This is the deceptively simple question that students tackled in March for the fourth grade’s annual Deep Dive unit.
In many ways, the Deep Dive perfectly embodies the ethos of progressive education, which prioritizes student-led inquiry, hands-on learning, critical thinking and a multidisciplinary approach. Teachers don’t dictate a topic to explore: Fourth graders work together to select a subject that piques their curiosity. Teachers don’t push students to reach predetermined answers to their questions: Students are given the freedom to conduct research, interview experts in the fields of their choosing and draw their own conclusions. The whole Elementary School gathers to watch their final presentations, demonstrating the importance the School places on student ideas. You can read more about the Deep Dive unit in this issue’s cover story.
The School’s progressive roots go all the way back to our founding in 1971. The Statement of Philosophy that continues to guide us today posits that “education must not be a race for the accumulation of facts” and that it is essential for Crossroads graduates “to reason soundly and to question thoughtfully.” Throughout this issue, you will see that ethos reflected throughout our curriculum, including the Middle School Electives program that empowers student choice; the new, multidisciplinary Upper School Innovation & Technology Department; and the student leadership and advocacy work facilitated by our Equity & Justice Institute and Office of Diversity, Equity & Inclusion.
You’ll see the lifelong impact of progressive education in the profiles of six Crossroads alumni who joined the School in kindergarten and whose lives are still infused with the values and skills they developed here.
Left: Sixth graders
Aiden Wassung, Chase Snyder and Jed Culbert mix music in the Elective course New School DJ.
Right: Fifth grader
Aneri Patel and her grandparents at the Elementary School’s Grandparents & Special Friends Day.
Upper School students volunteer at the Equity & Justice Institute’s voting rights event. Back row: Upper School History Teacher Blair Bowman, Diversity, Equity & Inclusion Support Specialist Danny Moreno, junior Mati Fuchs-Lynch, senior Rafa Posen, Equity & Justice Institute Director Cassandra Chase and junior Fiori Sebhatu. Front row: Juniors Devan Robinov and Elizabeth Hayden.
You will also read about the meaningful ways our community came together this year, including the outpouring of support for fire victims, the Elementary School’s Grandparents & Special Friends Day, and the wonderful events hosted by our Parent Association. And you’ll get to know Board Chair Sarah Harden and her vision for Crossroads’ future as the School prepares to unveil a new strategic plan.
How do you know if something is true?
It strikes me that our fourth graders chose a question of particular urgency. We are living in a time of political
polarization, villainization of marginalized groups and widespread misinformation. Now more than ever, it is crucial that young people are capable of reading prolifically, thinking critically, and appreciating nuance, complexity and differing viewpoints. Crossroads students are not passive receptacles for prescribed ideas. Our goal is to develop active, engaged learners who approach difficult subjects with curiosity, thoughtfulness and compassion. That is the promise of progressive education. As the head of Crossroads School, it is a thrill to see our beautiful students and alumni fulfill that promise, using all that they have learned to help make the world a better place.
Around the School
Athletics
Equity & Justice Institute
CROSS SECTIONS MAGAZINE is published once a year by the Crossroads Advancement Office.
Sara Ring Director of Communications & Community Relations
Jessi McDonald
Communications Manager
Emily Wolff
Communications & Alumni Relations Specialist
Rebecca Saltsman ’96 Director of Alumni Relations
Contributing Writers/Editors
Tammy Abrahem, Jennifer Manley
Designer
Warren Group | Studio Deluxe
Contributing Photographers
Eric Brown, Devin
Contact us at communications@xrds.org
Feil, Chris Flynn, Mimi Fuenzalida P’24, Gene Gilmore P’28, Erin Moss P’26, P’29, Dan Ring, Tina Turbeville, Carin Yates
Kindergartners Winston Chiu, Max Fedoruk and Silas Robinson engage in a hands-on gardening lesson with Teacher Sarah Perez. Photo by Chris Flynn.
AROUND THE SCHOOL
Elementary School Hosts Grandparents & Special Friends Day
On April 23, the Elementary School hosted Grandparents & Special Friends Day, a celebration of community that welcomed over 280 individuals to campus for a day of activities, bonding and fun!
The event kicked off with a performance in the gym by the Elementary School Strings Ensemble. Head of School Mariama Richards and Head of Elementary School Stacey Koff greeted the audience and gave an overview of the day’s activities, which included a community arts project, friendship braceletmaking for the nonprofit Level UP LA, and student-led tours of campus.
For some grandparents and special friends, this was their first time visiting Crossroads. Grandparent Robert Watkins trekked all the way from Maryland to be there for his granddaughter, kindergartner Kaiya Watkins. He reported that the experience was well worth the trip. “I enjoyed seeing how the kids interacted
with each other and visiting the classroom to see exactly what they do,” said Robert.
As students ushered their grandparents and special friends around the school, they stopped in specialist classrooms— including the science room, library, Innovation Lab, dance and drama studio, music room and art studio—to share projects they had worked on throughout the year. Students also brought their grown-ups to their homerooms to show off their personalized desks, cubbies and preferred spots to read and play. Other fun stops included pop-up photo booths around campus, where Elementary School mascot, RJ, made surprise appearances.
Elena Breucop, aunt to second grader Frank Swartwout, said her favorite aspect of the day was “listening to Frank as he was showing me what he does here, and seeing his excitement when he was leading us to see the library, the science room and all the work he does.”
After witnessing the magic of Crossroads Elementary School firsthand, Fay Epps— grandparent to kindergartener Nemo Epps Darling—understood her grandson’s enthusiasm. When she asked him what his favorite part of school was, Nemo didn’t need to think about it. “Everything!” he said.
As guests gathered back in the gym for closing remarks, the feeling of community was palpable. After a farewell performance by the Elementary School Chorus, Mariama took a moment to ask the crowd what their biggest takeaway was from the day.
“We’re grandparents from Ohio, and this facility is perfectly gorgeous,” offered Cheryl Buecker, grandparent to kindergartener Sammy Buecker. “Every room we entered was warm and welcoming, the faculty is wonderful. … It’s just a wonderful place for our grandchildren to learn.”
AROUND
THE SCHOOL
Elementary School Affinity Groups Create Space for Connection
The Elementary School provides a variety of programming to support students’ identity development and to nurture important life skills. Students sit in Council, participate in meaningful gatherings and learn kindness and inclusivity. This year, the division launched the next phase of supporting healthy identity development for students: affinity groups.
The term “affinity group” refers to a group of people who have an identifier in common, such as race, gender, religion or family status. These groups provide a space for reflection, dialogue and support. The Middle and Upper Schools offer a wide variety of affinity groups.
The Elementary School program, geared toward fourth and fifth grade students, offers many options, including groups for students who identify as African American, Black and of African descent;
Asian and Pacific Islander; Latino/a/x; multiracial; Southwest Asian and North African/Desi; Jewish; or as white allies. It also offers a general discussion group that considers topics around identity.
Each affinity group, run by two or more teachers of the same affinity, explores various aspects of identity, such as religion, faith-based traditions, socioeconomic status, abilities/disabilities, language and customs through the lens of their race and ethnicity. Students discuss current events and topics, play games, and build supportive relationships that celebrate their shared experience.
Fourth grader Evelyn Burns said, “I think it’s really nice that we get to choose what group is right for us. It’s not always the same as your friends, so you get to connect with new people. I am half Chinese, and I’m mixed race.
It’s complicated, because sometimes I feel more like one than the other. So it’s good to explore it with kids in the same situation.”
Elementary School affinity spaces always end with “cross-talk,” in which students from all groups gather together to share what they want the greater community to understand. “Noticing what similarities and differences you have with other groups is refreshing and lets you learn about others,” said fifth grader Ava Gougis. “We have a lot in common, and a lot that’s totally different.”
One of the most impactful parts of the program is creating a place of affirmation for students, helping them feel joy and pride in their own identities.
“It’s kind of fun to see that the people around me relate so much and that they’re usually thinking and feeling what I am feeling,” said fifth grader Marlowe Weissert. “It makes you feel like you’re not alone, and it’s just easier to connect.”
The program helps students understand their own identity so that when they arrive in Middle School, they feel connected to this work.
“The fourth and fifth grade affinity groups have felt so rich with connection and community this year,” said Head of Elementary School Stacey Koff. “Students are happy and engaged, and their discussions have been deep and meaningful. We hope that this introduction feels like a bridge to the Middle School affinity spaces.”
Students gather in the library for “cross-talk” to share their takeaways after attending affinity groups.
Middle School Electives Encourage Exploration
Ever wanted to try your hand at playing in an orchestra or designing your own board game? How about cooking or gardening? Middle School Electives are an opportunity for students to enrich their academic experience by exploring passions and developing new interests. At the start of each semester, students choose two Electives from a list of several dozen courses. The wide-ranging 2024-25 offerings included Mythology In Movies, Bullet Journaling and Video Game Analysis. These innovative, mixed-grade classes allow Middle Schoolers to practice academic autonomy as they prepare for the process of selecting courses in high school.
“I really like Electives, because you get to dive deeper into the topics that you think are interesting and get a more in-depth class with a smaller group of people,” said eighth grader Layla Laiken, who took Debate and Ceramics Electives this year.
Electives help students find joy in learning, cultivating a sense of curiosity while trying something new. They also allow students to connect with faculty members over a shared interest, like DJing— taught by seventh grade Core Teacher Howe Lin—and to build relationships with a variety of teachers.
Seventh grader Adeline Frandle said Electives introduced her to creative pursuits
she might not have been exposed to otherwise. “Once I tried sewing at Crossroads, I figured out that I do like it,” said Adeline. “Now I’m trying to get more into sewing outside of school. It’s become a little bit more of a hobby, which is really awesome.”
New Electives this year included Garden to Table, taught by sixth grade Core and eighth grade Latin Teacher Marisa Alimento. Students learn to grow and eat seasonally by planting seeds, bulbs and seedlings and preparing meals with ingredients sourced from Crossroads community members’ gardens. In the course Stock Market Game, seventh grade Core Teacher
Mark Quinto asks each student to decide how they would invest $100,000 and teaches math concepts like compound interest and risk-to-return ratios. In sixth grade Core Teacher
Ayana Peters’ Elective class, students read, discuss and explore Shakespeare’s “Romeo and Juliet” while drawing comparisons to other texts, such as Paulo Coelho’s novel “The Alchemist.”
An added benefit of the Electives program is the mentor-mentee relationship fostered between students across grade levels. “It creates a stronger community in the sense that sixth graders are now getting to know and interact with seventh or eighth graders,” explained
Head
School Cooper Bergdahl. “The more we can involve students from various grades in the same classroom, the more we break down those invisible boundaries.”
Top: Core Teacher Paige Parsons assists sixth grader London Johnson with threading a sewing machine.
Above: Core Teacher Julian Laurent and eighth grader Gabriel Kromwyk review a speech together in Debate.
Assistant
of Middle
AROUND THE SCHOOL
Middle School Visual Arts: A Palette of Possibilities
At Crossroads, there are countless ways to get involved in visual arts, but with so many choices, the big question becomes: How do I choose? The Middle School Visual Arts program helps students tackle this question by providing the chance to experiment with a broad range of artistic mediums, fostering self-expression and a sense of discovery.
In sixth and seventh grade, students are introduced to various forms of art through class rotations. Sixth graders take Mixed Media, as well as Painting & Drawing, while seventh graders engage in Studio Art. These courses encourage experimentation with different materials and techniques, while building artistic confidence.
Janice Gomez, who has taught Photography and Studio Art at Crossroads for over a decade, said, “There’s just so much that Crossroads offers. We hope that giving them the rotation will help them key into a passion.”
By eighth grade, students have the chance to specialize, selecting from a variety of courses, including Photography, Digital Art & Animation, Ceramics, Studio Art, Video Production, Art & Robotics, Film Studies and Yearbook. Outside of class time, the Middle School Visual Arts
Department hosts exhibitions and showcases in the Sam Francis Gallery.
“It’s a great way to celebrate the work that students do in a space that they can share with a wider community,” explained Janice. “The students really enjoy getting to see each other’s work. It’s a nice way to culminate their studies.”
Students enjoy the range of experiences the program offers. “Having multiple choices is very helpful as a learner to choose what path I want to take,” said seventh grader Nash Tyler.
Kitley Poulos, also in seventh grade, appreciates the supportive nature of the program. “I feel like the classes pushed me out of my comfort zone. It felt kind of good to experiment with other materials.”
A unique aspect of the program is the artist-inresidence initiative. Each year, an artist visits campus to exhibit their work and collaborate with students on special projects. The initiative aims to create moments of connection while helping students learn the
ins and outs of becoming a professional artist.
All Crossroads’ Visual Arts faculty are also practicing artists themselves. Whether exhibiting in galleries, producing films or working on design projects, they bring their own firsthand experience into the classroom.
“We teach from our practice,” said Janice. “Our students see that we’re also creating, problem-solving and engaging with the art world. It makes the learning experience feel more connected and real.”
Visual Arts Teacher Vincent Ramos instructs sixth graders Railynn Morgan and Frankie Yarosh on painting technique in a Mixed Media class.
Upper School Rolls Out Innovation & Technology Department
This school year, the Upper School launched the Innovation & Technology Department, offering classes including CAS Design & Engineering and an Innovation & Technology Independent Study elective. (CAS stands for Crossroads Advanced Studies, which the School offers in lieu of traditional Advanced Placement courses.) Chaired by Upper School Technology Coordinator and Computer Science Teacher Paul Way, the department also houses the School’s existing Computer Science and Design & Engineering classes as well as the after-school Robotics program.
The department has inspired new levels of creativity among Upper Schoolers, who enthusiastically embraced having more course options. CAS Design & Engineering was a popular addition because it allows students to delve deeper into the intersection of creativity,
technology and social responsibility through hands-on projects, collaborative ideation and critical analysis. And students have taken advantage of the new Independent Study elective to tackle everything from AI and sustainability solutions to building a website that helps young people learn about personal finance.
When senior Skye Dunn was looking through the course catalog and considering which classes to take, the Innovation & Technology Independent Study elective caught her eye.
“I thought, ‘Oh, this is something new and different,’” she recalled. While she didn’t initially gravitate toward the course, she soon realized the value it offered. “I was like, ‘Wait, this is a really cool opportunity that I wouldn’t get at other schools. Why wouldn’t I take advantage of this?’”
Skye used her passion for financial education to create a website that allows high school students to learn about personal finance through a series of games and informative articles. She designed the content to accommodate the attention span and busy schedules of her peers.
Tenth grader Jake Lerner, a member of the Upper School’s robotics team and Paul Way’s CAS Computer Science class, combined his interest in ocean science with topics he learned about in other classes, including Design & Engineering.
“Crossroads offers a lot of classes that other schools don’t, like Machine Learning,” said Jake. “My project combines a few subjects. You’ve got to make the hardware, which involves design and engineering. And the code is obviously computer science.”
Jake created a tech-based solution to help sort recyclables. He designed a cart that features a camera connected to a PC, which is programmed to run a code based on an image model that recognizes individual objects. The system then notifies users whether or not their items can be recycled.
Through these yearlong projects, students develop creative, tech-based solutions to real-world problems. In the short time it’s been offered, the new Innovation & Technology Department is already achieving its goals: to cultivate students who possess the imagination and skills to design, code and engineer, while using new and emerging technologies to contribute positively to the world.
Paul Way teaches a CAS Computer Science class.
A Fairy Tale in the Making: Upper School Drama Conservatory’s “Into the Woods”
Collaboration is at the heart of every Crossroads theater production, including this year’s Upper School Drama Conservatory run of “Into the Woods.” Directed by longtime Drama Department Chair and Teacher Davida Wills Hurwin, the ambitious Stephen Sondheim musical required the coordination of student actors, musicians and crew members to create a big production in the School’s little black box theater.
“Into the Woods” was no small undertaking. It involved 30 actors, a 12-piece
orchestra and complex set that immersed both performers and audience members in its magical world. Thanks to exceptional stage design by Tech Theater Teacher Mickey Blaine and production management by Theater Production Manager Nick Santiago, the Crossroads stage was fully transformed into a mystical forest.
The show’s music, known for its demanding vocal and instrumental intricacies, required an equally dedicated effort. Music Director and Choral Teacher Jarod
Sheahan worked closely with students to bring Sondheim’s compositions to life, conducting both the cast and band during each performance.
Beyond the technical and artistic challenges, the success of the production lay in the cast’s collaborative spirit. Many roles were double cast, a practice that allowed more students the opportunity to perform. Every year, Davida asks students if they are willing to alternate roles at different performances, and every year they say “yes.”
Eleventh grader Jade Thompson learned a lot from senior Ana Julia Baker, with whom she shared the role of the precocious Little Red. “We worked off each other and in the end played two different Little Reds, but each worked,” Jade said. Added Ana Julia, “It was fascinating to see how our individual interpretations of Little Red evolved, and I think it brought something unique to each show. Though double casting can sometimes be tricky and complicated, I truly believe it makes perfect sense for high school theater.
At the end of the day, this is a learning environment, and doubling the roles allows more people to be a part of that experience.”
Eleventh grader Liam Kelman, who played Rapunzel’s Prince, found a boost of energy in working closely with his castmates, especially Cinderella’s Prince, played by 11th grader Jacob Liszt. “Bouncing off each other and feeding off of each other helped both our characters be really funny,” said Liam.
Senior Nick Sartory, who played the Baker, echoed the importance of teamwork: “The incredible support from our tech crew, band and directors produced a show that couldn’t have happened without everyone’s contribution.”
With the Bezdek Center for the Performing Arts opening in 2026, the next great collaboration is just waiting for its cue.
AROUND THE SCHOOL
Crossroads Cares: Providing Wildfire Relief
In January, Los Angeles experienced multiple devastating wildfires, some just miles from our campuses. Nearly 25% of our current families lost their home or were temporarily displaced. In the face of this tragedy, Crossroads rallied around impacted families, supported our students and contributed to the relief efforts of the greater Los Angeles community.
Supporting Students
The School prioritized the safety and well-being of our students, holding communitybuilding Zooms on the three days when school was closed and offering remote counseling sessions for students who were struggling. When the campuses reopened, each division focused on
providing routine, comfort and normalcy and worked to ensure that students who could not immediately return to school did not fall behind in their coursework.
Supporting the Crossroads Community
In the early days of the fires, the School set up an online platform for current parents and employees to request or offer assistance, including temporary housing, transportation, child care and pet fostering. The Alumni Relations Office established a similar platform for alumni and parents of alumni. The School also launched the Crossroads Community Emergency Fund. Generously supported by more than 100 community members, the
fund provided immediate and longer-term financial relief to current families and employees in need. The Parent Association leadership team assembled care packages using Crossroads tote bags for community members who lost their homes or were displaced. The packages included gift cards, Crossroads spirit wear, snacks, personal items (such as toiletries donated by local businesses) and cuddly stuffed animals for Elementary School families.
Educational Offerings
In response to the emotional needs of our community, the School enlisted trauma expert Dr. Kate Porterfield to speak virtually, in separate sessions with K-12 teachers and parents, providing
Parent Association leadership team members Michael Kadin, Tory Strang, Claudia Concha Perea, Lisa Kawamoto Hsu ’97, Carron Brown and Yassi Vaziri display care packages for Crossroads families who lost their homes or were displaced.
insights to help them best support students. Parents gathered for a Crossroads Community Council session to discuss building resilience in the wake of the wildfires. The School also offered both virtual and in-person meetings with Jack Weaver, a wildlife insurance attorney who shared key steps for fire-impacted families to take, explained the insurance claim adjustment process
and answered questions from attendees.
Supporting Our Neighbors
Crossroads School lived out its founding commitment “to the greater community” in many meaningful ways. In partnership with the youth-focused nonprofit It’s Bigger Than Us, and with the generous support of a donor, Crossroads distributed 2,000 pieces of youth sports equip -
ment to those impacted by the Eaton and Palisades fires, helping to restore play, hope and community.
To thank first responders, Elementary Schoolers created and posted banners outside the Norton Campus, while Middle and Upper Schoolers wrote heartfelt messages of gratitude. The Middle School Student Council collected supplies for Fire Station No. 58
near Pico-Robertson, and Upper School students formed new clubs to help with wildfire relief efforts.
Several juniors were inspired to launch their own donation drives and hosted in-person pop-up “stores,” inviting impacted individuals from across Los Angeles to acquire free vintage, donated and gently worn clothing. Anna Barker hosted one such pop-up at her home, while Jordyn Schaer, London Mandel, Madeleine Kayne and Mira Costa High School student Ava Ibarra held one at Artists & Fleas in Venice.
The Venice pop-up offered up 1,600 articles of clothing and also served as a fundraiser to support the fire relief nonprofit Altadena Girls. Jordyn appreciated the opportunity to use her passion for fashion to support those in need.
“If you can find something that brings you happiness, whether it’s fashion or something else, there’s always a way to turn it into something positive for others,” she said. “It’s not just about giving away things we don’t need—it’s about offering hope and a little bit of joy to people who really deserve it.”
Ava Ibarra, Madeleine Kayne, London Mandel and Jordyn Schaer at their clothing drive and fundraiser.
Building a Strong Athletic Foundation at Crossroads
By Amber Scott, Athletics Communication & Logistics Coordinator
At Crossroads, the Athletics Department plays a vital role in developing well-rounded students, complementing academics and instilling values like teamwork, commitment and perseverance. From elementary through high school, students can explore new sports, develop their abilities and compete at an advanced level if they choose to continue into high school athletics.
Elementary School: Laying the Groundwork
Athletics offerings begin in fifth grade, where students are introduced to the fundamentals of various sports, emphasizing fun, learning techniques and equal playing time. By fostering an inclusive environment focused on teamwork and learning the rules, students build confidence and a love for physical activity. These early experiences set the foundation for future success.
Fifth-grader Lola McRay, who was new to soccer, appreciated how her coaches’ positivity and encouragement helped her discover her own potential.
“Being on the team taught me how important teamwork is,” said Lola. “Even though I’m still learning, Coaches Dante (Perez-Mendoza) and Shane (Rockenbach) are nice and help me learn new positions. One day, I want to play in the Upper School Extravaganza!”
Middle School: Growth and Skill Development
In Middle School, the environment becomes more structured and competitive. While enjoyment remains key, skill development becomes more important. Athletes learn the value of being a good teammate, improving their abilities and embracing a growth mindset. Middle School sports bridge the gap between introductory play and high school athletics, helping students refine techniques and develop a passion for healthy competition.
Upper School: Commitment and Competitive Excellence
Upper School athletics require greater commitment
and dedication. Starting with tryouts at the beginning of each season, the intensity and competition ramp up. Students develop timemanagement skills by balancing athletics, academics and other extracurricular activities. The emphasis shifts to preparation and strategy, with athletes and coaches working together on game plans and techniques. Despite the higher stakes, athletes are encouraged to enjoy the experience. Whether or not they pursue college athletics, students learn discipline and resilience, shaping them into
motivated individuals ready to meet challenges, both in sports and in life.
Opportunities and Lasting Impact
Upper School athletics require significant commitment, but Crossroads provides opportunities for all students, regardless of experience. Students develop new skills and build confidence that extends beyond athletics.
Senior Maximo Cisneros, who committed to Emory University, shared: “Playing soccer at Crossroads since
fifth grade has shaped me on and off the field. The program has taught me discipline, teamwork and how to push myself, which I know will help with the tough demands of college athletics. Academically, I’ve learned how to manage my time and stay focused, skills that will be key as I balance school and sports at the next level.”
The Equity & Justice Institute Champions Change, Expands Programming
The Crossroads School Equity & Justice Institute advances systemic change through public engagement, community partnerships, and student-driven initiatives. In 2024-25, the Institute’s Distinguished Lecture Series explored the theme Sports and Social Justice: Championing Equity and Change. The series examined the power of athletics to shape culture, challenge inequities and inspire activism. The school year also marked the launch of new studentcentered programming, including immersive social justice tours focused on LGBTQ+ history and environmental justice. From film and cultural celebrations to transformative literacy and advocacy work, the Institute continues to promote equity while building a more inclusive and informed community.
1. Upper School students on a tour exploring LGBTQ+ landmarks and activism in Los Angeles. The plaque designates The Black Cat tavern—the site of a 1967 protest—as California’s first officially recognized LGBTQ+ historical landmark.
2. In collaboration with STAND-L.A., students explore oil drilling sites in South LA and Wilmington during a “toxic tour,” deepening their understanding of environmental racism and community resilience.
3. In partnership with the LA84 Foundation, Crossroads screens “The Corner,” a documentary about Coach Daysi Garcia’s boxing mentorship program. In the powerful panel that followed, LA84 President and CEO Renata Simril, Coach Daysi Garcia and Olympian Brenda Villa discuss youth sports and community impact.
4. Panelists at the 2025 Black Film & Culture Festival— festival Co-Chair Brandon Schultz ’91, Gina Belafonte P’15, Anika Poitier and Co-Chair Maria Belafonte ’15—celebrate the legacy of honoree Harry Belafonte GP’15.
5. Crossroads community members tour Holocaust Museum LA and participate in a lecture highlighting Bernd Stevens, a Jewish athlete barred from the 1936 Olympics. The lecture drew powerful connections between past and present struggles against antisemitism.
8. Trailblazing swimmer and educator Schuyler Bailar shares his journey as the first openly transgender NCAA Division I athlete, inspiring attendees with a message of authenticity, inclusion and courage. 4 5 6 7 8
6. Crossroads studentathletes and Athletics Director Ira Smith join WNBA legend Angel McCoughtry (back row, brown shirt) for a conversation on gender equity in sports, resilience and using your platform for change.
7. Southern Poverty Law Center’s Chief Legal Officer Derwyn Bunton speaks on the power of voting in our democracy. Students also led a voter registration drive with support from community partners.
DIVERSITY, EQUITY & INCLUSION
A Year of Celebration and Education
The Office of Diversity, Equity & Inclusion hosted a variety of events for students, faculty, staff and families during the 2024-25 school year. Affinity groups provided important spaces for affirmation, connection and belonging, offering cultural events, Councils, book clubs and guest speakers as well as celebrations for the broader School community. For the third year in a row, the Office hosted the LA Independent Schools Latinx Affinity (LA ISLA) conference,
where students and staff of Latinx identity from neighboring schools engaged in workshops and activities celebrating their heritage.
1. The LGBTQ+ family alliance PRISM provides hair coloring and Pride flags at this year’s Alley Party.
2. Middle and Upper School students play a game of chance during a Lunar New Year celebration luncheon.
Elementary School students enjoy a morning of salsa lessons during Hispanic Heritage Month.
5. Students in the Jewish Student Union celebrate the holiday Sukkot with their peers at the Kehillat Ma’arav Synagogue.
6. Upper School student leaders meet before the start of school for a full day of team-building activities and to discuss advocacy and allyship.
7. Middle School students make marigold paper flowers to commemorate Día de los Muertos.
8. Members of the Salam family affinity group leadership team celebrate the cultures of Southwest Asia, the Middle East and North Africa at their Alley Party booth.
3. Members of the Black Family Alliance leadership team at the Black History Month celebration in the Alley.
4.
PARENT ASSOCIATION
Parties for a Good Cause!
Did you know that every Crossroads parent and guardian is automatically a member of the Parent Association? Led by an eight-person leadership team, the PA supports the School’s volunteer needs while helping to build community, often through fantastic events. Current families, employees, grandparents, alumni and parents of alumni are all invited to the PA’s two biggest annual events, the Alley Party and Spring Event Fundraiser. Crossroads is immensely grateful for the dedication of our incredible parent community.
ALLEY PARTY
Every fall, our annual welcomeback-to-school party offers a vibrant (and free!) afternoon of fun and community. We transform 21st Street into a street fair with live music by students, fabulous food, fun games, creative crafts and more! Guests are encouraged to bring art and classroom supplies to donate to our partner organizations Saint Anne School and the nonprofit PS Science. The theme of the 2024-25 Alley Party, held on Sept. 29, was the cosmically cool Out of This World!
SPRING EVENT FUNDRAISER
Every three years, the Spring Event Fundraiser is “Cabaret,” an original full-length musical written and performed by (and for) the Crossroads community! Held on May 18 at The Wiltern, this year’s production took audiences on a trip back through Crossroads’ past “eras,” courtesy of dynamic pop superstar “Taylor Thrift.” In addition to the show, the robust auction and raffle catalog offered guests the chance to win incredible items, gift cards and experiences. All proceeds from the Spring Event Fundraiser supported the School’s Affordability Program, benefiting one in four students.
Are you a Crossroads parent or guardian who wants to get involved in the Parent Association? Visit xrds.org/pa to learn how!
THE POWER OF GIVING
Every year, we ask our community to support the Crossroads Annual Fund.
MAKING A CROSSROADS ANNUAL FUND GIFT IS A POWERFUL, TANGIBLE WAY TO SUPPORT EACH AND EVERY STUDENT AND FACULTY MEMBER.
No matter the amount, every gift is an investment that pays off: funding immediate needs as they arise; sustaining our unparalleled arts programs; supporting our athletic teams; compensating our expert, caring faculty in the 90th percentile compared to peer schools; sending students on life-changing Experiential and
Outdoor Education trips; and awarding Affordability Grants to one in four students.
Your contribution fosters a strong sense of community and helps ensure that Crossroads can continue to provide an outstanding education for all students.
Here are just some of the ways annual fund gifts had an impact in the 2024-25 school year:
80+ PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR FACULTY AND STAFF
12+ EXPERIENTIAL AND OUTDOOR EDUCATION TRIPS FOR GRADES 4-12
1 in 4 STUDENTS RECEIVED AFFORDABILITY GRANTS
45 SPORTS TEAMS COMPETED
The 2025-26 Crossroads Annual Fund will launch this fall: Keep an eye out for details!
70+ PERFORMANCES IN DANCE, DRAMA AND MUSIC
Get to Know Board Chair Sarah Harden
Sarah Harden was born and raised in Victoria, Australia, and is the CEO of Candle Studios and the media company Hello Sunshine. She and her husband, David Harden, joined the Crossroads community in 2015 when their oldest child, Louise ’22, entered sixth grade. They are also parents to Fletcher, a Crossroads ninth grader, and Thomas, who just graduated from Frostig School. Sarah became a Crossroads trustee in 2021, serving on several committees and chairing the Finance Committee. She has been board chair since fall 2024. Below, Sarah answers a few questions about her experience in the role.
What first drew you to Crossroads?
One big draw is the School’s progressive roots. Louise was really academic, but she also loved the arts, loved theater, loved music. So we were really looking for her to be academically stretched but also to make sure she had a well-rounded education. I was impressed by the relationships that students had with teachers and staff; that was a big thing that stuck out on my tour. I also thought that the Experiential and Outdoor Education Department was really distinctive and unexpected for a school in Los Angeles. I attended a boarding school in Australia that had a very strong outdoor education program, and I
think it’s important for kids to connect with nature and the outdoor world.
What appealed to you about serving as the board chair?
Honestly, the opportunity to work with a leader like Mariama Richards was just something I didn’t want to pass up. I was really inspired to work closely with her and build on the relationship that she and [previous board chair] Juan Carrillo had established. I was excited to take on a role that helps protect and preserve the School, and ensures that our actions align with our commitments and vision. Crossroads has a really high-quality, high-functioning board that is incredibly committed to the School.
What has been the most rewarding part of your role so far?
It’s been really energizing serving on the Strategic Plan Steering Committee and engaging with a diverse group of School constituents throughout the process. The statement of philosophy put forth when the School was founded over 50 years ago was kind of ahead of its time, and it’s never felt more timely than now. In our committee meetings, we ask ourselves, “What are we going to do in the next five to 10 years to continue to strengthen our commitments and double down on what makes Crossroads Crossroads?” Ultimately, everything we do must be in
service to creating the best educational environment for our students.
What were some highlights from the 2024-25 school year?
I loved the conversation between Mariama and Paul Cummins back in September, when we parents were asked to set our intentions for the year. It really created a sense of connection for everyone in the room. I remember walking out of that experience feeling that I’m just really lucky to be part
of the Crossroads community. More recently, I was at the Upper School volleyball endof-season party; Fletcher plays on the junior varsity team. I was listening to all of the coaches—I’m going to get choked up—talk about the boys, how they’re growing and how hard they work, how nice they are to each other, what good teammates they are, how they overcame challenges. I’m like, “That’s what it’s all about.” I find Crossroads students deeply inspiring. They honestly give me hope for the future.
PROGRESSIVE EDUCATION PROGRESSIVE EDUCATION
SKILLS FOR SCHOOL, SKILLS FOR LIFE
The Founding of Crossroads
In 1970, St. Augustine by-the-Sea Episcopal School in Santa Monica tapped Paul Cummins to be its headmaster. Paul was then assistant head at the progressive Oakwood School in North Hollywood, and he was dismayed by what he saw when he visited St. Augustine. “Children were being trained to be miniature adults in a rather sterile and joyless process,” he later recalled in his memoir, “Confessions of a Headmaster.”
Paul asked educator Rhoda Makoff to be his assistant headmaster, and together they set out to transform St. Augustine. They took an educationally progressive approach that emphasized the importance of teacher-student relationships, student-led inquiry and social-emotional learning. While some more traditional parents grumbled about the changes, others were eager for their children to continue receiving this innovative style of education beyond elementary school. So in 1971, Paul, Rhoda and a parent board opened a middle school called Crossroads School for Arts & Sciences, with Rhoda as director. The School’s progressive approach was laid out in the founding Statement of Philosophy, which guides Crossroads to this day: “We believe that education must not be a race for the accumulation of facts, but should be an enriching end in itself. We also believe that education is a joint venture among students, parents and teachers.”
By the fall of 1974, Paul had taken over as headmaster, and Crossroads had
expanded to include a high school. In 1982, Crossroads merged with St. Augustine to become one K-12 school in which the tenets of progressive education play out in every aspect of campus life.
In all three divisions, teachers foster curiosity and independent thought in their students. Interdisciplinary and experiential learning is woven into the fabric of the curriculum. The classroom is a place for experimentation and lively discussion. Faculty enrich the curriculum with their expertise and expand teaching beyond the four walls of the classroom: Students venture into nature, go on cultural field trips and engage meaningfully with the world around them. They are encouraged to explore their identities and celebrate the diversity of our school community. (Read about affinity groups on page 4.)
This cover story examines projects across the three divisions that exemplify the progressive education model.
Encouraging Curiosity Through Student-Led Learning
Student-led learning, a key feature of the School’s progressive educational practice, begins in the Elementary School. Faculty support children’s natural inquisitiveness and incorporate their interests into the curriculum.
“Progressive education is a framework that centers student learning and provides a space where we can support what students need in the moment when they need it, as opposed to a regimented curriculum that is guided by the teacher alone,” explained Head of School Mariama Richards.
One such example is the fourth grade Deep Dive unit, which began in 2016. Fourth grade teachers noticed an uptick in student questions about Islam and terrorism in response to media discourse during that year’s presidential election. Director of Teaching &
“
Progressive education is a framework that centers student learning and provides a space where we can support what they need when they need it, as opposed to a regimented curriculum that is guided by the teacher alone.
MARIAMA RICHARDS , Head of School
Middle School students gather in a circle for Council.
Learning Matt Lintner, a fourth grade teacher at the time, said that to address students’ curiosity, fear and confusion about world events, the fourth grade teachers generated a list of questions and guided students through the process of finding answers. The grade hosted guest speakers, visited a mosque and researched modern-day Islam. The students shared their findings with the School community during Friday Gathering in a presentation called “Islam and Stereotypes.”
“From that point forward, we continued to experiment with projects picked by our fourth graders,” said Matt. “Over the next few years, student interest led us to explore topics including the life of a soldier, homelessness in Los Angeles, incarceration versus rehabilitation, and the search for extraterrestrials. A common theme among all of these projects was a focus on people and diverse viewpoints.”
Every year, students select a topic through another of the School’s
progressive practices: Council, which takes place across all three divisions through the Life Skills program. Students gather in a circle and take turns passing around a talking stick or other object, sharing their experiences and ideas related to a specific prompt. While Elementary Schoolers use Council to learn to articulate their points of view, empathize and develop social awareness, Middle and Upper School Councils often tackle issues such as navigating social groups, stress management, relationships, sexuality and young adulthood.
For this year’s Deep Dive, fourth graders posed the question: How do you know if something is true? Students interviewed a variety of special guests who visited campus to share their expertise on the topic of finding and determining the truth. Speakers included journalist and former Crossroads teacher Nikki Loomis; retired Federal Judge Jay Gandhi P’33; attorney and former CIA Deputy Director for Operations David S. Cohen; former special agents for the FBI
Mark Coleman and Tene Carr-Medford (who is also a former Crossroads parent); and Upper School Innovation & Technology Department Chair and Computer Science Teacher Paul Way. From learning about the potential benefits and pitfalls of open-source AI to practicing how to gather data and discern fact from opinion, students began to understand how they could seek fact-based answers to the questions they had about the world around them.
Another progressive practice at Crossroads is the focus on interdisciplinary study through cross-departmental collaboration. For the Deep Dive, fourth grade teachers partnered with Elementary School library and technology instructors to help students develop a framework for evaluating sources online and in books and magazines. Fourth graders conducted their own research, finding answers to their questions on crime, urban legends, war, addiction and pollution. They added elements of theater into their project, writing a sketch to perform during Gathering that explained what they’d learned.
“What I mainly liked about the Deep Dive is we could choose our own path,” said fourth grader Ella Rhodes. “I think the truth is a really important tool in life. The way we got to learn about it, with all of these speakers who came in, we also just learned how to dive into something in general. How to take notes all the time, how to do research.”
STUDENT CHOICE
A healthy amount of student autonomy is another key tenet of progressive education. As students move through the three divisions, their choices expand.
In Elementary School, students are involved in choosing the instruments they play in music class and the books they read during independent reading time. They often get to select the topic of their writing assignments, including those penned for writing culminations and student-written skits in Drama class.
Middle Schoolers guide their own learning through the Electives
program, in which they can select courses that align with their passions or explore new interests in a variety of subjects. (Read more about Middle School Electives on page 5.) Students can choose what language to study from among Latin, French, Spanish and—starting this fall—Mandarin. Within the arts rotation, they rank which visual arts and music classes they’re most interested in from a list of options. (Read about the Middle School arts rotation on page 6.)
Upper Schoolers have increasing amounts of autonomy over their
coursework. As long as they satisfy graduation requirements, students can choose from an array of classes in science, math, languages, history and the arts, including honors and Crossroads Advanced Study courses. For example, senior English seminar electives include: Adaptation: From Book to Screen; The Black Writers I Never Read; Horror; LA Story; Literature and Psychology; and To Existentialism & Beyond. History electives cover everything from Ethics, Fashion & Cultural Studies to World Wars & Their Aftermath. The plethora of options mirror the experience of choosing courses in college.
Fourth graders gather for a cast photo for their Deep Dive skit “Is It True?” which was performed at an Elementary School Gathering.
Building Skills Through Hands-On Projects
In Middle School, students build skills that will serve them throughout the course of their school career and beyond. The forensics unit in seventh grade science is just one example of projectbased learning: Students are tasked with problem-solving as they take on the role of crime scene investigators solving a simulated murder case designed by their teachers.
“Middle School science is very hands-on and experiential,” said Middle School Science Department Chair and Teacher Leanne DeCraene. “We try to frequently have students in the lab space where they’re seeing something happen, collecting and analyzing data, and making connections. It requires a lot of critical thinking because they have to connect so many dots. We also really push that you have to support your claim with evidence. If you’re going to make a statement, can you back it up?”
To prepare for the forensics unit, students spend several weeks in Detective School, learning how to test blood and hair samples, collect fingerprints and analyze handwriting. On May 20 during Tutorials (a block of flex time in which students can meet with teachers to review concepts or work on assignments, similar to office hours in college), seventh graders were asked to stop by the Butterfly Garden outside the Science Education & Research Facility. There, they found a simulated crime scene, complete with a fake corpse,
“Middle School science is very hands-on and experiential. We try to frequently have students in the lab space where they’re seeing something happen, collecting and analyzing data, and making connections. It requires a lot of critical thinking because they have to connect so many dots.
surrounded by caution tape. Items scattered at the scene included a pair of sunglasses, an empty Starbucks cup, a dog leash and traces of fake blood.
Students analyzed the scene, taking notes on what they saw and jotting down follow-up questions. They then split into small groups. Each day, a different student took on the role of lead investigator to build leadership skills as group members worked together to solve the crime. Students developed a list of questions and decided what evidence to request from the crime scene to analyze further.
“Leanne gave us two clues at the beginning to help us figure out the time of death, but now it’s up to us,” said seventh grader Riley Scott on the first day of the investigation. “We took the photos, we analyzed the scene, and we asked for the blood, which she gave to us, but we do everything ourselves. It’s cool having it be student-led because it gives us more freedom to do things the way that we prefer.”
The science lab was abuzz all week as students shared theories with their partners, tested materials and debated which leads to pursue next. Progressive education practice encourages movement, collaboration and discussion over lengthy lectures and copious note-taking.
After testing fake blood samples from the crime scene, Riley and his partner realized that there were two different blood types, AB and B Negative, leading them to draw conclusions about what to investigate next. “We know that there is blood from two different people. We’re assuming that the blood around the head was from the victim who was killed, and the blood around the cup was probably from the murderer or somebody else involved in the scene.”
Students gathered probable cause for three people on the suspect list before asking Leanne for a warrant to collect samples from the suspects (including fingerprints, fake blood, hair and handwriting). After analyzing the samples, they determined that science
LEANNE DECRAENE , Middle School Science Department Chair and Teacher
Teachers Patrick Crandall and Sara Luke—whose DNA and handwriting matched those at the crime scene—were involved, which was confirmed during suspect interviews. The two teachers confessed that after confronting a disgruntled Fit Dog employee whom they caught tagging the Crossroads science building, the victim charged
at them and accidentally fell over the building’s second-floor railing.
“We do a lot of project-based learning where they’re hopefully seeing how a simulated scenario translates to a real-world scenario, and that what we’re doing in the classroom connects to real life,” said Leanne.
Exploring the World Through Interdisciplinary and Experiential Education —
Environmental History is a yearlong elective class open to seniors, focused on the impact that humans have made on our planet. Weaving together history, philosophy, policy and science, students examine how the environment has shaped human history and how humans have shaped the environment. Cian Ormond’s interest in urban planning sparked his curiosity about the class. Before transferring to Crossroads as a junior, Cian took the bus to and from school and observed the intricacies of the Los Angeles transit system.
“I got a better and better understanding of the bus and train systems. It all kind of built up to me canvassing for Measure HLA, which was on the March ballot,” said Cian. “I want to major in urban studies, and I feel like environmental history is a good supplement to that. It helps me have perspective and context.”
The class, taught by Drew Devore, uses an interdisciplinary framework: Students analyze charts and data to understand human effects on the environment over time and read texts in a variety of genres. Traditional English literature, such as Henry David Thoreau’s “Walden,” demonstrate how romanticism influenced Western views on nature and preservation. Books like
Middle Schoolers analyze the simulated crime scene as part of their forensics unit in science.
“Braiding Sweetgrass” by author and botanist Robin Wall Kimmerer, present the dichotomy between indigenous American and capitalist ways of thinking about nature, gratitude, culture and consumerism, of living for the moment versus living for the future.
The class also incorporates an Experiential and Outdoor Education (EOE) component. Upper Schoolers have the option to visit the Channel Islands off the coast of California, for a field study trip early in the fall semester. While immersed in the natural landscape, students spend time journaling in nature, like Thoreau, while reflecting on the islands’ complex history. The islands, once home of Chumash communities, were later occupied by European settlers, who used the land for grazing their livestock and the Pacific Ocean
for fishing and hunting marine mammals. Today, the islands are considered a national park, and there has been a concerted effort to restore and protect the land and the endangered species that live there.
“In class, we learned about these islands and then we actually got to go there,” said senior Rosalie Winters. “Learning about history, when you are immersed in it, helps remind you that history is not just in the past. The history of the islands is still playing out, and we’re seeing the result of evolution there. History is constant. And I think this trip really helped me remember that.”
Additional Environmental History field trips include visiting the Kuruvungna Village Springs site at University High School (a cultural
center and designated landmark originally home to the Tongva people) and participating in the Morongo Thunder & Lightning PowWow (a celebration of Native American culture and heritage in Cabazon). In partnership with Crossroads’ Equity & Justice Institute and the racial and environmental justice coalition STAND-L.A., students also take a “toxic tour” of four sites across South LA, Wilmington and Inglewood. The tour serves as a linchpin of the course’s environmental justice unit: Students meet with community organizers to learn about their work and campaigns, successes and challenges. Visiting these sites in person and speaking to local experts provides students with real-world experience that transcends the school setting and raises powerful questions about the impact they want to make on the world.
Left: In Environmental History, students learn about Tongva history and culture. Here, guest speaker Lazaro Arvizu Jr. teaches seniors how to make traditional tule mats. Right: Upper School History Teacher Drew Devore points to topographic features on a map during the Channel Islands Field Study trip.
Life Beyond Crossroads
Having formed a strong sense of identity during their time at the School— through exploring their interests, actively participating in the classroom, and directing their academic journey— Crossroads graduates are well-prepared for life after high school. They are adept at handling the challenges that many first-year college students face, such as managing the pace and volume of coursework; balancing academics with extracurriculars; forming close bonds with classmates and instructors; and feeling ownership over their education.
Documentary filmmaker Hunter Cibula ’18, who earned a bachelor’s in cinema and media studies from USC, found his transition to college seamless: “Crossroads has the reputation of focusing on community and emotional intelligence, but I think on the academic
front, it prepared me very, very well— if not overprepared me—to succeed in college,” said Hunter. “That sort of preparation made college very—I don’t want to say easy—but very doable. I could also pursue interests outside of the classroom during my time at college, which led to academically heavy opportunities.”
Hunter was awarded a 2024 Fulbright Open Study/Research Award. He is currently in Patagonia filming a series of three short films on topics related to the region, including an alpinist search and rescue team in the small trekking town of El Chaltén, Argentina, conservation efforts to rewild areas of Chile, and the impact of fires on the Mapuche community in northern Patagonia.
In many ways, the projects he’s working on now are a reflection of the passions Hunter cultivated in high school. He
Crossroads has the reputation of focusing on community and emotional intelligence, but I think on the academic front, it prepared me very, very well—if not overprepared me—to succeed in college.
HUNTER CIBULA ’18 , USC School of Cinematic Arts graduate and Fulbright scholar
was encouraged to pursue his interest in filmmaking by Upper School History Department Chair and Film History Teacher Tom Kemper and a love of the great outdoors through EOE trips. Hunter said the close relationships he developed with faculty members were instrumental to his development as a person, reflecting Crossroads’ focus on whole-child development in addition to academics.
“I’m a huge fan of Crossroads and want to send my own kids there one day,” said Hunter. “What Crossroads does that I really value is enable you to believe that you can really do whatever. I still think of my teachers that I had at Crossroads as the type of person that I want to be, in terms of the way to treat others and the way to treat ideas and concepts outside of what is conventional.”
According to Head of School Mariama Richards, the progressive education model nurtures children’s natural curiosity about the world and instills confidence in their own abilities.
“Crossroads exposes students to complex ideas,” said Mariama. “We ask students both to consider their own identities and experiences and to explore the world beyond themselves through the lens of critical thinking. And that is what makes a more informed citizen and a more thoughtful person, even in terms of the neighborhoods they choose to live in and the professions they seek out in their adulthood. That is what we’re trying to do here: Make really healthy 35-year-olds.”
One school. One community.
A look back at Crossroads School’s 2019 Strategic Plan
In 2019, Crossroads launched a strategic plan under the leadership of then-Head of School Bob Riddle. Titled “One School, One Community, One Vision,” the plan sought to deepen the student experience, expand the School’s presence in Los Angeles and beyond, and steward our strategic resources.
Crossroads is currently developing a new strategic plan to articulate the values and objectives that will guide the school in its next chapter. The plan, set to be unveiled in the 2025-26 school year, will culminate a yearlong process of identifying our highest priority goals through a schoolwide self-study and the work of a dedicated strategic planning committee.
Here, we look back on the 2019 Strategic Plan and reflect on some of the accomplishments that turned its vision into reality.
Reimagine Our Use of Time
Developing a new daily schedule for the Middle and Upper Schools was no easy task: Over 850 students in two divisions share multiple facilities for school-day courses and afterschool activities. The newly aligned schedule, launched in the fall of 2024, offered greater flexibility and adhered to scheduling best practices. Its benefits include longer blocks for project-based learning and hands-on science labs; later start times per the American Academy of
Pediatrics recommendations; and more alignment with the Elementary School schedule for families with children on both campuses. The Elementary School also reorganized its schedule and learning spaces to prioritize daily PE, longer dance and drama classes, a weekly “X” day for integrated curriculum, and more collaborative planning blocks for teachers. These enhancements have deepened whole-child learning and provided faculty with the flexibility to better meet the needs of students.
Enhance Our Performing Arts Program
This goal called for investing more deeply in the performing arts program by recommitting to the creation and development of a new performing arts facility. Named in recognition of lead donors Jana and Trevor Bezdek ’95, construction on the Bezdek Center for the Performing Arts is well underway. When the facility opens on 22nd Street in 2026, it will offer state-of-the-art teaching, performance and rehearsal spaces to bolster our exceptional Dance, Drama, Music and Filmmaking programs; house the School’s Equity & Justice Institute seminar room; and serve as a resource for our local community.
Create a New Financial Model for the Future
The School has updated and improved its long-range financial models, adding specificity and realistic assumptions to forecast the operating budget cycles and the capital investment needs for at least the next five years. This tool provides the committee with levers and options to modify various revenue streams and expense categories to arrive at different financial scenarios, showing the impact of the selected trade-offs. The forecasting exercise is an ongoing
process that the committee reviews at least twice a year.
Enhance a Sense of Belonging and Inclusion
Crossroads created a K-12 Office of Diversity, Equity & Inclusion in 2020 and two new positions within it: a director of Latinx support & outreach and a K-12 director of diversity, equity & inclusion to oversee the work of existing division-level DEI coordinators and to expand the scope of the School’s impact. The Office’s work has included guiding and supporting student affinity groups; formalizing family affinity groups for parents and guardians; providing DEI training for all new employees,
Capital campaign projects such as the Bezdek Center for the Performing Arts are not funded by tuition dollars. They’re made possible thanks to the generous donations of our community. If you’d like to support this transformative facility, please contact Director of Advancement Melissa Walden at 310-582-4512. For more information, scan this QR code.
One vision.
admission parent ambassadors and student leaders; offering regular DEI learning opportunities to employees and parents; and formalizing and implementing bias protocols.
Learn more about diversity, equity and inclusion at Crossroads on page 16.
Fortify Our Equity & Justice Program
Since its 2018 founding, Crossroads’ Equity & Justice Institute continues to expand both its internal and external offerings. Its Distinguished Lecture Series, free and open to the public, has addressed topics including coalition
building; sports and social justice; and voting rights. The Institute partners annually with the Children’s Defense Fund to serve as a summer Freedom School site for local students, and with Holocaust Museum LA to offer in-depth tours and speaking engagements. The Institute also collaborates with
the School’s various academic departments to host programs including the Black Film & Culture Festival, Juvenile Justice Forum Day, and a Teen Tech Hackathon that centers social justice and equity.
Learn more about the Equity & Justice Institute on page 14.
Construction on the Stern Family Theater inside the Bezdek Center for the Performing Arts, photographed in April.
HONORING EMPLOYEES
This year, we honored milestone anniversaries of employees who have collectively given a whopping 410 years of service to Crossroads, including five celebrating their 40-year anniversaries! We are so grateful for the energy, talent and commitment these special people bring to our School.
20 YEARS
ADIELE School Registrar
“
Monique is one of the most dedicated, grounded and gracious colleagues I’ve ever worked with. She makes systems better, people better and institutions stronger—just by showing up and being who she is. Because of Monique’s professionalism, brilliance, honesty, fierce loyalty and friendship, we celebrate 20 incredible years not just of service, but of impact, of presence and of excellence.”
Ira Smith , Athletics Director
ROCIO CEJA Upper School Front Desk Associate & Attendance Officer
JOHN KOONZ Maintenance Engineer
ELISABETH MAGAÑA
Auxiliary Services Program Coordinator and Spanish Liaison
“
Rocio has been the warm and welcoming face that helps families and kids negotiate the day-to-day comings and goings—and the madness—of Crossroads. No one has demonstrated more balance, poise, humor, kindness and quiet family wisdom than Rocio. We are all lucky that she has graced the School community with her talents, energy, positivity and insight.”
Tom Nolan , retired Crossroads Teacher and Administrator
“
When John interviewed for his job, he said, ‘I’d like to be here to help.’ Twenty years later, I can say that he has certainly done that—and so much more. Our team would not be the same without his ability to solve problems, his wit and the seemingly limitless information he has to share with us.”
Gayle Taylor, Director of Facilities
“
Always willing to roll up her sleeves, Lis has supported so many programs at Crossroads. No matter what the project, she tackles it with grace, patience and generosity. As one of our Spanish-language liaisons, Lis has assisted hundreds of families in navigating our enrollment processes, and her kind and caring approach with each family is amazing.”
Laura Tell Presburger, Director of Auxiliary Programs
MONIQUE
30 YEARS
CHERYL MARTIR Operation & Cost Accounting Manager
MARK QUINTO Middle School Core Coordinator & Teacher and DEI Coordinator
“
Cheryl’s work ethic and leadership have had a lasting impact on the Business Office. Her vast knowledge of the School’s history and her willingness to share that with our entire team is so valuable, and has helped us understand how to grow and improve. We’re grateful for Cheryl’s dedication and very happy that she is part of the Crossroads family.”
Mark’s generosity, understanding and empathetic approach to almost any challenge is to wrap himself around that magic word of permission: ‘Yes.’ His wonderful initial line of action in any situation, challenge or conflict, student need, teacher need, parent need, conversation, joke or story—to get to that ‘yes’ first—is to listen.”
Todd Baron , Middle School Core Teacher
TODD BARON Middle School Core Teacher
MERY GRACE CASTELO Director of Parent Relations & Special Events
DIANNE ENSELMAN Fourth Grade Teacher
“
Todd creatively reimagines his class every year, every day, responding to the world and the kids in front of him. He knows how to make big ideas exciting, without getting stuffy or intellectual. In his classroom, students become more astute readers and writers, but there’s also a more subtle education—about how to make meaning and find delight in learning.”
Paige Parsons , Middle School Core Teacher
“
In so many ways, Mery Grace is the heart and soul of Crossroads. It’s not only the remarkable list of projects she’s accomplished or the hundreds of parents she’s lovingly shepherded: It’s that she builds community. She thinks big. The incredible spirit of abundance and kindness that Mery Grace brings to her work is a serenade to our School.”
Tom Nolan , retired Crossroads Teacher and Administrator
“
Dianne is a special human being. (I know I may be a little biased about this.) She is deeply dedicated to her students. Her kindness, her intention to help people, her talent, her purpose and all the experience she brings to these kids—we see it. We see it in her work every day.”
Daryl Roper, Upper School Physical Education Teacher (and Dianne’s husband)
HONORING EMPLOYEES
MARCOS BUSTOS
Custodial Lead
“
La increíble ética de trabajo y la amabilidad de Marcos son la clave de su éxito. Maneja todo lo que se le presenta, siempre, siempre, con una sonrisa en su rostro. Las amistades que ha cultivado a lo largo de los años son muy profundas, ¿y lo has visto bailar alguna vez? ¡Baila swing como los mejores!”
“
Marcos’ incredible work ethic and gentle demeanor are at the heart of his success. He handles anything and everything that comes his way and always, always, with a smile on his face. The friendships he has made over the years run deep, and have you ever seen him dance? He can swing with the best!”
Gayle Taylor, Director of Facilities
MARK GOVATOS Director of Technology
“
There are so many good things to say about Mark. He’s a prodigious leader and an irreplaceable friend. He’s the first to offer help when help is needed. Mark is the engine that keeps the ship running, the inspiration that keeps us rolling and the levity that keeps us together.”
Jeff Kuo, Senior Network Administrator
MARK PATTON , eighth grade
MARIA LUISA LEON-RODRIGUEZ Custodian
“
Luisa tiene la capacidad de alegrar el turno de la tarde con su sonrisa. Su amabilidad y su fuerte ética de trabajo son inspiradoras y motivadoras. Me impresiona su dedicación y confiabilidad a lo largo de su trayectoria en Crossroads; es realmente admirable. Somos muy afortunados de tenerla en nuestro equipo.”
“
Luisa has the ability to brighten the swing-shift with her smile. Her kindness and strong work ethic are uplifting and inspiring. I’m amazed by how dedicated and reliable she’s been throughout her Crossroads career; it’s truly admirable. We’re so lucky to have her on our team.”
Paul Larson , Custodial/Facilities Swing-Shift Manager
ROSARIO NOYOLA Custodian
“
Rosario tiene una manera única de sacar lo mejor de cada persona, lo que la convierte en un pilar fundamental del equipo. Hace que todo funcione con más fluidez. Valoramos profundamente su lealtad y compromiso con Crossroads. Ella realmente ha contribuido a que Crossroads sea un mejor lugar.”
“
Rosario has a unique way of bringing out the best in everyone, which makes her an important pillar on the team. She makes everything run more smoothly. Her loyalty and commitment to Crossroads is greatly appreciated. She has truly made Crossroads a better place.”
Paul Larson , Custodial/Facilities Swing-Shift Manager
FIDEL RAMIREZ
Landscaper
“
Fidel es jardinero de profesión, pero para nosotros es mucho más. Cuida meticulosamente cada planta, cada árbol y cada espacio que apreciamos. Ha dejado una huella duradera en todos nosotros, no solo con sus años de servicio, sino también con su amabilidad, su alegría y el amor que ha entregado en este lugar.”
“
Fidel is a landscaper by trade, but to us, he is so much more. He meticulously cares for every plant, every tree and every space we cherish. He has made a lasting impact on all of us, not just with his years of service but with his kindness, his laughter and the love he has poured into this place.”
Johana Barahona , Elementary School Innovation & Technology Assistant Coordinator and STEAM Specialist Teacher
RETIRING EMPLOYEES
Cheryl Ausbrooks
Behind the wheel of our school buses, Cheryl ensured the safety and well-being of Crossroads students for the past 26 years. She piloted countless daily commutes, short hops to the park for PE, field trips all over the city and EOE excursions across California and beyond. No matter what the destination, Cheryl brought positivity, efficiency and grace to the job.
Cheryl joined Crossroads as a full-time bus driver in 1999. She had been driving as a contractor when School administrators noticed her calm demeanor, friendliness and excellent driving, and invited her to join the staff. “Crossroads wasn’t like any other school I’d worked for,” said Cheryl. “Everyone helped each other—it felt like a family.”
Cheryl quickly became a beloved member of the Crossroads community. In addition to her work driving and serving as the transportation coordinator for K-12 buses from 2004-2020, her generous and nurturing
presence on both campuses supported students and employees.
Cheryl laughs about all the camping that she’s done as an EOE driver. When her son was young, she would bring him along on trips, as well as to Crossroads’ summer school and swim classes. “The School has been an amazing part of both of our lives,” she shared.
As for the challenges of her job, Cheryl reported, “The kids are wonderful, and they always settle in. What I have to be aware of is everything outside the bus, and be sure I’m managing whatever comes my way to keep the students safe.”
Director of Facilities
Gayle Taylor shared, “Cheryl can have the authority of a lion when her job requires it, but it is her thoughtful, kind nature that makes her so wonderful in her role, and so loved as a member of our community.”
Alex Treger
Over the course of his career, Alex Treger has been a celebrated violinist and concertmaster at the Los Angeles Philharmonic, a professor of violin at UCLA, music director of the American Youth Symphony and a sought-after guest conductor for orchestras around the globe. For the last 32 years, he also served as the conductor of Crossroads’ Elizabeth Mandell Music Institute (EMMI) Orchestra.
Alex was recruited in 1993 by his longtime friend and colleague, Crossroads Music Teacher Mary Ann Cummins. She shared, “Alex came from the great Russian tradition of renowned violinist David Oistrakh. He brought his expertise as a concertmaster and the conducting approach of his spiritual mentor, Carlo Maria Giulini, to our little school orchestra and enriched it beyond measure.”
While Crossroads was quite a contrast to the Moscow Conservatory, where he trained, Alex appreciates the School’s unique culture and learning environment.
“I don’t know exactly what it is, but there is a sense of freedom at Crossroads,” he reflected. “The air has always been just a little lighter here.”
He values the opportunity students have to study music at a high level while also receiving a well-rounded education. He said, “The more educated you are in all areas, the better musician you can become.”
“Alex has brought a deep knowledge of string technique and sound, which he imparted generously and effectively to the students,” said EMMI Director Gina Coletti. “The students sound better than the sum of their parts—that’s when you know you have a great music director!“
Alex recalls the wonderful students he’s worked with over the years and the concerts they have played locally and on the road at venues including Carnegie Hall. Mostly, he treasures the friendships that have grown here. He shared, “The Crossroads community is very close to my heart—forever.”
WELCOME TO THE CLASS OF 2025!
The Crossroads Alumni Association warmly welcomes our newest members, the Class of 2025.
StayConnected
CONNECT ONLINE
Alumni Group on Facebook xrds.org/alumnifacebook
Parents of Alumni Group on Facebook xrds.org/parentsofalumnifacebook
Alumni Network on LinkedIn xrds.org/alumnilinkedin
Alumni on Instagram @crossroadsalumni
CONNECT IN PERSON
Stay tuned for 2025-26 event dates and details:
Alley Party Reunions
Service Days
Professional Networking
Alumni BIPOC Gathering
Alumni Current Parent Gathering
Spring Event Fundraiser
And more!
Recently moved? Not sure if we have your correct contact information? Please visit xrds.org/stayinvolved and let us know how to reach you.
FIND RESOURCES
Alumni Online Portal xrds.org/alumni
› Update your contact information.
› Check the Alumni Events Calendar.
› Keep in touch with a Class Note.
› Sign up to volunteer for events and opportunities.
Alumni Internship Program
Are you looking for an internship? Or is your business looking for smart, dynamic interns? Get in touch with Director of Alumni Relations Rebecca Saltsman ’96 at rsaltsman@xrds.org.
Ode to the People of LA
by Isaac Pereira, seventh grade
The green doors, the red ones the blue ones, the orange ones All of them hide beautiful people behind them.
People who play en el parque, People who pick up trash off the street.
People are good, But LA people are GREAT.
Isaac’s poem was published in the Middle School chapbook "A Love Letter to LA," which celebrated Poetry Month.
Rebecca Saltsman ’96 Named New Director of Alumni Relations
Crossroads School welcomed Rebecca Saltsman ’96 as its new director of alumni relations in March. Rebecca brings over 15 years of experience in environmental education, food access and nonprofit leadership. After graduating from UC Davis with a bachelor’s in English, she taught English in Japan and later earned a master’s in social work from the University of Texas at Austin. While there, she found herself drawn back to her Crossroads roots in service learning and environmental education. (She is grateful for the Experiential and Outdoor Education program and all of her community service hours!)
Rebecca has worked on community-based programs with Sustainable Food Center, Keep Austin Beautiful and, most recently, TreePeople. Before moving back to Los Angeles, she spent time in Peru as an environmental education consultant. That experience deepened her passion for creating
hands-on, locally driven education efforts that inspire both kids and communities. After spending many years away, Rebecca is thrilled to be back in Los Angeles, closer to her family and the School that helped shape her.
“It’s so good to be back in the Crossroads community after all these years,” shared Rebecca. “Reconnecting with old friends and familiar faces has been such a joy—it really feels like coming home.”
Rebecca replaces Jennifer Gerber ’97, who announced her departure in January after serving as director of alumni relations for eight years. Early in her tenure, Jenn launched the Alumni BIPOC Gathering and the Alumni Internship Program, giving participants the skills to craft an effective resume and cover letter, successfully apply for a job and garner meaningful work experience in a range of professional settings, while expanding and
Young Alumni Gain Experience and Bring Enthusiasm as Interns
The Alumni Internship Program connects graduating seniors and college-age alumni with opportunities for meaningful work experiences in their field of interest. Through the program, alumni find positions that give them firsthand insight into career options as well as a chance to develop skills like resume writing and interviewing.
The program acts as a connection point between young people seeking experience and companies and organizations that will benefit from the skills and creativity an intern can bring.
Izzy Koz ’20, who interned in 2024 with the Gabor Design Group, reflected, “My experience was transformative. It provided an incredible foundation in the architecture world and has instilled more confidence in me regarding the navigation of postgraduation life.”
The company’s founder, Stephen Gabor P’27, said, “It was truly rewarding to provide a Crossroads graduate a real-world glimpse into their future career. Not only was Izzy grateful to be included in our work process, we loved the enthusiasm and burst of energy that she added to our team.”
Every fall, the Alumni Relations Office invites older alumni, parents of alumni, current families and friends in the community to consider hiring a Crossroads graduate as an intern. The staff compiles a list of internship opportunities, including details about the business, the time commitment, required skills and whether it is a paid or volunteer position. In December, the list is made available to graduating seniors and recently graduated alumni.
Interested applicants send their materials to the Alumni Relations Office, which works
deepening connections to the Crossroads community. She oversaw a wide range of alumni and parent of alumni programming, including reunions, singles mixers, regional gatherings and special events. During the COVID-19 pandemic, Jenn created the alumni small business directory and launched a series of online offerings to keep alumni and their parents engaged. Alongside her husband and two young daughters, Jenn is now on a road trip adventure, traveling throughout the U.S.
Thank you, Jenn, for your dedicated service!
with them to ensure that their resumes, letters and portfolios are the best representation of their skills and abilities. As internships are completed, feedback is solicited from both interns and the organizations at which they worked, which helps strengthen the program and the experiences of everyone involved.
During the summer of 2025, Crossroads alumni have been hard at work as interns with judges, medical professionals, event planners, marketing firms, nonprofit organizations and many others.
If you would like information about hiring an intern, please contact Director of Alumni Relations Rebecca Saltsman ’96 at rsaltsman@xrds.org.
Rebecca Saltsman ’96
ALUMNI NEWS
Alumni and Parents of Alumni Reconnect and Have a Blast!
PARTY IN THE PATCH
On Oct. 19, alumni and their families visited Mr. Bones Pumpkin Patch in Culver City for a morning of pumpkin decorating, costumes, face painting and Halloween treats!
WASHINGTON, D.C. GATHERING
Alumni and Crossroads staff met up for drinks and bites on Jan. 27 at the Dignitary in Washington, D.C. We’re looking forward to hosting other regional reunions. If you live in a city where Crossroads alumni might like to gather, please let us know!
ALUMNI/CURRENT PARENT GATHERING
Alumni who are also parents of current students gathered on Oct. 9 at The Spare Room in the Hollywood Roosevelt Hotel for cocktails, conversation and a turn at the venue’s vintage bowling lanes.
Ginny Somaweera ’08 and family
Ryan ’99 and Susanne Nagata P’32, P’36
Todd Beck ’90, P’25, P’29 with Aparna Pande and Hill Cheuk ’92, P’27
Ronald Hairston ’96 and son
Director of Advancement Melissa Walden, Leadership Gifts Officer Adam Hartsock, guest Nick Hatcher, Kyle Lim ’20, Jeffrey Weisner ’88, Soraya Alizadeh ’15, Nicholas Meyerson ’15, Sarah Popelka ’14, Erica Jacobs-Green ’90, Tanya Paperny ’03, Arya Jandaghi ’22, Aaron Malone ’98, guest Maryam Malone, Director of Development Janiece Richard
ALUMNI NETWORKING BRUNCH
On March 15, an impressive panel of Crossroads graduates shared their personal journeys, professional insights and career advice with fellow alumni from every era.
Rylee Ebsen ’09, Evan Spiegel ’08, P’29, P’36, P’38, Marisol León ’03, David McMillan ’96, Brooke Williamson ’96, P’26 and Alex Israel ’02, P’35
CARE PACKAGES
On Feb. 5, parents of the Class of 2024 came together to make care packages for our most recent graduates, sending some love and support to them in their first year out in the world beyond high school.
PARENT OF ALUMNI WINE TASTING Brentwood Fine Wines opened its doors to our parent of alumni community on April 26 for a guided tasting and a chance to reminisce and catch up.
Richelle Parham P’22, P’24 and Kimberly Lancaster-Grunig P’24, P’27
Amelia and Ralph Saltsman P’92, P’96 with Toni Trives P’23, P’26
Jeff Field P’23 (center) with Javier and Sonya Guardo P’24
Kelly Campbell P’24, Courtney Douglas P’22, P’24, Erica Warren ’95, P’24 and Genaro Trejo P’24, P’27
Reunion
On June 14, Crossroads hosted the Class of 2020 for its 5-year reunion. Back in the Alley, friends and faculty celebrated and reconnected.
11. Class of 2020 1 2 3 4 6 7 9 1� 1� 5-YEAR REUNION | June 14, 2025 | Class of 2020 >>> 5 8
1. Aidan Weinrot, Lapis Dove and Kadin Mesriani
2. Miles Hoegl hugs Aidan Weinrot
3. Guest Isa Plummer with Celeste Delgadillo and Taylor Plummer
4. David Deiser, Hannah Millar-Jennings and Nicolas de Oliveira
5. Sadie Miller, Megan Schwartz, Ella Brindle, Sophie Himmel, Stella Koondel and Ava Kopelow
6. Max Neuwirth, Sadie Miller, Ethan Weinrot, Ava Kopelow and Ella Brindle
7. Charlie Kopp, Ethan Weinrot, Dani Lubezki and Natasha Rojany
8. Teresa Alvarez, Yetla Martinez, Jasmin JeanLouis and Tara Shima
9. Liv Reinis, Mia Brisbin, Jasmin Jean-Louis and Yetla Martinez
10. Guest Jess Aaron, Diego Nuñez, Lapis Dove, Liv Reinis and Kaelen Cook
CLASS NOTES
In this issue, we profile alumni who attended Crossroads from kindergarten through 12th grade to learn how progressive education helped shape their lives.
CLASS OF 1983
Sally Patrone writes: “Hi dear friends! My move to La Jolla to be closer to my grown kids and my 3-year-old granddaughter has been fab! Working as a criminal appellate attorney for indigent defendants and having art shows in La Jolla and Santa Monica keep me busy. I’d love to see my amazing classmates if they’re ever in town!”
CLASS OF 1984
Matthew Specktor writes: “Hello, Roadrunners! Dropping in to note that my new book, ‘The Golden Hour,’ was published in April by Ecco Press and features quite a few scenes involving Crossroads in its heyday, as well as various distinguished alums. Of particular interest to Jim Hosney disciples. (You know who you are.)”
CLASS OF 1985
Osamu Francis writes:
“After five years in New
Zealand, the Francis family returned to Japan in 2024. New Zealand was amazing for our kids (think of going to school
ANYA COLLOFF ’89 AND EMILY DITKOVSKI ’97 >>
Sisters Emily and Anya have carved distinct but equally meaningful paths since graduating from Crossroads. Emily lives in Ireland with her spouse and three children. She is an educator who uses theater as a tool for building more equitable and compassionate societies. She’s also pursuing a Ph.D., studying the connection between educational theater and social change. Anya lives in LA with her fiance and their two dogs. She is a casting director, working in film and television while mentoring emerging talent and practicing energy healing in her spare time.
The sisters are deeply grounded in the Crossroads values that shaped them from a young age. Emily recalled, “In second grade, we learned about warm fuzzies and cold pricklies. We passed the talking stick. It was a place where we didn’t just learn facts—we embodied learning and practiced compassion.”
Anya vividly remembers meditating in kindergarten: “That was unheard of in the ’70s. I didn’t realize how different our education was until I talked to friends who didn’t have anything close to that kind of emotional awareness [at that age]. Crossroads helped us build an emotional vocabulary, and that’s rare.”
Both credit the Crossroads Drama Department—and their parents, instructors David and Delle Colloff, who were instrumental in building the program—with sparking their creativity. For Anya, producing student-written one-act plays cemented her love for collaboration and storytelling. Emily experienced the emotional impact of theater firsthand while performing in “Our Town,” and realized “This could be a path—working with communities to heal through drama.”
The sisters’ Crossroads education also inspired a lifelong commitment to service. “It wasn’t just about doing well—it was about doing good,” Anya explained. “That’s stayed with me.”
Emily and Anya still hold the Crossroads community close. “Even now,” Emily said, “I try to re-create that sense of connection wherever I go. It’s shaped how I build relationships, how I raise my kids and how I see the world.” For both, Crossroads and the faculty were their family.
AIDAN MCGLAZE ’97
“I’ve always felt more like a ‘Crossroads person’ than the product of any other institution I’ve attended,” said Aidan. His parents, Greg McGlaze and Janice O’Connor, taught at Crossroads, so the School’s values were intertwined with his family’s. Aidan grew up with the perspective that “we’re not here to take advantage of the world around us. We’re here to take care of it and to take care of each other.”
Aidan earned a bachelor’s in English from Yale and attended law school at Stanford. He feels strongly about believing in his cases and the people he’s representing. After two years in structured finance litigation and one year clerking for a judge on the 9th U.S. Circuit Court of Appeals, Aidan worked his way up to partner at the boutique, public-interest firm Schonbrun Seplow Harris Hoffman & Zeldes in Los Angeles. Aidan is currently of counsel at the firm, focusing primarily on class action, employment and civil rights litigation. Looking back at his years at Crossroads, Aidan appreciates the “incredible breadth and depth of academic and extracurricular excellence.” His memories range from the improv battles known as Theater Sports to an EOE trip when it snowed 36 inches overnight. In Jim Hosney’s classes, he wrote about Dostoevsky’s “Demons” and
co-authored an “experimental essay” on Thomas Pynchon’s “Gravity’s Rainbow.” Through it all, he felt that teachers wanted to see their students grow to be the best versions of themselves, rather than conform to traditional academic programming and learn only what conventional wisdom suggested they “should” know.
Aidan credits the ethos at Crossroads with helping him understand how to bring his whole self to whatever he was doing and how to listen and connect emotionally with the people around him. The friends and families he grew up with are still important in his life; he finds the community’s support “truly invaluable.” He shared, “I feel so lucky that I got to be in a place where lifelong connections were fostered.”
barefoot), but we wanted to be closer to mom in Japan. Family always comes first! While in NZ, we adopted a dog, Cruz, who made the trip back with our family. Fostering dogs has become an important cause for us.”
CLASS OF 1989
Joshua Seymour writes: “I currently live in the Roaring Fork Valley in Colorado, where I am a physician at Aspen Valley Hospital and a volunteer firefighter on Roaring Fork Fire Rescue. Although the family misses Santa Monica, the mountain lifestyle is hard to beat—60+ days of skiing this year! It’s great to watch Crossroads continue to grow. I’ve had several patients in the last few months who were Crossroads graduates—we are everywhere!”
Alicia Kalvin writes: “I’m a studio teacher in charge of the education and welfare of minors working in the film industry. Please call me for any projects you have involving kids. I look forward to it!”
CLASS OF 1991
Tony Romain writes: “I’m the VP of brand and social at Fuse Media, which owns and operates a suite of cable channels and streaming services focused on multicultural communities and creators. Part of our brand ethos is to support and
partner with nonprofits, and we host nonprofit events at our offices in Glendale. We can accommodate 50-60 people and have video screening capabilities. Please reach out if your organization needs an event space!”
CLASS OF 1994
Rowan Roderick-Jones writes: “After many years in Northern California and a good handful in China and France, it feels good to be settling back in LA. I’m based in Santa Monica with my family and working in aquatic ecosystem restoration across the state, including bringing down dams and getting steelhead back into the Los Angeles River! Our hearts are with the many affected by the fires. Stay strong, Roadrunners!”
CLASS OF 1995
Geovanni Rodriguez writes: “Almost 30 years after graduating from Crossroads, I embarked on a journey into the world of theater— becoming an actor, writer, director and producer. Alongside my wife, Emma Mejia, I founded Ruido Productions, a creative agency dedicated to helping businesses and nonprofit organizations with marketing and branding. It’s been an incredible ride blending creativity, storytelling and entrepreneurship, and I’m grateful for every step of the journey!”
CLASS OF 1996
Michael Lucid writes: “After high school, I studied art in Prague and then philosophy and film at NYU. I now live in Los Angeles with my husband, write screenplays and make online comedy videos. My vampire horror film, ‘You Shouldn’t Have Let Me In,’ streams on Tubi, and my book, ‘Tinseltown Trouble,’ is available on Amazon. I teach art classes for adults with disabilities at Adrian’s Place, just down the street from Crossroads.”
CLASS OF 1997
Jenn Gerber writes: “After working as the director of alumni relations at Crossroads for eight years, I decided to take a break and just live a little. My family purchased and converted a bus which will take us around the U.S. for a number of months. We can’t wait to explore, hike and be together. As for the future—we’ll see where life takes us!”
CLASS OF 1998
Evan Francis writes: “I feel so grateful for the
education I got at Crossroads—I only wish that more of the young people on earth could be in such a rich, encouraging environment, safe from war and malnutrition. I’m still living in NYC and playing all kinds of music—mostly Afro-Latin, Broadway and North American jazz. I miss you all.”
PIPPA
CLASS OF 2002
ACE NORTON ’00
Raised in Venice, filmmaker and director Ace Norton has always lived at the intersection of creativity and individuality. That spirit was nurtured early on at Crossroads, where he spent kindergarten through 12th grade immersed in an environment that encouraged exploration, risk-taking and self-expression. Today, he runs his own production company, Commondeer, and directs music videos, commercials and fashion content. Ace said the roots of his career go back to those formative school years.
“Crossroads was a place where you worked hard, but it never felt like a factory,” said Ace. “It was hands-on and creative, and it gave you room to mess up and figure out what made you tick.” Ace appreciates that the
School’s progressive approach prioritized curiosity and critical thinking over rote memorization. He enjoyed the freedom to pursue multiple interests— from painting and writing to science and soccer—all while being supported by dedicated teachers who truly cared.
For one memorable project, Ace made a stop-motion animation film in his eighth grade Latin class using toys and action figures. It was screened for the entire Middle School, and the response—laughter, engagement, encouragement—was transformative. “That was a lightbulb moment,” he said. “I realized I could make something and people would watch it. It felt amazing.” That experience planted the seed for his future work in film.
Ace credits Crossroads’ ethos of individuality with shaping his values and confidence, both personally and professionally. “They encouraged us to think differently, to create for the joy of it and to be OK with being weird,” he reflected. “Crossroads didn’t just teach us—it gave us permission to be ourselves.”
Venice is still Ace’s home. When he’s not behind the camera, he’s out surfing, a lifelong hobby. He remains close with a group of friends from his Crossroads days. “We went through something uniquely special together,” Ace said, “and that kind of energy doesn’t fade.”
Erin Chiamulon writes: “I’m living in Santa Monica
Canyon with my husband and two kids and am the founder of Electric & Rose clothing. We are proudly donating 1% of sales to the Surfrider Foundation—needed now more than ever after the Palisades fire.”
Danielle Schwartz writes: “I have founded two companies: a female skateboarding collective, called Grlswirl, which I started with eight other women in 2017, and my own brand, Lady Dandelion, which I have been building since 2019. In addition to designing locally made, sustainable fashion products, this year I began to offer food and medicinal garden design for homes and businesses in Los Angeles.”
Ryan Watson writes: “Planting community fruit orchards in 16 cities across the country (currently more than 650!) as orchard operations & education manager for The Giving Grove. Farming all kinds of organic produce and making living apple cider vinegar at my home, wild russet farm, in the Catskill Mountains of New York.”
CLASS OF 2003
“After
Kate (Rutkin) Keeley writes:
graduating from USC, I moved to Santa
Barbara. I have been a teacher at Riviera Ridge School for 13 years and now am a learning specialist and member of the Academic Leadership and Innovation Team. I’m married, have two children and am a volunteer and board member for PEP (Postpartum Education for Parents), which provides free services for new parents. Crossroads really shaped the educator I am today!”
CLASS OF 2005
Alana (Melton) Kuzmik writes: “I recently relocated to the Bay Area after three years in Minneapolis, along with my husband and two cats. This past fall, I completed my residency training and achieved board certification in veterinary medical oncology.”
CLASS OF 2015
Veronica Ellis writes: “I lead content and research for TeachAI, a global initiative of Code.org focused on AI literacy in education. I translate complex ideas about artificial intelligence into accessible frameworks, practical guidance and instructional resources for educators, curriculum designers, district leaders and policymakers. As a former sixth grade science teacher, I’m excited to support fellow educators.”
CLASS OF 2018
Hunter Cibula writes: “I’m honored to announce that I’ve been awarded a Fulbright fellowship to create a short-form
KIMBERLY MAGAÑA ’15 >>
When Kimberly enrolled in a photography class at Crossroads in ninth grade, she felt excited—and a little nervous. Her teacher, Kate Johnson, encouraged students to expand their artistic process. Kimberly began to explore alternative materials and social issues she cared about. One of her installations comprised underwater shots of sea animals printed on transparency paper and displayed inside illuminated plastic bottles, “to appear like the oceans were trapped in our trash,” she explained.
At first, Kimberly wondered if she might be criticized for her unconventional work. But, she recalled, “Kate embraced and fostered my approaches. Every prompt she gave allowed us to explore however we wanted to. That made me feel safe enough to try things. Kate’s class sparked a lot of confidence, curiosity and creativity in me.”
Kimberly pursued her interest in visual arts throughout high school and went on to earn a bachelor’s degree in studio art from California State University, Long Beach. After college, she returned to Crossroads for two years as an art teacher in the summer program. Working with young students reminded her of what she valued in her own education. “I encouraged students to produce what was true to them,” she said. “Individuality is important. Crossroads taught me that, and I will push it wherever I can.”
Crossroads teachers also supported Kimberly’s individuality as an academic learner. When she was struggling in a high school chemistry class, Teacher Jason Johnson worked with her to identify what was challenging. “I discovered ways of learning that worked best for me,” she said. “And realized I was a visual and tactile learner.”
Today, Kimberly works as a logistics coordinator at Cooke’s Crating and Fine Arts Transportation, managing the collection and shipping of high-value artwork for collectors and institutions. She sees a throughline from her Crossroads experience to her professional success. She reflected, “I’m able to think outside of the box and voice creative ideas at work. I owe that to my Crossroads teachers.”
documentary series exploring Patagonia and the communities working to protect its landscapes. I’ll be working with communities throughout the region to document how people are responding to the challenges of human-driven ecological degradation and the efforts to safeguard this unique environment.”
Jared Press writes: “I was recently promoted to creative executive at Everard Entertainment, the company that just produced ‘Way of the Warrior Kid’ starring Chris Pratt and ‘The Man With the Bag’ starring Arnold Schwarzenegger. I was previously the writers’ production assistant on ‘Reboot’ and production assistant on ‘Nobody Wants This.’ I graduated from NYU Tisch with a BFA in film and television, where I interned for Darren Aronofsky at Protozoa Pictures.”
CLASS OF 2019
Anya TheinSandler writes: “I graduated from UC Santa Cruz with a bachelor’s in environmental studies. My passion for the environment and our oceans, solidified by my Crossroads courses and EOE experiences, pushed me to dive deeply into my studies, research and work. I cannot emphasize enough how impactful my EOE adventures were: The lessons I learned present themselves every
Like many lifers, Brandon didn’t fully realize what made his Crossroads education so special until after graduation. “Talking with friends in college made me more aware of how having access to the resources and all the activities at Crossroads really shaped me as a person,” he reflected. “There was so much encouragement to try things and find what you loved.”
Brandon appreciates that he was able to cultivate his diverse interests and move seamlessly between playing sports, making films, going on EOE trips, studying jazz and learning about marine biology. “I was introduced to so many of the things I still love to do while I was at Crossroads,” he said.
In ninth grade, Brandon took a computer science class that sparked his curiosity and excitement about the possibilities of coding. He continued taking technology and design classes and created a computer game with a friend as a class project. “I really enjoyed the collaboration and problem-solving that went into our project,” he said. “It made me want to continue on this path into computer science and see what else I could build.”
Brandon went on to study computer science at the University of Pennsylvania and is now a software development engineer at Amazon headquarters in Seattle. He sees how Crossroads’ progressive approach helped him to identify and pursue his passions and to develop a foundation of creativity that is an essential part of his success as an engineer. “Being creative is a big part of my job every day,” he said.
Brandon also credits Crossroads with instilling in him the value of community service. He shares his skills and enthusiasm by teaching coding to children in underserved communities and taking part in other service activities around Seattle. “Crossroads really emphasized the importance of giving back,” he said, “and with all the advantages I’ve had, I want to help others who may not be as fortunate.”
day. I moved back to Los Angeles this year and live with a fellow Crossroads alum!”
Jenna Cosgrove writes: “I’m working at a breast cancer research center doing data analysis and assisting with ongoing clinical trials.”
CLASS OF 2021
Sky Morgen writes: “I’m working with UC Berkeley’s CALM Program on the largestever clinical trial studying how dietary approaches can support individuals with bipolar disorder. We’re exploring whether timerestricted eating and the Mediterranean diet, along with medication, can help improve mood stability, sleep and overall quality of life. This research bridges my academic interests in psychology and nutrition with my passion for mental health advocacy.”
CLASS OF 2024
Aidan Rex Cook writes: “I’ve been dancing 48 hours a week and majoring in communications. I am represented and pursuing a career as an actor.”
To submit a class note or update your contact information, please visit xrds.org/stayinvolved
BRANDON ADIELE ’20
Samantha Cutler Green ’01, P’29, P’33
October 7, 1982–June 28, 2025
Sam Cutler Green, a beloved member of our Crossroads parent and alumni community, passed away on June 28 after a battle with cancer. Despite her illness and losing her home in the Palisades fire, Sam remained an invaluable
Sara
Sherman-Levine ’77
June 25, 1959–April 4, 2025
Sara Sherman-Levine ’77, a compassionate and generous member of our community, passed away on April 4. Sara joined Crossroads as part of the inaugural seventh grade class in 1971. Her mother, Geraldine Sherman, was a founding member of the board of trustees, and together they helped shape the foundation of the Crossroads spirit.
Sara was a longtime nurse practitioner. She spent much of her career working in pediatric neurology and cardiology at Stanford. After retiring, she went back to school and earned her NP designation in psychiatry. She also volunteered at free medical clinics, always committed to supporting others through care and connection. Sara had hoped to spend another five
parent volunteer. She served on the Parent Association leadership team, first as Elementary School vice president and then president. Sam founded Petite ’n Pretty, a prestige cosmetics brand for tweens, as well as a philanthropic support group for UCLA Mattel Children’s Hospital. Sam will be remembered for her generous heart, and the love and pride she had for her children. Her husband, Josh Green, shared, “Sam was a gem, a legend, she was the best. I am forever saddened that my best friend and soulmate is gone. She was one of a kind.” Sam is survived by Josh and their children, Shia and Gia Green.
years serving others when illness cut her plans short.
“She was proud of her work as a nurse practitioner,” shared her husband, Donn Levine. “Hers was a life well lived.” She is survived her husband Donn and her sisters, Amy Sherman Smith and Karen (Cubby) Sherman.
David Ryan Walzman ’00
David Ryan Walzman began his Crossroads journey in kindergarten and graduated with the Class of 2000. He enjoyed school, but his July 19, 1982–August 6, 2024
Leslie I. Larsen
true passion was soccer. He was a gifted and dedicated player and was named league MVP during his junior year. After graduation, David went on to study psychology at Union College.
He is survived by his father, Mark, and his brother, Michael. His mother, Patti O’Neill—who served the Crossroads community in many roles, including Parent Association President and third grade teacher— passed away in 2022. Mark shared, “May their memory be a blessing.”
September 22, 1937–May 20, 2025
Les Larsen served as director of the Upper School for four years, beginning in 1990. Despite his relatively short tenure at the School, Les made a lasting impact. Known for his warmth, generosity and joyful spirit, he was deeply committed to students, faculty and the power of community.
Les was an avid chef who loved hosting dinner parties for colleagues and friends. His passion for cooking created a warm, welcoming space for connection and conversation.
Les brought that same spirit to Crossroads, encouraging collaboration across departments and championing experiential learning. He co-led a memorable trip to Mexico with local educators for a group that included several Crossroads students and faculty, reflecting his commitment to cultural exchange and global perspectives.
Whether through food, travel or education, Les brought people together. Former colleagues remember him as “a great spirit,” “joyous and engaging” and “immensely generous.” His thoughtful leadership, creative ideas and genuine care continue to resonate with those who knew him. He is survived by his wife of 61 years, Nancy Larsen; their children, Christian Allen Larsen and Ingrid Larsen Robinson; and grandchildren Ajax Allen Robinson and Zoey Lee Robinson.
Sonoma Van Brunt-Leyhe P’18
October 17, 1962–May 18, 2025
Sonoma Van Brunt-Leyhe passed away after a courageous battle with ALS. Her daughter, Katie Browman ’18, joined Crossroads in sixth grade, and Sonoma—then an executive specializing in health care marketing and business development—was a frequent school volunteer. In 2020, Crossroads hired Sonoma to serve as the School’s 50th anniversary coordinator. Tapping into her deep network of Crossroads connections, expert project management skills, boundless creativity and infectious sense of fun, Sonoma helped plan and execute many of the major celebrations held during the 2021-22 school year, including a visionaries tribute soiree, “birthday” parties on both campuses and an alumni/faculty art exhibit. (See Sonoma’s own ceramic artwork at right.) She is survived by her devoted husband, Bill Leyhe; her beloved daughter, Katie Browman ’18; and her cherished sister, Arbutus Lewis. Sonoma’s radiant smile, fierce love and unwavering spirit will continue to live on in all who had the privilege of knowing her.
The In Memoriam section honors the lives of alumni and current/former employees who have passed, with the permission of their families. If you would like to notify the School about a Roadrunner who has died, please email CrossroadsAlumni@xrds.org.
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NEW SPIRIT WEAR DROP COMING SOON!
Get ready for the launch of Crossroads’ fall apparel collection. We’re once again partnering with The Uplifters to bring you Crossroads classics and cool new styles. Keep an eye on your email or check xrds.org/store for updates! *Items shown are from previous collections.
