways that didn’t exist elsewhere. With the help of a friend and nominal financial backing, she started a summer program in Fountain Valley to provide just that, and she called it Pegasus. “Those summer classes were inundated,” remembers Sarkin. “People were looking for something for kids who were not sporty, where they could have fun.” The response was encouraging. That summer venue was enough to attract and inspire the first four teachers and together they helped Hathaway to establish The Pegasus School.

Diamond was among them.

“Laura wanted a school for kids who were quirky,” admits

Diamond. “Call it what you want, but kids with high intelligence were the nucleus of the school.” Sarkin agrees. “The school wasn’t built for Brittany per se, but it was built for the Brittany ilk. I was teaching second graders sixth grade material.”

Diamond describes a gifted student in these terms: “It is a

kid who marches to a different beat. On a kindergarten level, which is all I can really speak about, they are kids who are so focused on one thing, to the exclusion of all else. They have excellent critical thinking skills and can connect what you 24 THE PEGASUS SCHOOL

Goldhamer goes further. “Gifted

not academically gifted. Recently, I went to an alumni event and there he was, clearly thriving. He is a sophomore at Brown.” The achievements of Pegasus graduates are lengthy and varied. And it all goes back to the beginning.

Hathaway focused on creating a haven where gifted children

of all shapes and sizes could experiment. In the beginning, she even eschewed textbooks. Her greatest gift, agree those who knew her then, was her ability to recognize exceptional teachers and empower them. “She hired a woman from the Irvine GATE program,” remembers Sarkin, “who had a truly brilliant daughter and a stunning grasp of gifted. I thought I knew it all until I’d met Elaine Salamanca. She and her husband would walk to school on Sunday evenings to get her room ready, individualizing a board and corresponding curriculum for each of her students.

I was humbled and inspired, and I did whatever she did.” There was Lynn VanGorp, a first grade teacher who had owned her own gifted school in Canada, along with Elaine Lerner from Florida, the “Pied Piper” of middle school English. “That’s when it became cohesive,” says Sarkin. “The students were varied, but they were kids. And we were all learning along with them.”

Including Hathaway. “The more we dreamt, the more the dream came true.”

A rising tide lifts all boats

Olivadoti. “Giftedness brings with it disjointed organization

Vicki Olivadoti, a third grade teacher, started in gifted education in 1972, when the Anaheim school district began clustering the five or so students per grade, whose test scores classified them as academically gifted, into a single classroom.

“What became clear to me then,” says Olivadoti, “was that while gifted kids really needed opportunities to think outside the box, so did all of the students.” With that perspective, Olivadoti became increasingly conflicted with the standardized benchmarks within the public structure. Hathaway’s vision for educating bright children with myriad

this with my gifted kids, but it turned out be beneficial for everybody.” Olivadoti admits that her first classes at Pegasus had thirteen students with widely divergent abilities and weaknesses. “I had a student with a severe reading disability

Gifted is not an adjective. It does not describe you. Gifted is a behavior, an adverb.

It is how you produce.

gifts, from academic talents to inventive minds, fit beautifully with her own. “Without the limits of imposed standards, we were able to excite students at Pegasus, enabling them to see that what appeared to be a limiting factor wasn’t limiting at all.”

and an inability to manage time. I developed a system to address

“But no matter how bright or how gifted,” reminds Sarkin,

“if you don’t cover the fundamentals you are doing the children a great disservice, because you will never know their potential.

The most crucial time in primary school is kindergarten through third grade, when you make sure those kids can read, write, add, subtract. You can’t even start magic, without the basics.” Or the ability to organize their backpacks, explains

who would have been labeled not fit for Pegasus. He is currently thriving in medical school.” So does gifted matter?

DiCato believes so. “Pegasus has

evolved in our recognition that teaching the gifted student is, in fact, special education on the opposite end of the spectrum. A gifted

child has special needs that accompany education, including a social-emotional framework that is more intense, specific, and imbalanced than the typical child. An approach that works for a typical child may not work for a gifted child because of his quirks and passions. But every child will benefit from an expansive curriculum and a teaching philosophy that involves embracing each child.” This idea that gifted, because of its ambiguity, is becoming an obsolete term, concerns her. “Do we not say ADHD anymore? Or dyslexia? It is every bit as important to label it. They have needs to be met and addressed that aren’t addressed in a regular program.”

PEGASUS MAGAZINE FALL 2011

25

The typical student

them a basic idea, throw out a few samples and say: play with

forms the dominant

it. Come up with something spectacularly wrong.” Often times

group of the population

they do, and “we laugh, learn, and move on.”

at large, and the Pegasus

Gifted, in the Pegasus classroom

demographics reflect that. “You import that child into Pegasus,” continues DiCato, “and he will get everything he can out of that program. He may not be in the 98th percentile but that doesn’t matter because his cup is full, the way his cup needs to be full. Supporting the gifted child supports everyone.” We know we have academically gifted kids, Goldhamer continues, but would every single student here pass the official state test for giftedness? “I wonder: do we want that?

In my view, we want students coming in eager to learn, able to recognize and take advantage of the opportunities we provide.”

She still calls them all gifted.

Devin Seifer, a seventh grade mathematics teacher, agrees in

part. “I would love to see us say that our barometer of who comes here is kids who want to be here.” He believes the mantra, that Pegasus is a safe place to be smart, needs that extra nudge of motivation: it’s a safe place to want to be smart. But are all of his students gifted? No. Seifer’s definition of giftedness is threefold, and influenced by logic. “A gifted person has the ability to grasp concepts quickly, the endurance to master lengthy processes, and the creativity to calculate potential outcomes without explanation,” says Seifer. (I write “mathematical genius” in my notes.) Despite these standards, he admits that Pegasus has a great gifted math program and the product, seen in secondary schools throughout Orange County, is unparalleled. “I had a kid who really struggled in my class, and he got the Calculus award in high school. He will still tell you my class was harder.”

Listening to Seifer’s definition of giftedness reminds me

of that first group of Pegasus students who were exceptional, intellectually complex, and quirky. While Seifer ponders the actual percentage of such individuals who exist in the world, he also proves the fact that every one of his students rises to a higher level because of his teaching. “Sure, I want someone who is going to create the next generation of math, because all of our technology starts with math.” It’s an imposing objective and yet he believes many of his students are capable. “I provide them the opportunity as much as possible. When I start a new unit, I give 26 THE PEGASUS SCHOOL

For middle school math students to assimilate the sophisticated concepts covered by the curriculum, Seifer created an economics simulation called The Money Game. “There are some students who enter it with the simple goal of survival. But because it is in an interaction game, you can do everything as you are taught, keep records perfectly, follow all of the rules of math, and still bomb as a result of the actions of others.” It mimics real-world financial models. Some students stress. Others strategize. Linear minds struggle to respond to the unknown. “But everybody is playing at their own level. Everybody finds that part of themselves that is terrific.”

John Zurn, Head of School, uses this type of assignment

as an illustration of “high-content, high-interest” learning activities, a critical element of gifted programming. “Students are working at a level that is considerably advanced.” In the parlance of gifted education, this is called acceleration. “There is substantial research,” adds Goldhamer, “to prove that acceleration is beneficial to gifted kids.” But it is excitement and, in this example, the thrill of strategizing survival among peers that creates in its wake a love of learning. “The programs at Pegasus marry a really high level of content with age appropriate engagement.” Zurn continues. “The third grade rainforest project asks kids to explore on so many levels and ultimately present their findings in the most compelling manner, as the creature they’ve studied.” This idea parallels Lower School Director Dan Rosenberg’s experience with gifted children at C-MITES, the Carnegie Mellon Institute for Talented Elementary and Secondary Students in Pennsylvania. “Gifted students can absorb new material at a higher speed, but it is the depth of the subject, and their abilities to go there, that differentiates them.”

Like Seifer, Rosenberg believes that it is “creating environments for taking chances and learning from mistakes,” that truly fuels learning.

Another cornerstone

of gifted education is

differentiation. Differentiated learning means providing

by Zurn: the International Studies Center, the Robotics

students with various avenues to acquire, process, create, and

Institute, and Pegasus Live! In an effort to connect the past

make sense of ideas. “We definitely strive for differentiation

with the present, Stockman dug up old footage of Hathaway.

at Pegasus, whenever possible,” says Goldhamer. “But for what

He found a video recording of her being interviewed by the

percentage of the children, for what percentage of the day? I

Vision Committee in 2008. After school hours, in a darkened

happen to love constructionist classrooms where you’ve got

classroom, he sat alone with the poignant image of the woman

centers and choices, and you can rise to your ability.” But it’s

who had hired him. Her words had weight, especially when the

a balancing act between honoring different learning patterns

interviewer asked: “What do you see gifted education becoming

and paces, and ensuring a solid academic foundation, explains

in the future? Where do you see Pegasus heading?”

Jennifer Ashton-Lilo. Aston-Lilo comes to her position as

Primary School Director from an educational background

he recites her words. “She said, ‘I would like to see us reaching

“It felt curiously important,” Stockman remembers, and

characterized by the

out to those kids who

teaching philosophy of

aren’t necessarily gifted

Reggio Emilia. “This is

academically, maybe they

project-based learning,

don’t have the best grades, but

whereby younger students

they are gifted in other areas.

are motivated entirely by

I would like Pegasus to catch

their interest area. You mix

those kids, kids who wouldn’t

academics and creative

enter into a gifted program at

projects together, so kids

a public school because of the

delve into what truly excites

strict testing requirement. I

them by reading and writing

want to reach the gifted kids

about it and exploring it

who are struggling.’”

mathematically.”

“I know kids like that,”

Stockman whispers. “These

The concept of

are the students who gravitate

differentiation, says Goldhamer, stems from “valuing uniqueness. Pegasus teachers

toward Robotics and Pegasus Live! They are really gifted at

are willing to talk to a child on a pretty adult level, about

making a movie, but not necessarily writing an essay.”

how to be better. There are a lot of strategies at this school to

help an individual cross a barrier, identify traits which impair

he adds with a laugh.

learning, engage in self-reflectivity and, ultimately, be stronger.”

Rosenberg calls the gifted teacher a “guide on the side” rather

at The Pegasus School, and sees opportunity. He sees Pegasus as

than a “sage on the stage.” It implies guiding learning, rather

a place that begs invention, and re-invention. “Laura asked it of

than constructing knowledge. Olivadoti translates it as Socratic

her teachers. We ask it of our students.” The recent initiatives

dialogue, whereby true teaching lies in the questioning. “As

perfectly exemplify the spirit of exploration that existed in

a teacher I am not the answer but rather the facilitator, to get

those early years. The blankest slate holds the greatest potential.

students to seek their answers. It creates a learning partnership

Stockman definitely sees the connection. If Hathaway wanted to

with the student recognizing his or her own role in the process.”

reach those kids, he says, “I feel like I’m doing the job for her.”

Walk into any classroom at Pegasus and you will hear this level

of discourse. It is an innate understanding of how to educate

saturated with the theme of enhancing and expanding the culture of gifted

every child, a quality that Hathaway recognized when she

learning. Notice, the word gifted remains in the sentence. It doesn’t precede

interviewed new teachers. It is her legacy.

the student body of Pegasus, although it defines a percentage among us. It

The vision lives on

doesn’t describe the school itself, despite giftedness as the impetus. It precedes

Last year, Adam Stockman, the Technology Integration Specialist and middle school technology teacher, was asked to construct a video to present three new initiatives introduced

“Of course, we’re going to help them with those essays, too,” Stockman reflects on this transition between old and new

This fall, the Pegasus community was presented a Strategic Plan

learning. It is a way of teaching, specifically developed to inspire bright and eager minds dedicated to education and the families that support them. It is a gift.

PEGASUS MAGAZINE FALL 2011

27

FEATURE

Pegaus Troop 911

Balancing and Enhancing Scouts’ Gifted Education. by Nancy Fries

P

egasus graduates boast all kinds of impressive

to handle themselves and work with their team — men who are

accomplishments as they progress through high school:

not afraid to leave the comfort of paved roads and air-conditioned

varsity athlete, class president, accomplished musician,

rooms — and, men who are stewards of the environment that

award-winning artist, and Eagle Scout.

they’ve been blessed with.”

If you raised an eyebrow at “Eagle Scout,” you are not alone.

These principles upon which the BSA was founded have

“Whenever I tell people that I’m a boy scout, they always give me

largely been forgotten outside of scouting, Jusuf said. “Boys

the puzzled look or laugh a little bit,” said Christopher Jusuf ’07

gave up their tents and their maps and their buddies around

at his Eagle Court of Honor last fall. A century after the founding

the fire and traded them in for parties and video games and

of the Boy Scouts of America (BSA), many question its relevance

Facebook profiles,” he said. Scouting was created, he said, for

in today’s fast-paced, technology-driven society. But Pegasus

“a past generation that is dying out, a generation of boys and

has its own thriving troop of more than thirty boys who find in

men who were instilled with initiative and independence. Who

scouting an enriching addition to their modern-day lives.

understood the world on a level that can only be reached by

going out and embracing it.”

“Boy Scouts of America was founded during a time when it

fit into society a lot better than it does today,” said Jusuf, now

a Hamilton College freshman. “During [that] time, boys were

reaching out to the world. They participate in exciting outdoor

tasked not only with their schoolwork, but also with becoming

adventures, such as backpacking, rafting, rock climbing, and

whole men—men who gained knowledge of things not by

the annual favorite, kayaking on the Colorado River. They

studying about them in a book or on a TV screen, but actually by

perform community service activities, may attend summer camp

going out and doing them — men of character who know how

on Catalina Island, and participate as a troop in Camporee, a

28 THE PEGASUS SCHOOL

The scouts of Pegasus Troop 911 spend plenty of time

weekend of competition between dozens of local troops. Despite its small size, the troop consistently wins awards. Troop 911 offers Pegasus boys a wholly unique scouting experience, one that wouldn’t exist if not for a bold group of parents with a zealous idea.

The Origins of Troop 911 Troop 911 was formed in 2001, when a tight-knit group of Pegasus fifth graders was set to advance from Cub Scouts to Boy Scouts.

At the time, Pegasus offered Pack 911 for the younger boys, but no Boy Scout troop for grades six and up. Boys would either split up and join their local troops or quit scouting altogether.

“The core group, including my son, wanted to stay on and

not split into different troops,” said Michael Shulman, father of Bryant ’04. Shulman and several other parents hatched a plan to keep their scouts together by forming their own troop. Despite resistance from the BSA, which typically doesn’t charter new troops with only sixth graders, the parents succeeded. “I never took ‘no’ for an answer,” said Shulman, who became the troop’s first Scoutmaster. (While the troop was formed around the time of the 9/11 terrorist attacks, its number is coincidental.)

Ten years after its founding, Troop 911 includes current

Pegasus students and graduates now in high school and college.

Like the founding group of scouts, the newest sixth graders comprise a remarkably cohesive group, most of who have been together since Tiger Cubs in first grade. Some considered joining larger, more established troops outside Pegasus, but all decided to stay with Troop 911. “The Pegasus troop is a great way for the boys to be together since they don’t necessarily live in the same neighborhoods,” said Amy Weiss, mother of Cameron ’14.

“Pegasus is a challenging school and all the boys have other

outside interests,” Shulman said in a past interview with Eagle

Eagle Scout Kevin Kassel Kevin Kassel ’09, a sophomore at Corona Del Mar High School, began Cub Scouts when he came to Pegasus in the third grade. By fifth grade, he was a Boy Scout with Troop 911. Scouting helped Kevin develop his outdoor skills and appreciation of nature. He has always had a love of plants and animals especially after his third grade “rainforest experience” at Pegasus. His passion for the environment has grown immensely since that experience. Kevin’s Eagle Scout Project was an easy choice to help beautify The Pegasus School and help the environment by planting 27 Tristania Trees along the school’s new dismissal area. In addition, he has spent summers traveling to several different rainforests in South America and Southeast Asia in efforts to prevent further deforestation and plant native trees in damaged areas. This past summer, he travelled to Ecuador, where he taught children English and furnished their schools with water purification filters. Kevin arranged this project with Hurley’s Waves for Water Program. His Boy Scout experience has helped him develop leadership skills, environmental sustainability skills, and has helped increase his entrepreneurial qualities.

As an alumnus, Kevin is grateful for his experience at Pegasus as it prepared him to excel in high school and beyond. He credits his outstanding teachers and family for their support, guidance, and motivation that contributed to the success that he enjoys today: “Doing my Eagle Scout Project at The Pegasus School made me feel that I had given back to the school that taught me so much. My project gave me a sense of accomplishment and insight on how ‘the real world’ works. It was humbling to be with so many amazing people...”

Scout Erik Ringman ’05. The Pegasus boys are not only able PEGASUS MAGAZINE FALL 2011

29

to continue scouting together, even as they leave for different high schools, they also can balance the multiple demands of academics, sports, and other activities by being in a troop that accommodates and encourages those commitments. “A Pegasus troop allowed us to structure our activities around the boys’ school schedule,” said founding parent Harty Beitman, whose son Michael ’04 was in the troop. “I doubt many of them would have been able to make it to Eagle without the Pegasus troop.”

To date, twenty-one Troop 911 scouts have achieved the

rank of Eagle, and at least five others are in various stages of Eagle candidacy. The rank of Eagle, reached by only five percent of scouts nationwide, requires at least twenty-one merit badges, including lifesaving, first aid, personal management, and three different citizenship badges. The scout must also plan, organize, and lead an extensive service project. Recent projects by Troop 911 scouts include planting trees on the Pegasus campus; installing fencing at Crystal Cove State Park; building bat boxes and a bench on the Upper Newport Bay; and renovating the baseball dugout at Newport Harbor High School.

“There is nothing quite like an Eagle Scout project in terms of learning how to plan a project, enlisting people to help you, and managing them in an organized fashion to complete the project as efficiently as possible,” said Eagle Scout Eric Hallett ’07 (see sidebar).

An Extension of their Pegasus Education As a boy-led troop, Troop 911 depends on its older scouts to lead and teach the younger ones. As a small troop, it offers its members multiple leadership opportunities. Through their activities, merit badges, troop responsibilities and Eagle projects, scouts learn collaborative leadership, critical thinking, responsible citizenship, and environmental consciousness— some of the very same values and skills promoted at Pegasus. In this respect, scouting becomes an extension of the boys’ gifted education. “Scouting will give Cameron a variety of outdoor skills as well as leadership skills,” Weiss said, “and I like that it gets him out in the fresh air and learning beyond the classroom.”

Through their experiences, Troop 911 scouts develop their

individual gifts—physical, emotional, and intellectual. By getting out and reaching the world, they further their future potential to touch an even larger world. “Even though Boy Scouting may seem like an outdated organization,” Jusuf concluded, “we need it more today than ever because no other organization can form the boys of today into the men we need for tomorrow.”

Nancy Fries is the mother of Eric (‘14) and Ian (‘10), a current Eagle Scout candidate.

Her husband Joe is an Assistant Scoutmaster for Troop 911. Contact: nancyfries@cox.net 30 THE PEGASUS SCHOOL

Eagle Scout Cooper Hendrix Eighth grader, Cooper Hendrix, received his Eagle Scout Rank in July 2011. He is the 125th scout from Troop 90, Newport Beach, to receive this accomplished honor.

One of the many requirements to earn this award is to develop, plan, and carry out a service project within the local community. For his Eagle project, Cooper coordinated the construction and installation of over 1,200 feet of trail keeper fencing in Crystal Cove State Park. He enlisted the help of over sixty volunteers who completed three hundred hours of work.

In addition, Cooper has earned 61 merit badges, is a Brotherhood member of the Order of the Arrow, BSA’s Honor Society, has attended National Youth Leadership Training, has 75 nights of camping and over 200 miles backpacked including an 80-mile Trans-Sierra trek this summer where he summited Eagle Scout Peak, along with the highest peak in the continental United States, Mt. Whitney.

He attributes his success in the Boy Scouts to the guidance and discipline he has learned throughout his many years at Pegasus: “Developing and installing my Eagle Scout project taught me a lot about myself and how to work with others. The best part was that I was able to give something back to my community.”

Q&A

Eric Hallett ’07, Troop 911 Eagle Scout in many late night tournaments; creating campfire skits; playing pickup football games; and building portals at Camporee. We had a really tight-knit troop— seven boys that were in my grade at Pegasus became Eagle Scouts in Troop 911. Almost every experience was a positive one.

Q: How has scouting contributed to your other successes, both academic and extracurricular?

Eric is a freshman at Stanford University. The recipient of Sage Hill High School’s Balance Award, Eric is an accomplished pianist, co-founded Sage Hill’s jazz ensemble, and played Varsity water polo, baseball, swimming, and soccer.

Scouting has made me a better leader and public speaker, and I’ve become a more confident person overall. I have been willing to try new activities, such as water polo and acting, and I eventually became a leader on the water polo team.

Scouting had given me the ability to teach younger teammates and make sure everyone was doing their jobs.

Q: What are some of your fondest scouting memories?

Q: What are some of the ways scouting has shaped the person you’ve become?

Falling out of the raft on the Kern River in the middle of one of the rapids and floating about fifty yards downstream before I was able to scramble on to one of the rocks at the side of the river; Domenic Re’s dad spending nights on campouts teaching us Brisk, an Italian card game that resulted

Scouting taught us to take advantage of every opportunity to try something new. For example, our troop organized kayaking trips on the Colorado River and whitewater rafting trips on the Kern River. I chose to do the trips because I knew the experience would be a once-in-

Where Are They Now?

The Eagle Scouts of Pegasus Troop 911 Continue to Soar Alex Heiney* ’04 Bryant Schulman* ’04 R.J. Davis* ’02

Grant Nikols ’05 Joey Puishys* ’04 Michael Beitman* ’04 Andrew McKenzie ’05 Zach Rabosky* ’04 Erik Ringman ’05

Claremont McKenna College University of Washington USC, B.S. Engineering ’10, M.S. Engineering ’11 Wesleyan University United States Naval Academy Washington University in St. Louis University of Southern California Syracuse University The Ohio State University

Brendan Davis* ’04 Zak Cole* ’04 Alex Rios ’05 Dan Guthorn ’05 Domenic Re ’07 Michael Kim ’07 Peter Anastos ’07

Daniel Anastos ’08 Charles Giannini ’07 Eric Hallett ’07 Chris Jusuf ’07 Max Gerard ’07

a-lifetime opportunity, and those trips resulted in some of my favorite moments in Boy Scouts. Throughout every meeting we were reminded of the core values of scouting; basically our leaders urged us to become men of character.

Q: How do you think the skills you learned through scouting will help you achieve your goals?

At some point, I’d like to teach and inspire students the way my teachers have inspired me. Scouting is essentially a chain of boys passing down lessons to younger boys through the years, so I think I would be successful at imparting knowledge.

Scouting has also improved my ability to work well in groups, which is a useful skill, as most jobs require teamwork and socialization. There is nothing quite like an Eagle Scout project in terms of learning how to plan a project, enlisting people to help you, and managing them in an organized fashion to complete the project as efficiently as possible. My specific endeavor was to put up 800 feet of trail keeper fence at Crystal Cove State Park, and I’ve had few days that were more difficult or, at the end, more rewarding.

Orange Coast College University of Southern California University of Southern California University of Southern California Villanova University Irvine Valley College The School of Art Institute of Chicago Corona del Mar High School Georgetown University Stanford University Hamilton College Haverford College

* Founding members of Troop 911

PEGASUS MAGAZINE FALL 2011

31

ATHLETICS

Thunder Football Coaching the Student Athlete. by James Swiger The football season of 1999 was like no

as one of life’s greatest teachers and as a

top football coaches in the region. But

other. The UCLA Bruins fell from 1st

critical component of the Pegasus football

his resume and reputation are just the

to 9th place in the Pac-10 Conference,

program.

dressing. Ten seconds into a conversation

never to return to their former glory.

with Coach Crabtree reveals his true

Shawn Alexander spearheaded the

teammates remember, failing health

“live-and-breathe” football core. He

Alabama Crimson Tide to their 21st

forced him to stop coaching. I humbly

knows the art of managing every aspect

SEC Championship. A quarterback from

stepped into his shoes. Since then, Coach

of every position. He understands how

Stanford University named John Elway

Crabtree and I have been fortunate

to use the clock to his advantage. He

led the Denver Broncos to a 34-19 victory

enough to see the Pegasus Thunder

can discern the culture of the referees

Unfortunately, as those first

over the Atlanta Falcons in

through the layers of leagues. He

Super Bowl XXXIII. And The

has mastered reading the offense

Pegasus School christened

and misdirecting a defense. His

its first official season of

passion for the game motivates

Thunder football in the Tri-

everyone around him. Coach

Way League of Orange County.

Crabtree has become the beating

“Athlete-school” assumptions

heart of Thunder football.

were challenged that fall, and

Under his guidance, the

football history was made. In

Thunder football program has

the case of Pegasus, it was just

progressed into more than just

beginning.

a sports team. It is a unique

opportunity for personal

For the next two years,

Charles Tyler, Director of

exploration and individual

Physical Education at Pegasus,

growth. It allows anyone who

helped lower school technology

is interested to be a part of

guru, B.J. Crabtree, build

the game. To Coach Crabtree,

a strong foundation for the Thunder

football team reach four playoffs and win

football starts with the character of its

football program. By 2002, the program

three championships.

players. He asks that each team member

had evolved to the point of coaching

give his best and, in return, he will

capacity, and a new face emerged. Rob

not about the score. It’s about how you

teach the art of the game. On and off the

Grant stepped into the role of defensive

play the game (And, about having fun).

field, Coach Crabtree is one of Pegasus’

specialist and eventually led the team to

These values are shared and infused

strongest advocates for “student-athletes.”

its first Tri-Way league championship in

into the program by Coach Crabtree.

In his paradigm, “student” takes priority.

2004. It was a rapid climb. Many credit

On top of that, he brings experience.

He models his values. He promotes an

the team’s swift growth to the genius of

As a teen, Crabtree played tight end

unwavering effort to be a better person.

Coach Grant. Others credit the genius

for Fountain Valley High School, and

On the playing field, his coaching

to his playbook tome, a tackle-sized

then continued his football career at

prepares kids for high school football

notebook full of strategies, formations,

Golden West College and Sonoma State

and life. His players learn what it means

and secret formulas. From either

University. Today, he is regarded in the

to be a part of something bigger than

perspective, Coach Grant left a legacy

Orange County community as one of the

themselves. Teams win games, he tells

32 THE PEGASUS SCHOOL

But, as Coach Tyler would say, it’s

was one of many Thunder athletes to continue playing football in high school.

Currently a senior starting receiver and defensive back at Sage Hill, he had a phenomenal season last year with an average of 6.2 points per game and 19.28 average yards per reception, with one 80yard reception to top the records. But he hasn’t forgotten his days playing for the Thunder. When asked to share thoughts Taylor Petty ’08

about his Pegasus football days, his

Grant Kang ’10

them, not individual players...despite

response was enthusiastic and heartfelt.

coaches who know the game. Through

what they see on television.

“I’d love to talk about the team because

Thunder football, I learned how to be

I had an unforgettable experience.

a student and an athlete, how to deal

coaching philosophy and personal

There is no doubt that playing for the

with adversity, and how to work hard.

style get boys excited about the game

Pegasus Thunder has fostered my love for

On top of it all, I got the unforgettable

of football. Through a unique blend

the game of football. Coach Crabtree’s

experience of being on a successful team

of humor, fatherly mentoring, and

exuberance and intense pride for the

with coaches who helped us win.”

inspirational training (and a few passes

football team was contagious and,

even John Elway would be impressed

through hours of hard work, we players

been building stories like these for twelve

with), Coach Crabtree custom tailors

formed friendships that extend way

years, and the excitement of motivating

each season of Thunder football to fit

beyond football.”

new players and molding new athletes

the needs of the players on that field.

continues. Go Thunder!

By the end of each season, the team is a

Hill, did not continue playing football in

family that has built a lifetime’s worth of

high school, but agreed: “Pegasus Football

memories.

wasn’t just a way to learn a sport or have

fun with my friends. It showed me what

Most noticeably, however, Crabtree’s

Two former Pegasus student-athletes

epitomize this best. Taylor Petty ’08

Grant Kang ’10, a sophomore at Sage

The Pegasus football program has

James Swiger is a Pegasus middle school social studies teacher and football coach.

Contact: jswiger@thepegasusschool.org

it’s like to be on a real team with real PEGASUS MAGAZINE FALL 2011

33

Those who Soar

I

ncluded in this section is Part II of Those Who Soar, Hathaway (Director’s) Award recipients. It provides a close up look at how top Pegasus graduates have spread their wings all over the world — growing, working and serving.

Pegasus alumna, Alene Tchekmedyian ’02, was chosen to write this issue’s Those Who Soar section. She attended and graduated from Columbia Journalism School in May 2011 and currently works as a news editor for a newspaper in the South Bay. Prior to her graduation from UCLA in 2010, she served as editor in chief of the Daily Bruin, UCLA’s student newspaper.

by Alene Tchekmedyian ’02

Hathaway Award recipients Leslie Castellano ’96

Joseph Puishys III ’04

Nishan Tchekmedyian ’97

Bryan Rhodes ’05

Carissa Tessaro ’98

Alex Popoff ’06

Michelle Shepard ’99

Julia Ostmann ’07

Holly Miles ’00

Melanie Arnold ’08

Katie Dutcher ’01

Ellen Emerson ’09

Naneh Apkarian ’02

Wyatt Robertson ’10

Catherine O’Hare ’03

Nishan Tchekmedyian ’97 Expanding leadership...

…advancing the future.

For his science fair project in middle school, Nishan Tchekmedyian created “sun wear,” which he described as special clothing to protect people from skin cancer. Fast forward 14 years: Dr. Tchekmedyian is an internal medicine resident at Beth Israel Deaconess Medical Center, a teaching hospital of Harvard Medical School. He plans to become an oncologist.

Nishan Tchekmedyian (right) and his brother, Vatche The recipient of the 2011 Wings of Honor Alumni Award, Tchekmedyian has displayed commendable character and dedication to the values and mission of The Pegasus School. “It’s a great place,” he said, full of nostalgia.

After graduating from Pegasus and Edison High School, Tchekmedyian spent nearly ten years at UCLA. He earned his bachelor’s degree from UCLA, double majoring in molecular, cell, and developmental biology, along with business economics. He subsequently attended the David Geffen School of Medicine at UCLA and graduated last year.

Pegasus has given Tchekmedyian lifelong friends. He recalls an eighth grade trip to the Colorado River, where he went kayaking with his best friend, Martin Giannini. His best memory is when the two of them started kayaking in opposite directions and could not stop laughing. Next year, Tchekmedyian will be the best man at Gianninin’s wedding.

Fluent in Spanish and Armenian, Tchekmedyian has volunteered and studied all over the world, including studying gastroenterology in Uruguay and assisting an orthopedic surgeon in the operating room at the second largest public hospital in Ghana. In his free time, he enjoys yoga and running.

34 THE PEGASUS SCHOOL

Bryan Rhodes ’05 Working hard and making time for playing … …balanced Pegasus has formally and informally recognized the accomplishments of many scholar athletes over the years, and Bryan Rhodes enjoys the company of many among them who continue to enjoy athletics as a means of strengthening friendships and staying balanced in their academic and professional pursuits. A junior at Georgia Tech, balancing the academic rigors of biomedical engineering by staying active in intramural athletics and holding an executive position in Beta Theta Pi fraternity. Bryan’s current life is reminiscent of Middle School. His fondest Pegasus memory is winning the football league championship in the eighth grade with all his friends. Achieving balance has required the time management skills, good work ethic, and resourcefulness Bryan learned while at Pegasus.

Julia Ostmann ’07 Taking creative risks...

…striving for understanding.

Currently a freshman at Harvard College, Julia is studying English and neurobiology, through which she plans to bring together her interests in language, creative expression and child and adolescent psychiatry. She assistant-stage-managed the college’s fall production of Dracula, based on Bram Stoker’s novel.

During her years at the Orange County High School of the Arts, she studied in the Creative Writing Conservatory with literary mentors James P. Blaylock and Tim Powers.

She became the youngest staff member ever selected for Inkblot Literary Arts Magazine, a national award-winning publication, and served as the magazine’s editor-in-chief her senior year, when she was also editor in chief of OCHSA’s student newspaper, Evolution.

As editor of Evolution, Julia wrote an article that prompted the California legislature to pass a state law in August 2010 protecting students’ free speech rights. A National Merit Finalist, AP Scholar with Distinction, and OCHSA Distinguished Scholar, Julia appeared in 16 productions as an actor with the South Coast Repertory Theatre Conservatory before graduating from the program in August. She attributes her passion for learning to the formative experiences she had at Pegasus.

Some of her fondest memories of Pegasus include a South Park-esque skit about American urbanization for a social studies group project, performing dramatic monologues for the Shakespeare competition and talent shows, and engaging in spontaneous discussions with Pegasus teachers, peers, and administrators. “Once,” says Julia, “my friends and I spent an entire lunch debating whether animals could think. We even printed out research!”

PEGASUS MAGAZINE FALL 2011

35

Melanie Arnold ’08 Exuding confidence...

…excelling academically.

If there’s one thing Melanie Arnold, senior at St. Margaret’s Episcopal School, took with her to high school from Pegasus, it’s time management. And she sure needs it — balancing her position on the board for the Junior Axillary at Hoag Hospital (where she coordinates candy stripers by training, scheduling and supervising them) with rehearsals for her role in the school play, Servant of Two Masters, and serving on her school’s Honor Committee, proved a difficult task. Arnold also chairs the fine arts committee on St. Margaret’s first student senate. She mentors students during their auditions for studio plays and the playwright festival.

Her eleven years at Pegasus also equipped her with critical thinking skills and the ability to think critically and creatively.

Outside the box has become an overused cliché. “I noticed a difference between me and the other students at St. Margaret’s,” she said, adding, “I knew how to set deadlines and work thoroughly without procrastinating.”

Arnold credits Pegasus for giving her the confidence to manage a busy schedule: “Pegasus encouraged me to do everything — basketball, the arts, grades, and St. Margaret’s is no different...I try to get involved in almost everything that comes my way, and I have to thank Pegasus for that.”

Arnold also excels academically. She has received the Headmaster’s Honors every semester since she started high school.

She reflects, “The school has given me a foundation that I will build upon throughout my high school years, college, advanced degree, and life after that.”

Ellen Emerson ’09 Solving problems creatively...

…resulting in rewards.

A junior at University High School in Irvine, Ellen Emerson said high school is competitive, but the rewards are well worth the hard work. She credits her success in school and her extra-curricular activities to the skills she learned at Pegasus: time management, organization, public speaking, and communication.

At school, Emerson serves as a Vice President of the Harry Potter Alliance, Ellen Emerson (center) with teammates an organization devoted to community service and the advancement of literacy and human rights through the morals taught in J.K. Rowling’s novels.

This fall, she formed a new club with her friend, called the Olive Tree Initiative, the first high school chapter stemmed from a university level organization. The Olive Tree Initiative began at UC Irvine and has been adopted by UC San Diego, UCLA, and UC Santa Barbara. Every year, the university level organizes a trip for the students to Israel, Jordan, and Palestine. Students have the opportunity to meet with over 80 speakers, including government and business leaders, educators, and members of various royal families. Recently the Olive Tree Initiative club held an event at which President Obama’s sister, Dr. Maya Soetoro-Ng, spoke about promoting peace through literature beginning at an early age. Emerson states, “We are very fortunate to have the founder and director of the original Olive Tree Initiative as our advisor. We focus on dialogues about peace and the resolution of human rights issues in the Middle East.” In addition to her two clubs, Emerson also serves as a staff photographer for University High’s literary magazine, the Lamplighter.

In her free time, Ellen enjoys reading, playing guitar, and photography. She believes creativity and innovation are meaningful core values that allow her to problem-solve. Emerson played on the basketball team at Pegasus, and she continues to play on the University High School team.

Emerson remembers eighth grade history and advisory with Mr. Conti, a class during which some of her fondest Pegasus moments were spent: “All of his students were and are extremely lucky to be in his class.”

36 THE PEGASUS SCHOOL

Wyatt Robertson ’10 Treasuring friendships...

…travelling the world.

Wyatt Robertson, a sophomore at Newport Harbor High School, has so many vivid memories from Pegasus that it was difficult for him to choose a favorite. After some deliberation, Robertson concedes that he will never forget his Pegasus trip to Argentina and Uruguay, where he formed an unforgettable bond with his classmates. “Whether it was buying the most palatable bread I have ever had from a market, discovering what a Coati is, touring a lighthouse in Uruguay, or having triple-chicken fights in a pool, I know we were having the most fun we could have possibly had!,” Robertson said.

Robertson formed unbreakable friendships at Pegasus and clearly has a passion for leadership. Along with a few other alumni, he currently serves as a member of the Beach Cities Service League, a philanthropic organization dedicated to providing volunteers for many events or other charitable organizations throughout Southern California. He believes in diversifying his experiences.

While studying abroad at Oxford this past summer, Robertson experienced an incredible journey and formed friendships with boys from Los Angeles, Chicago, Virginia, New York, China, Italy, and Turkey. He had a full schedule of activities and classes. He gained valuable knowledge in his academic subjects, including medical science and psychology, and thoroughly enjoyed extra-curricular activities such as museum field trips, architecture tours, sports and attending Angelican church services. He also began a tradition of playing outdoor games, many of which he learned from P.E. at Pegasus like ‘Capture the Flag’ and others.

The Pegasus School Alumni Association proudly presents the launch of

PEGnet

Our Alumni Mentor and Career Network Pegasus Alumni:

Current Pegasus and Alumni Parents:

• Search for a professional or academic mentor

• Become a mentor for our alumni

by offering professional or academic guidance

• Search for jobs or internships • Post your resume for potential employers

to search

• Post a job or internship opportunity • Search through posted resumes to find

the best candidate for your company

An opportunity to grow the connections within the Pegasus community.

REGISTER TODAY! Alumni: https://thepegasusschool-csm.symplicity.com/students Mentors: https://thepegasusschool-csm.symplicity.com/mentors Employers: https://thepegasusschool-csm.symplicity.com/employers

PEGASUS MAGAZINE FALL 2011

37

Alumni Connections

by Angel Waters

graduating medical student in recognition

2001

of outstanding academic achievement

Vanessa Hull is pursuing her

throughout the four years of medical

nursing degree after graduating from

school.” Also received upon graduation

Manhattanville College in Purchase,

were the following awards:

New York.

Aesculapians Medical Student Award

– Presented to “a graduating medical student in recognition of dedicated service and outstanding leadership while James Samimi ’95 and new bride, Rachael

1995 Congratulations to James Samimi and his new bride Rachael who married on September 4 in the Newport Beach harbor and enjoyed a honeymoon in Yellowstone.

James completed his masters at California State University, Long Beach with a concentration in public administration and is currently en route to completing his medical coding certificate while working as a certified documentation specialist at Fountain Valley Regional Hospital. James continues to perform with his group, Duende Flamenco, at Tapas Restaurant in Newport Beach on a regular basis and has a new CD is on the horizon. Rachael is the manager of special events at Chapman

in medical school.”

Award of Excellence of the

Department of Medicine Clinical Faculty

2002 Connie Chai graduated from Duke University and is experiencing life in the midwest working as a merchandise business planning analyst for Target Corporation.

Association – Awarded to “the student

Allison McFarland is teaching English

who has completed the third year

to high school students in Japan through

clinical clerkship in medicine with the

the Japan Exchange and Teaching (JET)

strongest all-around evaluations and test

Programme, aimed at promoting grass-

scores for clinical knowledge and skills,

roots international exchange between

and who has also shown the highest

Japan and other nations. Allison teaches

degree of awareness and concern for the

near Kanazawa, on the west coast of

humanitarian needs of a patient.”

Japan. Though Allison was hesitant

when she found out that she would be

American College of Physicians

Award – Awarded annually to “the

working with high school students,

graduating student entering the field

she has enjoyed it much more than she

of internal medicine with excellence in

could have imagined. She teaches at a

scholarship, leadership, teaching and

high school of 850 students for most of

humanistic qualities.”

the week and one day a week at a special education high school. Allison launched a

University and is working on their upcoming annual Chapman University 5K and American Celebration.

1999 Vatche Tchekmedyian graduated from the David Geffen School of Medicine at University of California, Los Angeles at the top of his class. He is now fulfilling his residency at Boston’s Brigham and Women’s Hospital at Harvard. During graduation Vatche received the Stafford L. Warren Medal – Presented to “the

38 THE PEGASUS SCHOOL

Vatche Tchekmedyian ’99 graduated from the David Geffen School of Medicine.

The Tchekmedyian family (L-R): Simon, Sareen ’07, Alene ’02, Vatche, Raffi ’04, Vartan ’01 and Seta

Alle Hsu ’03 graduated with honors from Scripps College of the Claremont Colleges

Allison MacFarland ’02 under Japan’s Fushimi Shrine

Natasha Schulman ’05 scoring against Arizona State University

Kendall Broda ’04 experiencing the Aussie life

pen pal program with her high school, Los

Alle Hsu recently graduated with honors

Miranda and Hayley Young are

Alamitos, that gives her current students

from Scripps College of the Claremont

attending Duke University’s Fuqua

the opportunity to interact with students

Colleges, where she double majored in

School of Business to pursue their

in California.

Asian Studies and Media Studies. She

masters’ degrees in management

received the 2011 Watkins Media Studies

studies. Hayley was also accepted into

devastation in the northeast region of

Award for her senior thesis documentary

Harvard University’s Graduate School of

Japan when it was struck by natural

film about the status and role of women

Education for a master’s degree in Mind,

disasters. Allison recalls this experience:

from urban China. Her film chronicled

Brain, and Education. This prestigious

“My area felt slight earthquakes and was

the experiences and views of a group of

program uniquely connects cognition,

under tsunami watch, but the most terrifying part

Chinese women, from one who endured

neuroscience, and education practice.

was seeing the destruction on my T.V. screen. I

the Cultural Revolution to others who

It is the first program of its kind in the

couldn’t believe that something this catastrophic

lived through the current capitalist period

world and only thirty-four students were

was happening to a place only an hour away by

in China. Her film which was partially

accepted. Upon the completion of her

airplane. I was so proud to be in Japan during this

supported by a grant from Pomona

master’s program at Duke, Hayley will

time as I saw people come together to help support

College was screened at the Pomona

attend Harvard for her second master’s

the affected areas. Fellow JETs put together

Museum of Art with a major photo

degree.

charity fundraisers and some even went out to

exhibit titled “China Insights.” Outside

the Tohoku region to help clear rubble and bring

academics, Alle competed for four years

2004

supplies. I was also thrilled when my students

on the Claremont-Mudd-Scripps tennis

organized spare change drives at school. I have

team and served as the captain of the

been keeping those in the affected areas of Japan

team for two years. Alle was awarded the

in my thoughts and prayers and know that the

2011 Scripps Athlete of the Year award

struggle is not over yet. Nevertheless, it makes me

for her achievements both on and off the

so proud when I think of all the people in the world

court. Her CMS team ranked seventh

who have come together to support Japan.”

nationally in the 2011 NCAAs and reached

2003

the Elite 8 of the 2011 NCAA Women’s

Thankfully, Allison wasn’t near the

Caitlin Gillenwater is serving her

National Team Championships.

community as an EMT and volunteer

Harry Koulos received his bachelor

firefighter/EMT for the Freedom Fire

of arts degree in history from Yale

Department.

University. He is now attending Georgetown University working toward his Juris Doctor degree.

Kendall Broda is experiencing the Aussie life, studying abroad in Wollongong, NSW, an hour and a half from Sydney, Australia. Kendall is traveling extensively, including trips to Gold Coast, Brisbane, Carins, Whitsunday Islands and many smaller places along the way. The Great Barrier Reef was an “amazing” adventure for Kendall before hiking through the jungles of Bangkok and staying in Chaing Mai villages with no electricity.

Bryant Schulman is finishing his senior year at the University of Washington with a major in political science. Bryant is

PEGASUS MAGAZINE FALL 2011

39

David Penner ’06 with Kendra Eaton ’04, Blake Myers ’08 and Victoria Davidson ’07 at the 2011 Mt. Olympus celebration

Monica Schnapp ’06 attends University of the Pacific

Nicolas Jaber ‘07 presenting Congressman Campbell with an honorary JSA best speaker gavel

a member of the Theta Chi fraternity and

MRUN, the Michigan club Cross Country

Nicolas Jaber was successful in

volleyball club team.

and Track and Field team.

coordinating an appearance by

Lara Stouffer, a sophomore at West

Monica Schnapp sums up her freshman

Point, graduated from West Point’s Air

year at University of the Pacific as her

Assault school under the 101st Airborne

“home away from home. My friends, professors,

division. She learned how to conduct

boss, and sorority sisters are my second family.”

Abby Michaelsen was selected as the

Air Assault operation, attach sling

Being actively involved on campus and

Youth Advocate of the Year from the

loads to helicopters, and how to repel

being comfortable to approach her

Campaign for Tobacco Free Kids. She was

out of helicopters. Afterwards Lara

professors is important to her. “All my

also honored with a seat on the board and

completed CFT (Cadet Field Training)

professors know my name, and if I need

attended her first board meeting while

where she learned infantry patrolling

extra help they are always willing to stay

accepting her award in Washington, D.C.

and experienced a taste of the different

late and help me.” When asked for some

branches the Army has to offer. Lara also

words of advice for high school seniors,

has the responsibility as a team leader, to

Monica offered the following:

make sure that her plebe (1st year cadet)

becomes accustomed to life at the military

know a current student and spend more

academy. In addition to military training,

than just a few minutes on tour with that

Lara will be taking academic classes and

person.

swimming for her second year on the

West Point swim team.

taking so you can see how a professor and

2005

students interact with each other.

Natasha Schulman is a junior at University of California, Los Angeles

•

Congressman John Campbell with the Junior Statesmen of America Club at Newport Harbor High School.

Schedule an overnight visit, get to

• Visit

a class you’re interested in

• Think

about how far away from home

you want to be. Be realistic.

Abby Michaelsen ’07 at the Youth Advocate of the Year Award Ceremony

2008

majoring in psychology. She is on the

2007

woman’s water polo team and a member

Max Gerard is a freshman at Haverford

During his junior year at Newport Harbor

of the Kappa Alpha Theta Sorority.

College in Pennsylvania. During his senior

High School, Kent Willett had the life-

2006

year at Newport Harbor High School,

changing opportunity of meeting and

Max earned his Eagle Scout, was as a

shadowing Hoag Hospital neurosurgeon,

two year scholar athlete who was named

Dr. Christopher Duma. Kent’s

Pitcher of the Year for the varsity baseball

introduction into neurosurgery was being

team, and he received principal’s honor

allowed to observe Dr. Duma perform de-

roll.

brain stimulator surgery for a Parkinson’s

David Penner is currently a sophomore at the University of Michigan, where he is pursuing a history major and continuing his competitive running as a member of 40 THE PEGASUS SCHOOL

Caitlin Cain ’09 in traditional Guatemalan clothing while studying abroad

Cole Friedman’s ‘10 Pammy award winning artwork

disease patient. Kent immediately fell in

after listening to a presentation at her

love with neurosurgery and the thought

school in Carpinteria.

young woman. She loves to travel and

of one day becoming a doctor himself.

was ready to take on the journey when

Kent continued his relationship with Dr.

stay, Caitlin and her group of thirteen

she enrolled. When asked if she would

Duma by interning with him last summer,

endured a three day trek to Lakes Atitlan

like to travel again Caitlin indicated that

documenting their cutting-edge research

and San Marcos then travelled to San

the question isn’t if she will travel, the

at University of California, Irvine. Kent

Juan Cotzal where they worked with

question is when and where?

will continue his volunteer work at High

a community that was affected by the

Hopes Brain Injury Center in Tustin.

civil war. In Pachaj, the group planted

students thinking about traveling is,

trees in collaboration with the Chico

“these trips are not for those who are

because I love helping people. At High Hopes, I

Mendez Project which is dedicated to the

critical of others. Students need to be

will be teaching patients how to walk again along

reforestation of communal lands in the

open to the experience and engage in the

with other daily tasks that we take for granted.”

mountains surrounding Cantel. Caitlin

culture they are visiting.”

describes the Pachaj community as

“I enjoy volunteering at this great institution

Now a senior, Kent is participating

Landing in Antigua for her first home

in the new International Baccalaureate

“friendly, conservative, and safe.”

program and hopes to receive his

certificate in June. As for college, Kent

came to life as she was able to shadow

is working on applications and hopes to

a medical student in his final stages of

attend either University of Notre Dame or

school. They visited an elderly woman for

Vanderbilt University, along with many

treatment of her hand that had been run

other hopefuls.

over by a chicken bus. Each student was

able to choose an independent service

“Pegasus has given me the strongest

In Xela, Caitlin’s interest in medicine

foundation ever to be successful, and the things I

project and Caitlin followed her passion

have learned there are unforgettable and will stay

and chose medicine.

with me for the rest of my life.”

2009 Caitlin Cain, a Cate School junior, is interested in science and medicine. Last summer Caitlin explored several rarely traveled Guatemalan communities.

Caitlin chose to travel for four weeks with the Where There be Dragons program,

Caitlin’s experience is one that has

enhanced her interest in international medicine, especially the time she spent personally caring for others. Caitlin believes that this experience “ties in with life in general and has given me a different global experience and the opportunity to

Shelby Williamson ’10 with her parents during her trip to Rome, where she and the Mater Dei choir performed

Caitlin is, by nature, an adventurous

The advice Caitlin has to offer

Conor Roche (Corona del Mar High School) and Rusty Padia (J Serra Catholic High School) had a great experience coaching Pegasus fifth and sixth grade boys’ soccer team for last spring’s Daily Pilot Cup tournament. Not sure what to expect when he found out that he’d be coaching, Conor states the experience far exceeded his expectations.

“It was weird to be on the other side of the

team as a coach and not a player, and I definitely have a lot more respect for my coaches now. I was pleasantly surprised at how respectful the boys were, even though their coaches were only a few years older than them. Although we lost both of our games, everyone was so proud of the boys, as they fought extremely hard.”

understand different cultures.”

PEGASUS MAGAZINE FALL 2011

41

2010

a-lifetime opportunity to sing for Pope

to perform three songs inside the Sistine

Cole Friedman won the Pammy Best

Benedict XVI at the Papal Audience. As

Chapel; a rare privilege.

Drawer award during his freshman year

Shelby and the choir sang, Shelby recalls

at Corona del Mar. PAMA is Corona

her feelings during this experience:

del Mar High School’s Performing Arts

and Multimedia Academy. He competed

couldn’t keep the smile off of my face while I sang.

against all grade levels for his award.

I was so amazed, and I could not believe what was

Shelby Williamson, a Mater Dei High

happening.”

School freshman, was given a once-in-

“I felt overjoyed and as hard as I tried, I

Angel Waters is the Pegasus Associate Director of Advancement, Programs and Events. She oversees the Spring Benefit, Alumni Association and Grandparent’s Association.

If you’re part of our alumni family, we want to hear from you! Please contact Angel, awaters@thepegasusschool.org.

Shelby’s experience continued when

the choir was given special permission

Class of 2007

Congratulations to the Class of 2007 who will be attending the following colleges and universities.

Peter Anastos

Morgan Boukather Jessaca Brandt Dalton Brewster

Gregory Brostek

Max Callas Madison Carroll

T.J. Danner Victoria Davidson Danielle Diamond Gaby DiChiro

Eric Fish Maxwell Gerard Charles Giannini Kevin Gregg Leigh Hagestad Eric Hallett Kerry Hayden Natalie Hiles Kiley Johnson Christopher Jusuf Aurora Kaye Megan Kim Rachel Kramer

Allison Krugman Andrew Kurzweil Marian Lee

42 THE PEGASUS SCHOOL

The School of Art Institute of Chicago Stanford University Indiana University University of California, San Diego University of California, Berkeley University of Washington University of California, Los Angeles Boston College Whitman College Scripps College University of California, Berkeley Rensselaer Polytech Institute Haverford College Georgetown University University of Colorado, Boulder Stanford University Stanford University University of San Diego McGill University University of Kansas Hamilton College University of Oregon University of Washington California Polytechnic State University Claremont McKenna College Amherst College University of Texas at Dallas

Katherine Lin

Tilly Lumpkin Meghan McLaughlin Jonathan Metcalfe Abigail Michaelsen Alex Morrison Zack Morrison Katherine Nagasawa Jocelyn Neff Michou Nguyen Sean Niemann Hillorie Nowak Julia Ostmann Erika Page Lauren Palley Colt Peterson Matthew Portner Domenic Re Austin Rios Taylor Ross Sara Saini Rami Sarabi Julia Sclafani Veronica Seidner Colin Shaffer Alexandra Spitzer Sareen Tchekmedyian Brandyn Townsend Alec VanHoogenstyn Kennedi Varing

University of Southern California, Marshall School of Business University of San Diego University of Notre Dame University of San Diego Claremont McKenna College Washington University Chapman University Northwestern University Stanford University University of the Pacific University of Redlands Irvine Valley College Harvard College Lewis and Clark College Southern Methodist University University of Colorado, Boulder University of Colorado, Boulder Villanova University Santa Barbara City College University of Southern California New York University University of Southern California Columbia University Villanova University Carnegie Mellon University Southern Methodist University Sarasota Ballet University of Arizona Emerson College University of San Diego

Class of 2011

Best of luck to the Pegasus class of 2011 as they settle into high school.

Luke Aguilar Reema Al Saud Nicole Apodaca Samantha Apodaca Brent Bannister Haley Bolen Tristan Bridge

Tara Byk

Ariella Carmell Benjamin Chadwick Sue-Ling Choquette Bobby Cohen Finn Dobkin Tracy Dong John Drayton Elizabeth Farkas Rafe Feffer Anthony Gil Meagan Gooding Christopher Goul Claire Goul Edward Goul David Hartman Jake Hastings

Los Alamitos High School Sage Hill School Edison High School Edison High School Fountain Valley High School Sage Hill School Orange County High School of the Arts Orange County High School of the Arts The Marlborough School Thacher School Mater Dei High School Sage Hill School Newport Harbor High School Sage Hill School Tabor Academy Sage Hill School Sage Hill School Sage Hill School Sage Hill School Sage Hill School Sage Hill School Sage Hill School Newport Harbor High School Corona del Mar High School

Erik Henriksen Jodie Horowitz Frank Hoshijima Sidney Lee Natalie Lowenstein Ryan McCully Jamie McNeil Hawken Miller Kelli Nagasawa Mario Nark Nikki Nourmohammadi Nicolette Pievac Angelika Robertson Michael Rouleau Brett Smith Reese Stalder Gordon Strelow Lauren Tallichet Alyssa Valentine Adam Wang Alice Kate Willett Coco Wohrle Parthiv Worah Helena Youhana Joanna Yuan

Mater Dei High School Sage Hill School Huntington Beach High School Sage Hill School Sage Hill School Newport Harbor High School Newport Harbor High School Sage Hill School Sage Hill School JSerra High School St. Margaret’s Episcopal School Blair Academy St. Margaret’s Episcopal School Sage Hill School Newport Harbor High School Newport Harbor High School Sage Hill School Mater Dei High School Newport Harbor High School Sage Hill School Newport Harbor High School Sage Hill School Sage Hill School Sage Hill School Edison High School

PEGASUS MAGAZINE FALL 2011

43

NONPROFIT ORG. U.S. POSTAGE PAID HUNT. BEACH, CA PERMIT NO. 421

19692 Lexington Lane Huntington Beach, CA 92646 www.thepegasusschool.org

FSC logo

Supporting our Mission

save the date march 17, 2012 The balboa bay club newport beach

“Our Strategic Plan goals are ambitious. Our fundraising goals are ambitious. Our students are ambitious! DREAM BIG with us…”

-John Zurn, Head of School Our Strategic Plan Goals: • Academic

Excellence and Transformational Teaching

• Exemplary

Character and Leadership

• Dynamic

M ark your Calendar Winter Concert

December 14

Grandparents’/Special Friends’ Day

December 17

Middle School Arts Night

January 26

Pegasus Battle of the Books

February 16

Hear the 20’s Roar Spring Benefit

March 17

and Nurturing Community

• Advancing

our Mission

Visit www.thepegasusschool.org/about/publications to read the Plan’s recommendations and implementation steps.

Make your gift to the On Golden Wings annual fund by February 1 and watch for your special invitation to our Spring Benefit 2012, Hear the 20’s Roar.

Donate securely online at www.thepegasusschool.org/giving.