Pegasus Magazine- Fall 2012

THE PEGASUS SCHOOL

ISSUE 4 / FALL 2012

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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•

Academically Confident

•

Well Balanced

•

Critical Thinker

•

Exceptional Communicator

•

Collaborative Leader

•

Responsible Citizen

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

Cover illustration 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 2012 www.thepegasusschool.org EditorIAL BOARD Nancy Conklin, Director of Admission Rick Davitt, Photographer Sue Harrison, Director of Advancement Karla Joyce, Writer Shalini Mattina, Assoc. Director of Advancement, Marketing Nancy Wilder, Middle School English Teacher John Zurn, Head of School Writers Karla Joyce Angel Waters, Assoc. Director of Advancement, Programs & Events John Zurn

Photo courtesy of Cheryl Laven

Table of Contents

Contributing Writers Trish Anastos Nancy Fries

FEATURES

Julie King

18

Jim Conti and the Crossover Academy

24

Action to Internalization

5

Head’s Message

6

At the Heart of

8

Student Spotlight

10

Program: Middle School Writing

12

Faculty Focus

14

Program: Girl Scouting

35

Supporting Our Mission

Marrie Stone Nancy Wilder Art Direction and Design

PEGASUS NOW

Shalini Mattina Contributing Photographers Rick Davitt Printing Orange County Printing

36 Calendar

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

ALUMNI

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Those Who Soar

30

Alumni Connections

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

PEGASUS MAGAZINE FALL 2012

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THE PEGASUS SCHOOL

HEAD’S MESSAGE

Moving

Students toAction

When I was young, the superstar students were said to learn like sponges —absorbing facts, knowledge, and information at a far greater pace and frequency than their peers. Exams were heavy on information recall; strategies for organizing information filled books and agendas; college applications requested class lists and grades; and job interviews focused on resume experience. Of course, there were those teachers who also took it as their task to teach more than just the facts, but the educational norm was to ask: How can Johnny be more...like a sponge.

Then came technology. In sixty seconds, students today can generate more information than they could ever possibly hope to digest. Moreover, the information is spotty...some of it true, much of it biased and misleading, more of it irrelevant, and all of it overwhelming. Educators today are faced with the daunting task of thinking less about students absorbing information and more about teaching students how to use this information.

Which brings us back to those teachers who taught us more than just the facts. Most of us were blessed with at least one teacher who moved us beyond the textbook; one teacher who shared with us rationale and reason for the knowledge they imparted; one teacher who challenged and inspired us to give meaning to information through action.

Great teachers and great programs move students to action. In this issue of the Pegasus Magazine, you will see Jim Conti exposing his students to life-long global connections; Nancy Wilder challenging her students to tell their own stories; our Girl Scout troops mining the power of doing by challenging girls to “go for the gold”; and Julie King extolling the leadership qualities of former student, Maggie Pietsch. But it is the first-person accounts of alumni Kevin Kassel and Alisa Bhakta, as well as fourth grader, Rigel Broeren, that really make the point, that life is what we do with our education.

Ultimately, it is what our children do with a Pegasus education that matters. Through outstanding teaching and dynamic programs, we seek to inspire students to move thoughts into words and words into action.

John Zurn Head of School

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At the Heart of Pegasus

by Karla Joyce

Albert Einstein said: “I have no special talent. I am only passionately curious.” Such sentiment runs rampant through The Pegasus School and is apparent in the dynamic stories quietly unfolding around campus. “At the Heart of Pegasus” highlights members of the Pegasus Community who exude — yes — talent, but who also follow day-in, day-out an avid and idiosyncratic interest. It is the core of gifted learning, and we like to celebrate it.

Y

ou may vaguely recognize Sabrina Aguilar. If you visited the Festival of the Arts in Laguna Beach last summer and paused before her self-portrait of a ballerina, so expertly rendered at age seven, you saw her. Or, you may own a Disney princess sleeping bag. Her face graces the packaging, as well as Target billboards and Marshalls print ads. Or, you may have simply heard her unrestrained laugh echoing through Pegasus.

Sabrina Aguilar is At The Heart of Pegasus because she is just inches below the surface of fame, a master in the making...hyperbole, for sure, but it suits her. When it was suggested, by the “driver” in the house, that she cease modeling, Sabrina was outraged: “But

mom, I need to get my career going!”

When asked what she’s good at, it’s whatever she did last. “I do archery,” she explained after one lesson.

The fact is she is good at art. Selection into one of the country’s most famous festivals is a powerful affirmation. But Sabrina does what she does regardless of acclaim. Give her a dollop of ketchup and a sturdy fry and she’ll give you a portrait.

Got a feather? She’ll dip it in mud. Et voila! All manner of arts dominate her play, from illustrating menus for “Porgy’s Café” to testing new, “cleaner” mediums like faux watercolor (markers and a wet brush).

Her parents ascribe to the 10,000hour theory of mastery and watch with fascination it play out in their daughter.

PHOTO COURTESY OF JEN AGUILAR

The Art of Play (Pegasus Second Grader: Sabrina Aguilar)

But they foster her gift, too. They send her to art teacher, Nancy Reese, after school.

They allow Sharpies in the house. And, they keep up.

A Living-Breathing Mission Statement (Chair, Board of Trustees: Leslie Seidner)

I

t is important to note that Leslie Seidner is “Chair” of the Board of Trustees now, but the list of titles that has followed her name during her tenure as a Pegasus parent is extensive. She was a room parent, of course; Teacher Appreciation Week head honcho, VP-

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THE PEGASUS SCHOOL

this and VP-that and, inevitably; PTO President. She wrinkles her forehead before responding to the question, Why so much? Then answers, simply: “Because they asked me.”

Leslie laughs freely and then launches into a rousing summary of her personal vision, one closely aligned with the founding of the school and its original leader, Laura Hathaway. She is profoundly interested in the education of children, particularly the type of instruction that instills competence, confidence and heart.

She was raised on these values and her life is now steeped in non-profit dedication and get-it-done capability.

Her sister shares the formula; she created the Gold Arrow Camp to enrich the lives of

children through a supportive community.

And the Seidner children are primed to follow her footsteps. Oldest daughter Madeleine, 21, works for Operation Smile, a charity dedicated to fixing facial deformities in children.

Leslie is an attorney by trade, but it is the combination of her experiences, dedication and attitude (“It’s not the years in your life, it’s the life in your years!”) that make her so… effective. She is a zumba enthusiast, a tender parent, and a focused manager. At the heart of every decision she makes lies the question: “If your organization were gone tomorrow, would it be missed?”

When it comes to Pegasus she says, unequivocally, “Yes.”

Keeping the Magic Alive (Pegasus Legend, Pierre Hathaway)

T

he spirit of Laura Hathaway is alive and thriving in every classroom at The Pegasus School. It is the underpinning of the school’s mission and is evoked liberally in discussion. And, it is captured in an award bestowed upon one graduate each year for his or her soaring achievement. It is also, strangely, walking through the campus rose garden in a Reyn Spooner shirt.

Pierre Hathaway’s role in this community spans the gamut from dear friend to guest speaker, card-trick enthusiast to breezy man of mystery.

But he is, in fact, our founder’s husband and adoring champion to this day. His passenger-seat station during the first twenty-five years of Pegasus demanded involvement, with the history of this school so knitted into his private life

that its memory rests just below the surface, stories spilling from his lips with emotion.

Yet to suggest Pierre Hathaway was merely an accessory in the development of today’s Pegasus is unfair. He designed the school’s first financial system, hoisted his share of desks during pressing expansions, and photographed the evolution of a legacy. He attended every program and graduation and braved, by his wife’s side, her tougher decisions. And he remains involved. Last year, he took a popular fifth grade unit on financial markets to a higher level by arranging access to software that allowed students to research and track stocks.

It is this kind of generosity with his time and knowledge that truly defines Pierre Hathaway. Whether it is with

Pegasus lore, financial expertise or that inescapable deck of cards that sits so readily in his back pocket, Pierre is there.

Sharing. Caring. Performing magic.

Dispensing Compassion, Without a Prescription (School Nurse: Karen Hurst)

W

ith all eyes rightly aimed at our student body and its eclectic mix of personality and intellect, it is easy to miss those grown-ups in the parking lot.

Look closely, however, and an impressive array of professionals (a.k.a. Pegasus parents) comes into focus. Among them — for the past 20 years — is Karen Hurst, RN.

Karen didn’t hang her shingle at The Pegasus School until 2009, but a quintessential-nurse quality (think, tender-meets-grit) had exposed her for years. The Hurst family arrived at Pegasus in 1993 when eldest daughter, Jenny, started kindergarten. Four boys followed suit, and the family officially graduated last year.

(The name Hurst is surely chiseled into brick in some corner of campus. This family, like only a few others, represents the history of The Pegasus School and its commitment to an unambiguous ideal.)

Karen honed her nursing skills in a Washington D.C. hospital’s infectiousdisease intensive care unit years ago.

But it is the combination of nursing and parenting experience that informs her

practice today. She considers one of the greater assets of the ICU nurse to be the ability to “talk people off the ledge” when they are, by circumstance, afraid.

Ironically, the same asset applies at Pegasus.

As The Pegasus School’s RN, she carries out her formal responsibilities — to provide nursing care, to educate students and parents, and to perform administrative duties — with aplomb.

But it is her gentle invitation to take a chair that makes her so effective. (That ledge can look very high to a six-year-old.)

“Kids just need a minute, sometimes,” she explains.

A quick glance into her office on any given day suggests that parents need one, too.

Karla Joyce is a Pegasus parent and contributing writer for the Pegasus Magazine. Contact: karlajoyce@cox.net

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STUDENT SPOTLIGHT

Maggie Pietsch ’13 As Sweet as a Peach. by Julie King

F

ifth grade marks the conclusion of The Pegasus School’s lower school experience and heralds the transition to middle school. That is a tremendous change going on for

the students and everyone around them! One thing that doesn’t change is exemplary character. Children, as well as adults, can recognize positive characteristics. Children are naturally drawn to others who are pleasant to be around and who bring a positive attitude to every endeavor. It is really saying something when fellow students and faculty recognize a particular student as a role model for positive character.

The John Sullivan Character Award is presented each year

to the fifth grade student who exemplifies the characteristics of kindness and positive leadership. Jake Laven was the award’s

by Karla Joyce inaugural recipient, and last year’s winner is every bit as worthy.

The selection process involves the entire fifth grade student

body and lower school faculty. Students vote for the peer whom they feel best exemplifies the characteristics of kindness and

can be compared more accurately to the whole orchard! She has

positive leadership. The student with the most votes is then

the whole package.

presented to the lower school faculty for approval.

strong work ethic, in conjunction with her keen intellect,

ask about his thoughts regarding the award, which is named

demonstrates what success looks like. Maggie’s classmates

in his honor. “I’m humbled to think that Pegasus will continue

recognize that she takes her role as a student seriously and

awarding this.” He said the recipient of the award is “an effective

appreciates the opportunities afforded her at Pegasus.

leader, someone who brings out the best in the people around

him or her. They help people recognize and feel good about their

For second grade, the entire Pietsch family moved to Hawaii,

strengths and everything else becomes just a little bit easier. A

but they returned the following year. When Maggie attended

good leader makes sunshine, not storm clouds.”

third grade with Elaine Sarkin, she brightened each day with

8

I contacted John Sullivan, former Lower School Head, to

Her academic achievements are commendable. Maggie’s

When the faculty met to discuss the nominees for last year’s

Maggie’s academic career at Pegasus began in kindergarten.

her smile. Sarkin reflects, “Maggie is one of the most positive,

award, the sun was shining indeed. The response at the faculty

self motivated, and hard working students I have ever had the

meeting was an immediate smile and unanimous thumbs-up

pleasure of teaching. (The truth, I swear) She was consistently

when the student selection was announced.

positive, appreciative, and gave her best every single day.”

Smiling is something for which last year’s recipient is well

For fourth grade, I had the pleasure of being Maggie’s

known. The recipient of the 2012 John Sullivan Character Award

homeroom teacher. Responsibility and respect are two character

is none other than the always-smiling Maggie Pietsch. With her

traits that have always been a cornerstone in my classroom.

sparkling eyes and infectious smile, Maggie has the power to put

Maggie epitomized these traits throughout fourth grade in both

everyone around her at ease. Maggie is a “peach” of a gal, but she

her academic endeavors and with her social interactions. Pre-

THE PEGASUS SCHOOL

adolescence is often overshadowed by the challenging teenage years. Maggie always had a way of helping to smooth over ruffled feelings when other children were upset; she paved the way for kids to avoid conflicts and make-up. She never expected attention or a reward for doing what was right; rather, it just was her nature. Obviously, her peers appreciate her behavior, too, as they demonstrated with their votes for this award.

In fifth grade, Mrs. Vermeeren was greeted each math class

with Maggie’s gorgeous smile and can-do attitude. “Maggie is an exceptional young lady. She’s a true, natural leader. Her classmates and teachers readily recognize Maggie’s unassuming, natural kindness, and leadership abilities. The term ‘natural leader’ really applies to Maggie. She doesn’t demand attention; rather, others gravitate toward her. She is just an authentic, wellrounded, conscientious, thoughtful, and refreshingly delightful young lady.”

Ms. Brady had the pleasure of being Maggie’s fifth grade

homeroom and humanities teacher. “Maggie was always eager and ready to take on new challenges. She consistently set a positive tone, which was infectious. She was a wonderful role model for her classmates, and this natural leadership ability is very rare. Her character strengths are readily apparent to all the adults around her, but when you see other children naturally drawn to another student this way, it is really exceptional.”

The term ‘natural leader’ really applies to Maggie. She doesn’t demand attention; rather, others gravitate toward her...

I called Mrs. Pietsch, and it was easy to see where Maggie

gets her character strengths. Mrs. Pietsch said Maggie was quite embarrassed and humbled by the entire award experience.

“She really didn’t understand why she was being singled out because she wasn’t doing anything special.” That is exactly what makes this young lady so special. The 2012 recipient of the John Sullivan Character Award is a positive role model and a true joy to know. Maggie Pietsch is a natural “peach” of a gal!

Julie King is a fourth grade teacher. Contact: jking@thepegasusschool.org

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PROGRAM When in doubt, start vomiting words • I kind of affect my own education with my commas • I’ve always thought adverbs sound good with nouns: happily street, swiftly • mallard • At first, I thought The King’s Speech was about Elvis • Is it the Den of Scholars only when you’re in it . . . kind of like Air

The

STORY

Force One? • I am Hamlet; hear me roar • Thoughts to words • Regarding the use of be verbs: I discovered the great appositive, and my troubles went away • I am going to get shanked by my mom • Isn’t it shunk? • Is Hamlet the main character in Hamlet? • I think I’m burning calories from taking this test • Regarding Shakespeare dress-up day: I’ve got dibs on Cupid • I learned that my old man is getting too old for basketball. He can’t move like he

Unfolds

used to • Ice cream always tastes better at school • Is it OK if I quote God as a primary source? • Ohio is really underrated • MLA makes your paper look so good. It looks like it could be in a museum • Dude, I am so smart when I actually try • Words to actions • My vocab. book is my best friend. In fact, it’s my only friend • I read the book aloud with a Norwegian accent. It really helps me remember what I read • I like Writing Workshop. It’s soothing.

• I learned a life lesson yesterday. The library is open to middle schoolers, and your number does not expire • Literature—there’s nothing better to get

by Nancy Wilder

worked up about—except for true love • This weekend I went to the MLA website to see if I could find any grammatical errors. I couldn’t find any

M

y father frequently told me that with

seem rather level. Although my scholars and I occupy the same

privilege comes responsibility. As an eighth grade

space for forty-five minutes each day, we each have a story that

English teacher, I am well aware of both. Because

illustrates the same universal themes: love and loss, hope and

Pegasus students begin eighth grade with a remarkable

fear, faith and disappointment. As we listen to others’ stories,

storehouse of language skills, I have the privilege of applying

we have opportunities to explore our own stories as we find and

the proverbial buttercream frosting to the carefully baked cake.

strengthen our voices within a community of acceptance.

What happens in my classroom (affectionately known as the Den of Scholars) holds both challenges and joy.

When I give eighth graders the assignment to write their life

stories in fifty words (an assignment that Dr. Laura Hathaway gave the Pegasus faculty in 2008), the outcome always amazes me. Madeline D’Amico writes of anticipation and hope:

“My life is something waiting to happen. Book, a few pages turned. 13 water droplets in a glass. A masterpiece beginning to be drawn. One note of a hit song. The first meeting in a forever lasting friendship. Nothing much has happened yet.

When it does, it will be fantastic.”

Jamie Ostmann uses metaphor to describe the mystery, frustration, and optimism of her life:

“I am a shadow. Sometimes I lead, sometimes I follow. I am not quite myself, yet not quite another. No one acknowledges me for the person I am. But one day, this will all change. I will become someone of my own. I will silently slip from shadow to sun.”

Finally, Darius Lam offers admonition:

“Success is measured not by the money made or profits earned, but by the lives you changed and the lessons learned.

In the end, when you fall asleep at night, you’ll sleep in peace, knowing you’ve done something right. When your time is done, you’ll leave a legacy for everyone.”

Everyone has a story. In September, my classroom fills with young people who carry their own stories as they travel along unique paths. Some paths are difficult to navigate, while others 10 THE PEGASUS SCHOOL

[ Exploring Worldview ] In English class, we explore the idea of worldview primarily through the study of literature. When students begin eighth grade, not many have heard of worldview. During discussions, however, they soon realize that worldview dwells in every book, short story, song, poem, and play.

In 2009, I assigned The Last Lecture as summer reading for

incoming eighth graders. With the help of co-author Jeffrey Zaslow, Randy Pausch, a terminally ill cancer patient, recounts personal anecdotes to illustrate his priorities: spending time with family, achieving his childhood dreams, and helping others achieve their dreams. This engaging book allows the students to explore Pausch’s worldview as his story unfolds. As the year begins, we discuss Pausch’s mortality. Invariably, the students consider their lives and their legacy as Pausch’s story inspires reflection on the value of each day and of our legacy.

In contrast to Pausch, who values people more than

possessions, Kino, the protagonist in Steinbeck’s The Pearl, values the precious pearl more than his family. The consequences of Kino’s choices devastate his family and disturb Steinbeck’s readers. More worldview analysis opportunities await the students as they read A Separate Peace, To Kill a Mockingbird, and Hamlet. Literature provides the powerful opportunity to experience people’s lives from a safe distance. In listening to the characters’ voices in fiction and nonfiction, we somehow hear our own voice more clearly and think about own experience more deeply.

[ Embracing the Technicalities: N2SSWTSW and Active Verbs ]

[ Valuing Process ]

As we strengthen our voices, the writing process calls us to

gifted writer, commented, “The wastebasket is a writer’s best

consider some technicalities. Part of this discipline includes

friend.” Ernest Hemingway claimed to have rewritten the final

varying sentence structure and limiting be verbs. In classroom

page to A Farewell to Arms nearly forty times. Engaging in the

jargon: N2SSWTSW (No Two Sentences Start with the Same

tender process of revision requires the patience and precision of

Word) and one be verb per paragraph. These small changes

a word surgeon. Reading the paper aloud helps tremendously

improve writing dramatically. Are there exceptions? Certainly.

because it engages the brain in a different process than reading

Can writers use passive voice effectively? Absolutely. To vary

silently. Clearly, revision produces a better product as writers

beginning words in sentences, students use ten sentence

find better words and rearrange sentences.

patterns they began to study in sixth grade.

Reducing the number of be verbs challenges many a young

scholar. They employ many strategies. For example, look at these two sentences: Pausch was born in Baltimore in 1960. He was a professor of computer science at Carnegie Mellon. A scholar may combine the sentences with an introductory participial phrase: Born in Baltimore in 1960, Pausch taught computer science at Carnegie Mellon.

Clearly, good writers are good revisers. Isaac Bashevis Singer, a

[ End Result ] When students graduate from Pegasus, they enter high school with excellent writing skills. Playing a role in that process is both a privilege and responsibility.

Nancy Wilder is an eighth grade English teacher.

Contact: nwilder@thepegasusschool.org

Using this technique eliminated two be verbs. Celebrate good times!

PEGASUS MAGAZINE FALL 2012

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FACULTY FOCUS

Not

Just Your

Average Joe

by Marrie Stone

J

oseph “Joe” Williamson faced a daunting task when he came to The Pegasus School last year. The third Middle School Director in as

many years was charged with building the strongest academic program in southern California, along with trying to reclaim a leadership role over faculty who had been forced to lead themselves the last several years. Williamson didn’t have the luxury of time on his side. He moved away from his wife, his hometown of Palo Alto, and his position at St. Matthew’s Episcopal Day School in San Mateo to undertake the challenge offered by head of school, John Zurn.

His impact has been transformative: a revamped

grading system that’s delighting Pegasus parents, a unified faculty who appreciate Joe’s open-door policy, and an infectious enthusiasm for school spirit. “No matter how irrational our plans, Mr. Williamson takes time to listen,” says Social Studies teacher James Swiger. Christine Bridges, Middle School Athletics and Activities Director, adds, “What’s more, he didn’t change what was already working, and the class flags are a fun way to build school spirit.”

That ability to address the immediate problems and maintain the program’s strengths is making Joe a popular leader. He agreed to share what it takes.

12 THE PEGASUS SCHOOL

On HUMOR.. The name “Joe Williamson” seems

synonymous with “sense of humor.” Among faculty,

his children? “Oh no!” he laughs. “Not at all!” Williamson’s

administrators and parents alike, when asked their impressions,

father was a career journalist. “Give the man a telephone and 15

they will tell you Williamson is a funny guy.

minutes and he could find out anything. Anything.” He was a

teenage boy’s nightmare. “He knew everything I was up to.”

Social Studies teacher James Conti says, “The combination

Did Williamson model his own father’s parenting in raising

of the stories and the sense of humor leaves you feeling at ease,

even when the situation may be a bit tense or tricky. To me, it is

gave his son the choice between the Navy or a Jesuit education.

important that people in leadership roles are easy to talk to.”

Because there were no women in the Navy, I chose Jesuit school.”

“My dad thought I was a slacker,” admits Williamson. “He

That articulate sense of humor

and vast body of experience are serving Williamson well in his new role.

On Middle School..

Williamson admits that sixth grade was the worst year of his life. “Junior high was just awful. And the majority of parents I talk to identify that period as the worst years of their own lives.” The reasons are both biological and social. “The brain shifts gears in

Teachers adapt their curriculum to fit the students and their individual learning style...Pegasus has a handle on that better than most.

“My advice to you as a parent?

Go home and look up the location of the nearest driving school. Pin it to your wall. Parents have no business teaching their children how to drive.”

On Role Models. Like every leader, there are forerunners in Williamson’s past who inform him. During his youth, Williamson was influenced by Mr. LaRoy, both his geometry teacher and basketball coach. LaRoy was a young former Marine Corps captain who had just

middle school,” Williamson claims (citing a National Geographic study), “from a mature infant brain

returned from Vietnam where he led a rifle company. That

to an immature adult brain. Middle schoolers are forced to fit a

bravery and leadership became a backdrop for Williamson’s

mold, to conform, and that’s not how they’re built.” Centuries

view on the world. “Most people wouldn’t see similarities if you

ago, 12-year-olds were moving out to start their own families.

put us side-by-side, but LaRoy was influential beyond those

There’s a biological shift that motivates them to push away.

years.”

So why return to the scene of his own angst? “A nun at

Williamson’s other hero is Seattle Seahawks’ coach Pete

Sacred Heart School told me I had a calling as an educator. I’d say

Carroll. “He has very high expectations for his players, but

it was more of an urge. But nonetheless.” Williamson admits it

gives them what they need to meet them.” Is there anyone else

takes a unique personality to handle middle schoolers. The pool

influencing Williamson? “Comedian and singer Tom Lehrer,” he

of teachers to draw from is small, but that segment is motivated

says with a laugh. “Go home and watch him on YouTube. That’s a

and committed to this age group.

funny guy.”

When asked what Pegasus offers students that he didn’t

have as a kid, Williamson points to differentiating instruction in the Pegasus curriculum. “Teachers adapt their curriculum to fit the students and their individual learning style. That hasn’t been the case in my past experience, but Pegasus has a handle on that better than most.”

On Himself. Williamson’s humor is matched by his modesty. He describes himself as “vanilla ice cream in a plain cone..” Hobbies? “I have an infantile love of World War II movies,” he says. “The cheesier the better. I like the Hollywood stylized versions with a John Wayne gloss.” He’s also a bicyclist and oarsman, an indoor regatta enthusiast, a participant in

On Parenting. Joe and his wife, Ellen, have two

C.R.A.S.H.-B Regattas (“Charles River All Star Has-Beens”), and

children. Rebecca, 25, who graduated from the University of

a lover of Jon Krakauer’s writing.

Oregon, and Joseph the IV, 22, is attending the University of

Montana. Ellen, the former Director of Admissions at Mercy

quickly adds, “Don’t write that down!”

High School Burlingame in northern California, joined Pegasus this year as a librarian assistant.

Weakness? “Hershey bars with almonds,” he says, but

Marrie Stone is the Director of Public Affairs and co-host of “Writers on Writing” at KUCI, 88.9 FM and the mother of Haley Rovner (’15). Contact: marriestone@gmail.com

PEGASUS MAGAZINE FALL 2012

13

PROGRAM

Discover

Connect Girl Scouts at Pegasus Go for the Gold

by Trish Anastos

M

ost people know a Girl Scout by her iconic uniform and, with only a smattering of sashes and badge-filled vests dotting our campus, might assume Pegasus has few. Times have changed. The uniform is optional. In fact, there are over 130 registered Girl Scouts within the Pegasus student body.

That is nearly half of our female population! Even more impressively, a substantial percentage of Pegasus Girl Scouts complete and receive the

organization’s equivalent to the Boy Scout Eagle: a Silver and a Gold Award, reached by only 5.4% of Scouts nationwide and must be earned in high school.

Since “progression” is a key strategy to develop the girls’ skill sets, they are also able to earn a Bronze Award during fourth through sixth grades and the Silver Award during their middle school years.

Earning an award is no small task; it requires creativity, timeline development, resource planning, budgeting, and many meetings with adult leaders. In an age of rigorous academic requirement, identifying the motivator for these Scouts can be difficult. While the Gold Award itself is accepted as a distinction on any college application, more often than not a young girl’s motivation lies in her values. What is important to her? What does she care about? By asking herself these questions, she steps into the chain of thoughts-words-action that expands both her world and the world around her.

Following are a few examples.

Julia Ostmann ’07 Gold Award Hathaway Award Recipient

REBECCA GILLENWATER ’05 Silver Award Gold and Silver Award projects are

Currently a sophomore at Harvard

intended to be sustainable. Rebecca

University, Julia Ostmann admittedly

Gillenwater designed and built a rolling

indulged her love of books and creative

book cart that endured many laps at a

writing (and a strong desire to work

Santa Ana school and continues to deliver

with underserved youth) when crafting

books to ESL students and families today.

her Gold project. “Writing is a tool of

About her community service work,

empowerment,” she says. “Your voice

she remarks: “It made me feel so good

matters. What you think counts.” During her freshman year at Orange County

Girl Scout Gold Award recipient, Julia Ostmann, assists underserved youth through the UCI Writing Project

School of the Arts (OCSA), she began developing a creative writing workshop

existence today, meeting the Girl Scout

for primary grade students in Santa Ana.

goal of sustainability in the community.

The planning and execution of the

And the ripple effect of the program

project took over a year and yielded

continues: today, the UCI Writing

two initiatives: the “Young Writer’s

Project plays an active role, as well as a

Workshop” for third through fifth

local public library. As Ostmann points

graders at a local elementary school

out, her project helps her to “put a face

in Santa Ana, and “Community Arts

on community service. It was less about

Outreach,” a class taught at OCSA by

helping people and more about learning

Ostmann and a faculty member. Both

from people, interacting with them and

components of the program remain in

feeling the connection.”

14 THE PEGASUS SCHOOL

to do that work and be involved with those people.” Gillenwater’s troop also emphasized travel to Europe, Central America, and within the United States.

She credits her scouting experience with much growth, teaching her “skills that I could not have learned anywhere else.”

CAITLIN GILLENWATER ’03 Gold Award Apparently, scouting ran in the family.

Big sister, Caitlin Gillenwater, created a six-week summer art program for young

children at a neighborhood student

themselves to a 50-foot high ropes course

meaningful lives. We see the courage, the

center. She developed the curriculum,

in the San Gabriel Mountains. Nataly

confidence, and the character that Girl

designed projects, procured materials,

ShayanSmith was one of the first to find

Scouts throughout the world hold dear.

and personally taught. This experience

proper foot placement on the one-inch

And in these stories of scouts who have

gave her many skills she uses today in her

cable and proudly admitted, “I started

completed extraordinary Silver and Gold

job as an Emergency Medical Technician

coaching the other girls.” It was a lesson

projects, we see leaders.

in New Hampshire. Gillenwater’s

in courage and encouragement. Lori

commitment to helping others through

Miskell, co-leader of Troop 871, also

community service continues to be a

challenged herself to cross the rope at 50-

major part of her life. She is a volunteer

feet up and remarked, “I strongly believe

firefighter in her spare time.

that I am a better person and better

woman because of my involvement in Girl

She summed up her scouting

experience, in its effects: “Compared to

Scouting these past six years.”

my friends, I am more confident about

taking on big projects and have the skills

emphasizes “progression” of learning and

to be self-sufficient.”

personal responsibility. Pegasus parent,

Silver and Gold Community Service Awards are the pinnacle of the Girl Scout experience and honor those girls who embody the organization’s mission: “To build girls of courage, confidence, and character who make the world a better place.” But scouts who participate at any level benefit from involvement. Pegasus seventh grade Troop 871 scouts recently challenged

The Girl Scout organization also

business owner, and Pegasus substitute teacher, Lindy Thurell, recently received her “45 Year Pin” from Girl Scouts of America. She served in many roles, including troop leader for 33 years.

Indeed, times have changed. We

no longer identify Girl Scouts by their uniforms. Instead, we see passionate, compassionate and proactive young women who are learning how to live

Trish Anastos is a Pegasus parent with three children and a Girl Scout leader. She is an Executive Coach focused on leadership development and emotional intelligence. Contact: trish@anastoscoaching.com Pegasus Alumni who have earned Silver and Gold Awards GOLD* Ayana Bobrownicki ’05 Christina Brookes – former student Joanna Brookes – former student Caitlin Gillenwater ’03 Alexandra Hsu ’03 Julia Ostmann ’07 Catherine Patel ’09 Rachel Phillips ’10

(see page 32 for details on Rachel’s project)

SILVER Lyssa Aruda – former Pegasus student Jessaca Brandt ’07 Victoria Davidson ’07 Rebecca Gillenwater ’05 Natalie Hiles ’07 Meghan McLaughlin ’07 *All earned Silver We appologize if a name was not included in the above list. It is based on information submitted to our Alumni Association.

PEGASUS MAGAZINE FALL 2012

15

A Watershed Moment When Education Meets Inspiration (and Things Change)

by Karla Joyce

This fall, Pegasus Girl Scout Troop #818 canvassed a mile-long stretch of the Santa Ana riverbed with trash bags and rubber gloves (and representatives from the Huntington Beach Surfrider Foundation and Orange County’s Department of Public Works) for good reason. It was dirty. The cleanup was the natural outgrowth of a Girl Scout goal to foster leadership within the community. But it was also the synthesis of Pegasus’ fifth-grade curriculum, a year of first-hand exposure to the effects of refuse in our ocean, and a summer of advocacy.

T

he Pegasus School in Huntington Beach sits

stage in the Environmental Sustainability module that

along the bank of the Santa Ana Watershed,

has been woven into their curriculum since kindergarten

a stone’s throw from the coastline. The land

by Pam Conti. At this juncture, Conti introduces the

strip behind Tyler Field is the homestretch of a 150-mile

relationship between plastic pollution and ocean gyres,

catchment that gathers surface water from the Santa Ana

those naturally occurring circular currents that draw

River, lakes, streams, reservoirs, and wetlands from Big

surface debris downward to the ocean floor. She partners

Bear through three major southern California counties.

with the Algalita Marine Research Institute in Long

This last mile into the ocean is, essentially, the drain.

Beach to help drive her point home: “No matter where

you are standing, the ocean starts at your feet!”

The proximity is not lost on Pegasus Science teacher,

Last year, the girls in Troop #818 took note. They

Jamie Kunze. Each year, her fifth graders tackle in-depth

study on the science of watersheds, culminating with the

could see the problem firsthand: a dead computer monitor,

Ocean Institute’s Annual Watershed Conference in Dana

a blue bike, and plastic-bag clouds collecting in grass

Point. At the same time, fifth-graders reach a pivotal

tufts on the floor of the channel. (Conti had been denied

16 THE PEGASUS SCHOOL

requests to clean the portion of the riverbed behind Pegasus; it

It was gratifying moment. A cycle of knowledge-begets-

was too dangerous, said city, county, state and federal regulators.)

inspiration-begets-action had been completed. The girls learned

That same year the troop adopted a sea lion, dedicating proceeds

that the power to act is well in their grasp, if they choose to

from cookie sales to pay for rehabilitation after a pollution-

do so. Meanwhile, the Adopt-a-River program grows closer

triggered injury. They became concerned about the effect of litter

to fruition. And when this happens, The Pegasus School in

on marine animals and felt an urgency to stop its brisk drift to

Huntington Beach will be the first organization to step forward.

sea. In no time, they devised a plan.

If portions of interstate can be adopted for maintenance

by organizations and individuals, so too should riverbeds!

Troop #818 became determined to adopt the critical segment of watershed that lies adjacent to Pegasus, so close to sea. With the help of troop leader and Pegasus parent, Liz Plumb, the girls found an ally in the OC Public Works Department and learned that the Walt Disney Company was in the development stage of an Adopt-a-River pilot program. It was good news, but not enough to rest.

Last spring, the scouts started a letter-writing campaign

directed at the OC Board of Supervisors to get approval to clean up the river and expedite formation of the Adopt-a-River program. Chairman John Moorlach’s office was inundated with eloquent pleas from Pegasus fifth-graders to gain access to the riverbed.

And it worked, in part. The girls were granted approval

for the cleanup. On October 26, 2012, a group of educators, scientists and volunteers joined the scouts of Troop #818 at the Talbert Avenue overpass of the Santa Ana River. The Surfrider Foundation presented the girls with facts and riveting photos of the effects of plastic bags in our ocean. Pam Conti, Jamie Kunze and staff member Laurie Hammond pitched in, collecting golf balls, a baby crib, and the myriad versions of plastic that find their way to sea every day. Representatives from OC Public Works were there, too, shuttling the participants and their bagged trash all the way back to Pegasus.

The following excerpts are taken from a few of the letters of Girl Scout Troop #818 to John M. Moorlach, Chairman, Orange County Board of Supervisors.

Dear Mr. Moorlach...

If we stopped the trash from flowing into the ocean, we could help save aquatic animals...

Our school has discussed a plan that involved a filter that will catch the trash prior to entering the ocean. Our troop would implement a plan to help prevent trash from entering the river and, by extension, the ocean.

– Isabelle Meegan

We all had the idea of putting up a sign that everyone sees that might keep people from polluting and littering along the river. We would love to do that and hope to continue to clean up the river for a long time to come.

– Elena Plumb

Our reasons for wanting to adopt the river are: to protect the wild plants and animals that are native to the area behind our school; to protect the endangered birds living nearby, as well as all sea life...

– Nicole Weber

PEGASUS MAGAZINE FALL 2012

PHOTO COURTESY OF TONY SORIANO, SURFRIDER FOUNDATION

17

FEATURE

Jim Conti and the Crossover Academy Changing Lives One Letter at a Time

by Karla Joyce

18 THE PEGASUS SCHOOL

teacher to integrate academic skills with maturing minds to

T

here is long-held consensus that

Jim Conti finds the answer in

a “Pegasus Education” instills

the effects of a strong training in

in its graduates a fluency for

communication, placing the skill itself

prepare students for high school.

public speaking. The communication of

inextricably within a chain of traits

Jim Conti, Pegasus Middle School

ideas, the presentation of research and

that make life matter. It is grand and

social studies teacher and

synthesis of discovery, in front of faculty

massively inspiring, yet accessible…

award-winning debate coach,

and peers, is an important component of

like Conti, himself. Communication

sets his goals even higher. The

the Pegasus curriculum. It is on display

remains academic without follow-up,

partnership he has created

in classrooms from Pre-K through eighth

and what follows the easy flow of words

between the The Pegasus School

grade. Moreover, producing “exceptional

is purposeful action. (More than mere

in Orange County, California,

communicators” is a stated goal of the

involvement, this is the deliberate effort

and the Crossover International

school’s portrait of a graduate.

to affect constructive change and impact

Academy in Ghana challenges

his students to think critically (and

value of teaching communication skills

globally), to research, and to

in an academic setting, it is connecting

maxim most-often credited to Mahatma

articulate. But it goes beyond that.

that skill to a student’s life outside of the

Gandhi:

With this alliance, Conti gives his

classroom that is truly transformative.

“Your beliefs become your thoughts,

students the tools they need to

But how, exactly, does that skill manifest

Your thoughts become your words,

translate their Pegasus education

in life? Is it simply the ability to face a

Your words become your actions,

into life.

crowd and speak clearly? (If so, is that

Your actions become your habits,

essential?) Is it effective writing? Is it

Your habits become your values,

persuading others to take action?

Your values become your destiny.”

While it is easy to understand the

others.)

The concept brings to mind the

PEGASUS MAGAZINE FALL 2012

PHOTO COURTESY OF DAVE LEE

It is the job of any eighth-grade

19

With their newfound access to the Internet, they are not just talking about their own problems with intelligent people, they are entering into the world.

And they feel really good about that.

Conti’s consistent development of video conferencing and interactive online programs to bring global issues to Pegasus students — with the goal of increasing engagement, opening minds, and in the case of Crossover, bettering lives — is Gandhiesque in its principled pragmatism. For Conti, opening the door to Ghana was as natural as taking a single step.

PEN PAL NEWS A year ago, Conti found himself searching the Internet for tools to enhance the international component of his Social Studies curriculum. He paused at a site called Pen Pal News. “I liked the idea of what pen pals purport to do, but after the initial interaction you often don’t have much.” He bookmarked it and moved on to a Global Education Online Conference that was in-progress and “really cool.”

“While I was there,” Conti

continued, “I could see other people who were listening with me. I noticed a ‘Dave’ from Crossover International Academy in Ghana, and — it was just really cool — so I started a conversation.”

(In Conti vernacular, good things happen when you follow that-which-is-cool.) After a lengthy online chat, Conti remembered Pen Pal News and invited Dave Lee and

talking about the questions each of us

his Crossover students to partner with

might pose,” Conti explained. “It was

Pegasus. “There was a real connection

super easy to find common ground,” he

between us from the beginning,”

added with enthusiasm.

countries. The curriculum for the

admitted Conti. (A mere three months

International Session focuses on global

later, Conti would describe Lee as “my

was incorporating our national debate

current events about topics ranging

personal hero and an exceptional human

over the economic and environmental

from technology to government to

being.”)

impact of varying energy sources, lobbed

the environment. Once classes are

the first question to the pen pals:

matched, students are assigned pen

graders were paired with the Ghanaian

children from Crossover, students

hydroelectric power as a source of energy

ranging in age from six to mid-teens.

in the future? Why or why not?”

“While the kids were sending out those

first, get-to-know emails, Dave and I were

a unit on damming and asked them to

Pen Pal News is an online educational platform, founded by Michael Bernstein, which connects teachers and students in over 50

pals. They complete six short weekly assignments, which are designed to spearhead classroom discussions energized by different perspectives.

20 THE PEGASUS SCHOOL

In the spring of 2012, Pegasus eighth

Conti, whose lesson plan at the time

“Should countries continue to pursue

He prepped the Pegasus kids with

investigate the pros and cons, give a

n, it “From the above tabulatio s far is ev ident that the benefit with the outweigh the cost. And og, I wi ll devastati ng effect of sm leaders advise govern ments and sider usi ng around the world to con y and clean da ms to solve the energ e.” water need of their peopl

cost-benefit analysis of hydroelectric power and envisage its trickle-forward effects on mankind. Conti deliberately withheld the fact that Crossover was situated at the base of the Akosombo Dam on the bank of Lake Volta, and flooding had wiped out the school in the past. Thus they began their online

Davitt ’12 From Prince, pen pal of Randon

dialogues.

which helped drive the point home.

Traditionally, profits from fourth and fifth grade businesses go to a given charity that the students choose. The email revealed his intentions:

“I am going to a meeting in a few minutes.

If it goes well, which is my expectation, I think we may be able to provide at least a little better educational opportunities for you.”

Both groups shot out missives

It was Entrepreneur Day at Pegasus,

He was right. Enterprising Pegasus

students dedicated their profits to pay for

that revealed thoughtful deliberation, but the African students’ opinions

The picture said so much. With his

were clearly shaped by experience. In

students, he wondered: How do they

educational materials, and soccer balls

chilling testimony they shared with their

speak English so well? How are they so

to the Crossover Academy. “With

American friends the human costs of

articulate? How is it that they are doing

their newfound access to the Internet,”

damming. Conti immediately recognized

all this with so few resources and one old

Conti explained, “they are not just

the “power” that was occurring in his

computer?

talking about their own problems with

classroom. “The level of thinking that

intelligent people, they are entering into

this generated in my students was

“I realized he was telling me look, our

the world. And they feel really good about

amazing. The sophistication of their

Toshiba, it’s not working very well. And

that.”

understanding and ability to weigh real-

I said to him, hey, if we get you another

Lee agreed:

life consequences so far removed from

laptop would that be helpful? And he said

“Within the shortest possible time you

their own lives, for kids this age…it was

yes.”

have transformed Crossover International

just really cool.”

Academy. Now there is life, there is joy, there is

The leap to action took few words.

Conti and his class brainstormed. He

the shipping of seven laptop computers,

knew many Pegasus families upgraded

self-awareness. We love you Jim, and the Great

their laptops as technologies evolved. A

Pegasus.”

WORDS TO ACTION

number of students had old equipment

The second question, posed by Lee, was:

that sat idle at home, and they happily

with a pat on the back. His brain moves

And the connection had just begun.

“How do you think technology affects the Third World?”

Before Pegasus students could break

into groups to discuss, a .jpeg arrived from Ghana that once again catapulted the subject into reality. In the image, the students from Crossover were standing in a line behind a folding table, while a single student composed a response to her Pegasus pen pal on the school’s only laptop. The other classmates waited patiently, their own words at the ready.

It was the first image they had received from Ghana, and it shocked even Conti.

He’d been reading the correspondence from both camps and saw deep dialogues unfolding, so early in the relationship.

A teacher like Conti doesn’t stop

donated. As Conti told it, the story unfolded like an action adventure.

“Then — and this is so Pegasus— Billy Paivine ’12, a super tech-savvy kid, came in at lunch a bunch of times. He had a lot of others helping him, and they reformatted every one of those hard drives to get them ready.”

But they still had to ship them to

Ghana. Mulling the options for lowcost transit, Conti wrote this to Lee:

“People are people no matter where you

live. The difference between my students and yours are opportunities. But, we are learning that your students seem happy, they are

with you.

“I, for the most pa rt, ag ree nta l costs But I thi nk the environ me Nowadays, are the biggest concern. imate too ma ny people underest g a stable the importa nce of havin hu ma nity environ ment. Right now, ce by is playing a ga me of chan s and wiping out entire specie necessar y hoping that they weren’t on for the ecosystem to keep riculture goi ng. The energ y and ag nd, are benefits, on the other ha huge..”

From Randon Davitt

smart, and they have positive attitudes.

For us, those ideas are important.”

PEGASUS MAGAZINE FALL 2012

21

swiftly from words to action to habit. “It’s tremendous what they’re doing at school,

Equipping but let’s give them something that can

make them money. The ability to make

for a

money. That is sustainability.” One of the

PHOTO COUrTESY OF DAVE LEE

things Ghana is known for — besides gold — is Kente cloth. It is an intricately woven fiber with a strong African identity used for a variety of products. “So I’m thinking, let’s do some import-export, right? We have at our own market — Entrepreneur Day — right here at school.”

It’s a step, the start of a habit, and

another link in the chain of life.

ADDENDUM By the time of this printing, Conti and his current crop of eighth graders will have completed a special six-week series of Pen Pal News, called the Red-Blue debate. This cycle paired middle and high school classrooms from Red States and Blue States across the country to discuss important election-year issues. Based on the success of his Crossover experience, Conti included the Ghanaian elections into the mix, and dubbed his dialogue a Red-Blue-Gold debate on issues ranging from the economy, health care, and energy, to immigration and education.

22 THE PEGASUS SCHOOL

A

The Children of Crossover

ccording to the United Nations International Children’s Emergency Fund (UNICEF), more than 200,000 children work as slaves in West and Central Africa. Ghanaians around Lake Volta estimate that the number of slave children on the lake is in the thousands. Dave Lee, a Togolese refugee living in Ghana, founded the Crossover International Academy in Akosombo to house and educate former slave children who have been rescued yet remain orphaned by their circumstances.

Lake Volta was created in 1965 with the construction of the Akosombo Dam, which provides electricity for much of the nation.

When the lake was formed, the terrain under it was flooded. Fishermen on the lake set nets from primitive, wooden canoes, and the nets frequently get caught on the trees that still exist underwater.

To survive economically, the fishermen need cheap labor. They find it in children, some as young as six years old, who spend their days bailing water out of the boat and diving into the lake to free nets. All have been abducted from their families or sold by poverty-stricken parents. Many of these children have no memory or connection to their village.

The Crossover Academy, with the

help of funding by UNICEF and the tireless dedication of Lee, its founder, provides more than a home or primary education. It is the lost family, the forgotten village, and the singular identity of all who reside there. When UNICEF withdrew funding, opting instead to reintegrate these children (and Lee) on a one-time deal into homes around the world, Lee balked.

Integration was not guaranteed; some kids would be left behind.

Instead, Lee remained with his devoted flock, a father figure to misplaced children and an inspiration to many more. Today, The Crossover Academy inches toward sustainability.

Utilizing the fertile blessings of their geography, they grow and prepare their own food, harvest fish, and maximize donations large and small.

It is no small task.

And yet the students of Crossover are able to express themselves, in English, with startling clarity and insight. They are animated learners and boldly appreciative, and they are fueled by hope. It is the result of efforts by many, to be sure, but without the ideas of one man, without his ability to communicate those ideas to garner support, without his constant drive forward to expand his school, Crossover would not exist.

And without the Crossover Academy, our world would be lacking.

and “We love lea rn ing English ite it spend ing more time to wr That is why better tha n ou r friends. t Sa m Nitz’s we were impressed abou d some of excel lent performa nce an h a prize us cla im we can take suc with ease.

From Ablorni, pen pal of Matin

Eshaghi ’12

Pegasus Students and their Ghanaian Pen Pals

“First of f, no dr

especial ly in a

ea m is too big,

grow ing nation such as Ghana.

Th ings may seem impossible, but there is always a way for a good cause to becom e real ity.”

From Ethan Dixon

’12

“After the havoc done to us at Crossover by Lake Volta, I feel very reluctant to consider a single benefit.

Imagine our lands flooded, our root lost, our heritage gone… In short I say the benefits are variable, but the cost is static. I therefore reject the

“Three Biggest

Benefits of La rg e Dams are 1) clea n source of ener gy, 2) abunda nt fres h water for domestic use an d 3) easy access to the hi nterla nd.

The th ree bigges t costs are: 1) ha rd cu rrency, 2) lives of workers and 3) natu ra l habi tats of both hu mans and an imals.”

From Ablorni, pen pa

idea of using dams as tools to solve energy and fresh water needs in Ghana. It can be some other country.”

From Kpoh, pen pal of Emma Robertson ’12

d for the “Etha n, my dea r, I’m gla en I read good encou ragement. Wh applauded. it to the whole class they e, so I I love it. You sou nd matur d looked went back to the photo an you long in the eyes.”

From Amewugah, pen pal of Etha

n Dixon

l of Matin Eshaghi

PEGASUS MAGAZINE FALL 2012

23

The Global Classroom’s Impact on Individual Students

I

by Marrie Stone

t’s easier to be a global citizen in the 21st Century than it was 20 or 30 years ago. Skype, email, cell phones, not to mention Expedia make connecting easier, faster, and more economical than ever before. If the world hasn’t gotten smaller, it has certainly become more accessible. Still, it’s not always clear what to do with

this accessibility. How best to maximize our resources and leverage our ability to interact with other cultures and individuals.

Despite our rapidly changing world, two basic truths remain: (1) notwithstanding differences in geography, resources, and

obstacles, the human experience is universal; and (2) people (particularly Pegasus students) are eager to help their global neighbors.

Knowing how to help, what needs to be done, and how a single student in Huntington Beach can make a difference to someone across the world, that’s the challenge.

In the essays that follow, Pegasus students and alumni share, in their own words and from their own experiences, the ways their

actions made a difference. They took what they learned in class, on campus, and in their homes and applied those lessons in poignant and moving ways across the globe. More important, they each internalized those encounters in life-shaping ways. Kevin Kassel ’09 didn’t simply vacation in the Galapagos Islands. He found a community in need of clean water and provided a filtration system that will sustain 500 people every day, for five years. Alisa Bhakta ’12 no longer thinks vaguely of “poor kids from Africa.” She thinks of Mary, her friend, from Ghana. Tanzania isn’t a nebulous place on the other side of the world map for Rigel Broeren. It’s where he taught the Hokey Pokey to a group of fourth graders. These students have shown the power of empathy and the importance of compassion. One thing is evident from each of these essays—these students will never see the world the same way again.

24 THE PEGASUS SCHOOL

PHOTO COUrTESY OF MARY BETH BROEREN

ACTION to Internalization

REFLECTION FROM ALISA BHAKTA ’12

How does it feel to have nobody to say I love you? I never knew until Mary shared her life with me.

I

t seems like an eternity ago that Mr. Conti introduced pen pals to my Social Studies class. He explained that these pen pals go to a school called the Crossover Academy, in Ghana, and they had been taken into the school as refugees of a huge flood that demolished their every last possession. Pity washed over me as I digested what Mr. Conti had said.

Quickly, I wrote my first letter to Mary, my pen pal, and I patiently awaited her response. I could never have predicted the intensity, passion, and emotion that Mary’s letters would bring into my life.

On March 10, 2012, I received the first reply from Mary. That one letter changed my views about life and my purpose; it put everything into perspective.

The first line said it all: “Hi, Sister Alisa.

I’m really proud to know you and I feel important to read you wrote that ‘I love you’; it is a sentence nobody uses for me. Thank you.” Waves of emotion washed over me. I stared at the screen in shock.

I love you. (Three words that I have taken for granted my entire life had never even been said to Mary.) How does it feel to never hear somebody say I love you? I never knew until Mary shared her life with me. Tears filled my eyes — and still do — as I came to understand what our relationship meant to her, and now means to me.

Our emails are more than text in a Word document: they are a hand to help us, a connection that will guide us through life. These letters remind me about how fortunate I am, and, because of my blessings, I can make a difference in the global community. Our

first concrete contribution was to collect old laptops and other computers and send them to Crossover to use in their classrooms. Before we sent the computers, Mary and all of the other students shared one slow computer, and they waited in line to compose their emails. Now, they have many more computers and can access technology much more easily.

What started out as a simple idea turned into the long-running relationship between Mary and me. A simple idea resulted in action: new computers for all. One idea yielded so much. So many lives (ours and theirs) were reshaped.

Now, instead of pity, I am filled with hope for the children of Crossover Academy, and I want to do more to help them and others.

Seven months later, Mary and I still email regularly and keep each other updated on news going on in our countries and in our lives. We have become the best of friends, as we help each other to navigate the ups and downs that life presents us even though we live thousands of miles apart.

PEGASUS MAGAZINE FALL 2012

25

REFLECTION FROM RIGEL BROEREN, Fourth Grade

M

y family went to Tanzania, Africa, this summer. Tanzania is home to the Serengeti, Ngorongoro Crater, and Mt. Kilimanjaro.

We went on safari, and we saw lions everyday which was great! Also, we visited a village and a school. We decided we wanted to contribute to the school on our visit. We did it through our travel company’s nonprofit foundation. They purchased the supplies for the students with our money, and when we went to the school, we delivered the supplies as a surprise.

We visited Taloma Primary School, which is a public school of about 650 students. The school got less than $700 in 2011 from the government. It consists of several single story buildings. The school has no electricity. The buildings have windows, but some were broken or missing window panes. They cook

26 THE PEGASUS SCHOOL

PHOTOS COUrTESY OF MARY BETH BROEREN

The students were extremely interested in learning, much like the students at Pegasus.

the students’ lunch in two very large cauldrons on open fires. Every day they have corn and beans.

We visited the fourth grade classroom, which was the classroom that we were donating books to. The classroom had clay walls, cracked clay floors and a tin roof. The room was full of long wooden desks with three students at each desk. There were 60 students in one classroom with one teacher and zero books.

Students walk to school on their own, and some walk up to three miles each way. The students come to school at 7:30 in the morning and leave at 4:00 in the afternoon. They are responsible for cleaning the classrooms every morning because the school can’t afford a janitor. The students also take care of the grounds. After their chores, they

go to classes. They study math, English, geography, social studies and Kswahili, which is their common language.

The students learn problems off the chalkboard, and most of them do not have any books. The students sing a lot as part of their lessons, and they sang for us. Before we surprised the class, we got to talk with them and teach them a song — the Hokey Pokey.

The children were very excited to get textbooks and notebooks for the first time in their lives. I felt great handing out the books. I was surprised that they were excited to be using grammar books. They immediately opened the text books and began to read with great enthusiasm. The students were extremely interested in learning, much like the students at Pegasus.

REFLECTION FROM KEVIN KASSEL ’09

W

ith a love for anything that has to do with the ocean, I knew that my passion for surfing and the water could lead to something much larger. Though there was no grand plan unfolding, my third grade teacher, Mrs. Elaine Sarkin, made a huge impact on me.

The rainforest project taught me how crucial it is to conserve the environment. Family explorations to the Galapagos Islands, Costa Rica, Vietnam, and Thailand brought me face to face with the rainforests. That’s when it all came to life. My interest in the rainforest and water grew with every experience.

With the seeds of change planted deep in my being by Pegasus and expanded by adventure travel, rainforest conservation and clean water have become an important part of my life today.

Last year, I was fortunate enough to take some water filters to the Galapagos Islands when I went to teach English and promote water awareness. I brought five water filters that provided 500 people with purified drinking water every day for up to five years. The people of the Galapagos were extremely grateful to the point that when I went to shake a school principal’s hand, Ihe instead greeted me with a hug. It was moments like these that showed me how powerful it is to make a difference. Although we may have given the Galapagos a small gift, what I gained

in return was far more rewarding. Once home, I knew there must be a way to get more people involved in promoting water awareness.

These efforts make a life-changing impact for people around the world who need clean drinking water, something we tend to take for granted.

When I went last year on a tour of the Hurley facility in Huntington Beach, I made a fortunate connection with one of the executives, the VP of Social Activism, Ben Edwards, and we talked about my ideas to expand their clean water project. He liked my idea of involving high school students by creating a club. This meeting led to follow up meetings at Hurley, the Newport-Mesa School District and at Corona del Mar High School, and the creation of the first ever student-run water club now known as H2O Club at the high school. We signed up 70 students at the school’s club fair, more than any other club at CDM. I did not expect so many people to sign up and without the help of my brother Ryan Kassel ’12 and

several of my teammates from the CDM surf team, I would have been overwhelmed by the positive response.

Did you know that 1 out of every 6 people in the world DO NOT have clean drinking water? That is why the H2O Club mission is to promote water conservation and expand efforts to bring water filters to developing world countries. To help ensure the club’s longevity, my brother Ryan will serve as vice president and will continue running the club after I graduate. I plan to partner with the Red Cross, Doctors without Borders, and local surf teams to help distribute water filters across the world.

At $50 per filter, fundraising efforts such as selling reusable water canteens and bringing celebrity guest speakers, such as professional surfer Rob Machado, to schools are a few fun ways to raise this money. To date, we have distributed 50 water filters that will bring clean water to 5,000 people for five years. But we’re not stopping here.

This inspiration grew from a simple idea that has become a reality. These efforts make a life-changing impact for people around the world who need clean drinking water, something we tend to take for granted.

My experience at Pegasus shaped my passion for the environment and the idea that anything is possible if you set your mind to it.

PEGASUS MAGAZINE FALL 2012

27

Those who Soar The Boarding School Experience... by Nancy Fries

I

f she could have, Leigh Hagestad

Caitlin’s brother Ryan Cain ’12, now a

’07 would have ridden a quidditch

freshman at Cate, already sees his Pegasus

stick straight from Pegasus to

education making a difference. “My

Hogwarts, the fictional School of

study habits, practices, organization and

Witchcraft and Wizardry featured in

time management surpass many of my

the Harry Potter series. “I literally wanted

classmates,” Ryan said.

to BE Hermione,” she said, “and going to

But it takes more than academic

boarding school seemed like a reasonable

preparation to fare well at boarding

step toward that metamorphosis.” Now a

school. Charles emphasized that one of the

sophomore at Stanford University, Leigh

most valuable ways Pegasus prepared him

thrived as a muggle at St. Paul’s, the New

Charles Giannini ’07

build meaningful and lasting friendships

Hampshire boarding school from which she graduated in 2011.

Caitlin Cain ’09 had no illusions when she applied to Cate

was socially. “Pegasus taught me how to

with students and teachers with ease,” he said. This skill is crucial when living away from home, he said, because “for the

School in Carpinteria, near Santa Barbara. Always independent

first time you need to rely on a support network which wasn’t

and self-motivated, she had her heart set on going Cate but just

constructed genetically.”

had to convince her mom, Terri.

In contrast, Charles Giannini ’07, whose father and brother

Leaving their support network may not faze some students,

but what about their parents? The inevitable question asked

went to boarding school, broke with family tradition to attend

of boarding school parents is, “How could you send your child

Newport Harbor High. After his freshman year, he transferred

away?”

to Deerfield Academy in Massachusetts seeking more academic

rigor and “a perspective on an entirely different lifestyle and

the least selfish thing I could do,” said Merry Hagestad, Leigh’s

culture.”

mom. “It is excruciatingly difficult to give up the tiny window

of watching your child grow up, those precious years you will

Pegasus sends a few graduates off to boarding school nearly

“The reality was that letting Leigh go to boarding school was

every year, and the reasons are as varied as those of Leigh,

never get back, so many special memories that you will NOT be

Caitlin, and Charles. Regardless of where they go and why,

building together.”

our graduates concur on one key point: Pegasus prepares them

well for America’s elite prep schools. Based on the high rate of

around to the idea after researching schools, visiting Cate, and

acceptance of our eighth graders, admissions officers clearly

seeing how well-suited her daughter was to that environment.

consider Pegasus students well prepared.

“It’s a huge sacrifice. But I always tried to do the best for my

kids, things like sending them to Pegasus. I thought, I’m not

“I remember being immensely nervous...terrified that I

“At first, I thought, ‘never!’” said Terri Cain, who came

wouldn’t be able to handle the workload or pace of an ‘elite prep

going to stop now, even if it meant giving up my daughter.”

school,’” Leigh said. “As it turned out, coming from Pegasus

made for a pretty seamless transition.”

this year she happily sent Ryan, who is loving it. “I miss home a

lot in my day-to-day life here,” Ryan said, “but it is not drastic.

“I was taught everything at Pegasus,” said Charles, now a

Terri adjusted to Caitlin being away from home enough that

sophomore at Georgetown University. “How to think (not just

I am constantly busy and the community here is so welcoming

learn), speak in public, write, read, do math...the list goes on.”

and comforting I already feel I am in a family community.”

28 THE PEGASUS SCHOOL

heading home.” And they should be prepared for an experience that extends well beyond academics.

“A lot of what I gained from St. Paul’s has absolutely

nothing to do with school at all,” Leigh said. “It has to do with the people I met — the teachers who guided me, coached me, supported me, and served as mentors and second parents; the kids who came from every nook and cranny of the country and from different patches of the planet. It has to do with living with your friends and peers - and every slice of excitement, laughter, drama, pain, insecurity, and personal growth that comes out of that. It’s about learning to deal with people...It’s about independence….It’s about making responsible decisions that will Leigh Hagestad ’07

contribute to who you turn into.”

Although being away from home was difficult at times

for Charles, he found a side benefit. “What I didn’t expect is how it in many ways made my relationship with (my family) significantly stronger. Whenever I did spend time with them, I felt like I connected in a way that I never had before.”

Attending boarding school in California can ease the

separation. Caitlin and Ryan are just a few hours’ drive from home, rather than a cross-country flight. “I don’t think I would Jusuf ’07 and his brother Anthony ’10 chose the Webb School, about an hour away in Claremont, enabling their parents Hilda and Justian to attend their sporting events and see them every weekend or two.

But Charles was set on heading East. “Geography was not a

factor; culture was, however,” he said. “Furthermore, there are certain New England boarding schools which are regarded as academically the best schools in the country. If I was going to go

Caitlin ’09 and Ryan ’12 Cain

away, I wanted it to be to one of those schools.”

PHOTO COUrTESY OF DEERFIELD ACADEMY

PHOTO COUrTESY OF THE CATE SCHOOL

have been able to handle that,” Terri said. Similarly, Christopher

“One thing that’s a little different about schools back

East,” Leigh said, “is the age and establishment of many of

the schools — especially when it comes to college placement.

they go away to college, yet it all happens four years sooner.

These prep schools tend to have very cozy relationships with

Most boarding schools cost well over $40,000, for tuition, room

a lot of colleges. Our college placement (at St. Paul’s) is pretty

and board—a factor for many families weighing their options.

remarkable. But I think that a lot of that has to do with the

The majority of Pegasus graduates opt for local high schools—

stress and importance that (St. Paul’s) places on achievement,

both public and private—and go on to very fine colleges. Yet it’s

grades, scores, and college acceptance letters.”

clear that boarding school offers a rich environment to continue

the personal and academic growth that begins here at Pegasus.

Leigh emphasized academics and college acceptance

Leigh describes what most young people experience when

shouldn’t be a student’s primary reason for going to boarding

“As hard as it may seem,” Terri said, “if you have a child who

school. First and foremost, she said, “The kid has to want to go….

is really interested, at least explore it with them, be open to it,

I’ve seen a lot of kids head into boarding schools with lukewarm

because it’s the best opportunity you can give them.”

feelings, and a year or two later they wind up packing up and

Nancy Gelston Fries is a freelance writer and the mother of Ian ’10, a junior at Sage Hill School, and Eric ’14. Contact: Nancyfries@cox.net PEGASUS MAGAZINE FALL 2012

29

Alumni Connections

by Angel Waters

Congratulations to Chad Bailey ’95, his wife Megan, and brother Colby on the newest addition to the Bailey family, baby Bridget.

Michelle Shepard ’99 wed Dave Kiger on August 12 at the Incline Village Golf Course, Lake Tahoe. Michelle is doing her pediatric residency at Denver Children’s Hospital.

in Haiti”. Published this year, Chris

of AACSB accreditation process, which,

Chris Rakunas delivered 20,000 pounds

discusses the triumphs and heartbreaks

although quite a large task, is extremely

of medical supplies to Haiti, a country

of his trip. Available through Amazon

interesting because she researches and

that is still healing from a 7.0 earthquake

and Barnes and Noble, a portion of the

writes/reports on about pretty much

that left over one million people homeless

proceeds of this book is donated to the

every single aspect of the school.

and killed over fifty thousand.

New Life Children’s Home in Port-au-

Prince, Haiti.

Chris Rakunas ’93 released his new book, Tears for the Mountain

1993

Rakunus attended University of

California, Berkeley then earned his

masters of business administration

was released in September and can be

at University of Southern California’s

purchased on Amazon.

Marshall School of Business. In 2010 Rakunus was the chief operating officer of Lehigh Regional Medical Center. One evening directly after the earthquake, he was asked by his boss to meet with the press announcing that the hospital will be collecting supplies to be sent to earthquake victims. To his surprise, after his NBC interview, he was then

Rakunus’ second book, The 8th Doll

1999

2004 This year Claremont McKenna College awarded nine Fulbright scholarships and two of the recipients are past Pegasus students. The Fulbright Program is an international educational

Brandon Carr, an attorney with Valle

exchange program sponsored by the U.S.

Makoff LLP, is featured in the fall issue

government, and is designed to “increase

of UC Hastings College of Law magazine.

mutual understanding between the

Brandon earned his juris doctor with

people of the United States and the people

honors, from the University of California,

of other countries.”

Hastings College of Law in 2011.

2003

Alex Heiney, a government major, received a Fulbright scholarship to teach

asked to assist with the coordination

Haley Young, a graduate of Duke

English in the sovereign state of Georgia.

and delivering of the supplies in Haiti.

University’s Fuqua School of Business,

Outside the classroom, Heiney plans to

Knowing this “ask” was not a request,

is pursuing her master’s in education at

initiate a program to teach Georgians

but an order, Rakunus prepared for an

Harvard University.

land navigation skills. In college, he

experience that ultimately changed the lives of hundreds, if not thousands of survivors.

Tears for the Mountain is Chris’ story

of “delivering hope after the earthquake

30 THE PEGASUS SCHOOL

Miranda Young, a recent graduate of Duke University’s Fuqua School of Business, is now at Fuqua as a Research Associate. Miranda and the Associate Dean are spearheading the maintenance

served as editor-in-chief of the Claremont Port Side, as a Harrison Fellow at the Salvatori Center, and as the S3 in charge of operations and training for the ROTC Golden Lions Battalion. Following his

Heather Siegel ’04 will be teaching English at the University of Antwerp in Belgium.

Melody Hernandez ’06 visited the Pegasus campus to share her new ventures with Angel Waters.

Colin Shaffer ’07 is majoring in English at Carnegie Mellon University.

Fulbright year, Alex will begin training in

while studying at the Sorbonne in Paris

addition to holding student office all four

field artillery to fulfill his commission as a

and while writing her 100-page thesis in

years, he received multiple recognition

2nd Lieutenant in the U.S. Army.

French. But she is also looking forward

awards highlighted by the Principal’s

to the challenge of learning Dutch. In

Trophy given to the one student who

the August 15 edition of The Wall Street

overall exemplifies the all-around

Journal: California’s Boom Masks State’s

expectations of students and their service

Uneven Recovery, Heather reported on the

to the community. It is the highest voted

unemployment rate of California.

on award (determined by the faculty),

Joseph Puishys became an Ensign in the United States Navy after receiving his diploma and commission from Vice Admiral Michael H. Miller Superintendent of the Naval Academy in May. He completed his studies in

Kendra Eaton, a graduate of Southern

Mechanical Engineering and was in the

Methodist University, earned a bachelor’s

top 10 percent of his class. He is currently

degree in economics with a minor in

doing research and working on his

financial applications. She recently

masters at University of Maryland before

returned to California working at

continuing on to nuclear power school

LoanDepot as a loan consultant.

where he will serve on a submarine.

2006

and Colin was recognized at a formal award banquet. As well as delivering the senior speech he also received a State of California Award for CIF and academic honors. To be recognized he had to achieve academic excellence as well as be selected to an all CIF first team which he was for soccer.

Heather Siegel, past Pegasus student,

Melody Hernandez is majoring in music

received a Fulbright award to Belgium

at New York University and has taken her

Mellon University, Colin continued with

where she will teach English at the

career to new heights. She is writing new

academic excellence as he was recognized

University of Antwerp. She is a Seaver

music and working on a video scheduled

on the Dean’s honor list and achieved a

Leadership Scholar majoring in French

for a December release date. Her EP can

4.0 GPA. He is double majoring in Ethics,

and government, and she is currently the

be purchased through iTunes under

History, Public Policy and Business. Colin

assistant student manager at the Rose

Melody Noel, and she has a website that

is also a member of the varsity soccer team

Institute of State and Local Government

announces her performance dates and

and, over the course of the year, worked

as well as a head writing consultant at the

release of new music. Visit Melody at

his way from the freshman development

Center for Writing and Public Discourse.

www.melodynoelmusic.com or

team to being a starting mid-fielder and a

She discovered her passion for Belgium

www.facebook.com/melodynoelmusic.

member of the traveling team. He has also

(especially its chocolate and waffles) last summer when she interned at the U.S. Mission to NATO in Brussels. Heather hopes to find opportunities to continue practicing her French, which she honed

2007 Colin Shaffer graduated with honors from St. Margaret’s Episcopal School and earned several recognition awards. In

During his freshman year at Carnegie

continued his involvement in community service through participation in the local restoration of parks and his on-going work with the Fellowship of Christian Athletes.

PEGASUS MAGAZINE FALL 2012

31

Class of 2008 alumni, Kent Willet, Zachary Friedman, Cole Blower, and Steve Michaelsen represent their colleges.

Alayna Lewis ’08 is a freshman at the University of Southern California.

Griffin Vrabeck ’12 and Gordon Strelow ’11 attend Sage Hill School. The two alumni were recently spotted on the sidelines at a Thunder football game.

Now in his sophomore year, Colin

Annual National Merit Scholarship

Award project. Held at the Huntington

continues his all-around excellence.

Program.

Beach Senior Center, Rachel produced a

“We as a family know that the foundation

built at Pegasus has created the overall environment that has allowed for his continued growth, success at St. Margaret’s and now at Carnegie Mellon”. ~ David Shaffer

2008

Joujou Nguyen, past Pegasus student, joined the members of the Peninsula Community Church in Operation Healthy Africa a couple of years ago.

The non-profit organization is dedicated to providing medical aid to rural

Alayna Lewis is happily working

communities in war-torn countries

hard on her schoolwork as a freshman

throughout Africa. While in Africa,

at University of Southern California.

Nguyen assisted in organizing a clinic

Her strong bond with her roommate is

where people could come and seek

helping her get used to college life. Her

attention and treatment. Over a short

newest writing class is both challenging and stimulating. She credits Ms. Wilder and her Sage Hill School English teacher for her abilities in writing. Regardless of her academic success, she is loving the level of independence she has at college and is managing her social and

period of time over 5,500 patients were

Prom for special needs students. Twenty eight students from Westminster, Edison and Fountain Valley High Schools danced the night away at an evening they’ll always remember. Rachel had the help of twenty six volunteers and seven chaperones to make this night a success.

Covered by the Orange County register, photos can be viewed at www.ocregister. com/news/students-354130-prom-special. html.

2012

seen. Since then, he has remained an

Madeline Hebert, a freshman at Mater

active volunteer, raising money and

Dei High School, has settled into high

traveling oversees to lend his help. In

school life. She is enjoying all the

October Nguyen used his unique musical

students—meeting others from all over

talents to hold a benefit piano recital at

the county. Madeline has already realized

the Southwest Conservatory of Music

that Pegasus prepared her for high school

to raise funds. The donations are still

as she is able to organize herself, use

academic life quite well. In addition to

coming in, but to date he has raised

forward planning and manage her school

her challenging classes, Alayna is on the

$5,200.

work while at the same time play JV

La Crosse team.

2009 Casey Brecher was named Mater Dei High School’s October student of the month.

Max Davitt, Sage Hill School senior, became a semi-finalist for the 58th

32 THE PEGASUS SCHOOL

Nguyen is a senior at Oxford

Academy and is in the process of looking into universities for the fall, and at the top of his list is University of Chicago.

2010 Rachel Phillips, an inspiration for those who know her, organized a “lifechanging” event for her Girl Scout Gold

tennis. Madeline is one of five freshman girls who made the JV team this year.

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

Wings of Honor award

2012 Wings of Honor Award recipient, Nicolas Jaber ’08, with coach Charles Tyler

PEGASUS MAGAZINE FALL 2012

33

34 THE PEGASUS SCHOOL

Announcing

The Pegasus School’s Alumni Mentor and Career Network Providing you with an opportunity to grow your connections within our community ALUMNI VISIT https://thepegasusschool-csm.symplicity.com/students PARENTS VISIT https://thepegasusschool-csm.symplicity.com/employers Questions?

Please contact Angel Waters, Alumni Director at awaters@thepegasusschool.org or 714.964.1224, ext. 1119.

BECOME a mentor for our alumni by offering professional or academic guidance

SEEK a professional or academic mentor

FIND resources to help you with your career path

POST your resume for potential employers to search

SEARCH for jobs or internships

RESEARCH employers

PEGASUS MAGAZINE FALL 2012

35

NONPROFIT ORG. U.S. POSTAGE PAID HUNT. BEACH, CA

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

PERMIT NO. 421

FSC logo

December 19 Grades 1–5 Winter Concert December 20 Grades Pre-K – K Winter Concert December 21 Grandparents’ Day December 24 – January 4 Winter Recess February 18-22 Intercession Recess March 15 Totally Awesome 80s Spring Benefit March 22 International Earth Day