Cross Sections (Spring 2013)

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Sowing the Seeds of

Equity and Justice by Bob Riddle Head of School

Nearly 30 years ago, I arrived at Crossroads to interview for a teaching position in the Middle School. I knew nothing about independent schools and very little about this young, progressive, urban school that had placed an ad in the paper looking for a math teacher. I had just moved here from Connecticut, having taught in a public school there. I was not only looking for a school that matched my nascent educational beliefs, but also one where I could be free to be completely open about myself.

Above: Steve Morgan gets tearful as the Middle School building is named for him.

I had just come out as a gay man, and, this being the early 80s, had not yet found a school with any other openly gay teachers, let alone one that was comfortable with the notion that someone could be out in the classroom. You can imagine my surprise when I was interviewed by Steve Morgan, then Middle School director. ose of you who remember Steve know that he was an openly gay administrator, and one of the most beloved figures on campus. is was clearly a school that truly believed in diversity and walked its talk! Sadly, Steve died of AIDS a few years later, and even then, at a time when there was much AIDS panic in the country, the School community embraced Steve, supporting him as he succumbed to this horrible disease. A few months before his death, we surprised Steve by bringing him onto campus, seated in Jake Jacobusse’s convertible Mercedes, where he was greeted by the entire School community standing in the Alley as we unveiled the naming of our Middle School building in his honor. Needless to say, there wasn’t a dry eye in the Alley that day. Steve’s story, and the School’s unconditional support for him at a time when few schools in the country were accepting of people who were gay or living with AIDS, is one of literally hundreds of stories throughout our 41-year history when Crossroads and its students, faculty and parents stood up for the ideals of equity and justice, often in pioneering ways. ese stories speak to equity and justice in its broadest sense—from gender or sexual orientation discrimination to environmental degradation, economic inequities, racism and war. Indeed, one of the founding commitments of Crossroads School is to the greater community, and that belief has been embedded in much of what we have done and continue to do. From the founding of the School, when community service became a graduation requirement— something few schools at the time were requiring—to the School’s outreach efforts on behalf of public schools, beginning with the launch of P.S. ARTS, working for the common good has always been




embedded in the School’s values, practices and curriculum. It constitutes a critically important dimension of our students’ education that we seek to provide at every grade level. And it is also a critical dimension of the School’s policies and practices, making sure that all decisions made are ones that consider the ideals of equity and justice.


In the pages that follow, you will read about some current examples of equity and justice in action in the elementary, middle and upper schools, and through the efforts of the Crossroads Community Outreach Foundation. And you will read about alumni who have harnessed their passion for equity and justice into careers as advocates for change. ese stories are just a few; there are many, many more examples that could have easily filled up multiple issues of this magazine. It is those stories—and the individual and collective efforts of our students, teachers and parents on behalf of others—that make me proud to be part of this community.

04 Explorations of Equity and Justice at Crossroads

At our Middle School “Moving Up” ceremony last year, an eighth-grader, Julian Otis, spoke about his decision to come out as gay to his classmates earlier that year, and how he had received nothing but support and love from them. You can imagine the thunderous ovation he received from the audience of parents, grandparents, faculty members, and, most especially, his fellow eighth-graders, when he shared that story with us. And somehow, I just knew at that moment, our very first Middle School director Steve Morgan, was looking on with an incredible sense of pride and joy. When the seeds of equity and justice are planted, you never know how they will grow. But with the right amount of nurturing, those seeds are sure to change the world. Cross Sections News Magazine is published twice a year. Send subscription requests to: Communications | Crossroads School 1714 21st St., Santa Monica, Calif. 90404 Or call: 310-829-7391, ext. 583 Or email:

We have made every attempt to have all names and information in this publication correct. If any errors or omissions are noted, we offer our sincere apologies and hope you will notify the Communications Office.


A Legacy of Institutional Community Service


New Trustees Elected


A Fond Farewell


Alumni Voices

22 Crossroads Cabaret 2013 25 Alumni News 28 Class Notes 37

Employee Service Anniversaries

45 Around the School 51

Class of 2013 Colleges

EDITORIAL COMMITTEE Jeryldine Saville Editor & Director, Communications

Teresa Verbeck

Director, Alumni Relations

Carolyn White

Assistant Director, Admissions & Communications Liaison

Mery Grace Castelo Manager, Constituent Relations Kathleen O’Brien

Manager, Communications

EGG Office


Corinne Schulman

Director, Development & Community Relations

Trixie Design

Production Design



Beyond “It’s Not Fair!” Explorations of Equity and Justice at the Elementary School by Joanie Martin Elementary School Director

“It’s not fair!” is a childhood lament that begins unspoken in the first two years of life and rapidly moves to a common hue and cry during toddler years.

Above left: Fifth-graders help prepare food at OPCC. Center and Right: Elementary School students learn about farm worker rights.

Notions of fairness and justice are daily concerns for young children, from a personal perspective, “Why does my older sister get to stay up later than I do?” to awareness of social issues, “Why is that person sleeping on the sidewalk?” Some time ago at the Elementary School, we realized that one of the first steps in helping children address equity issues was to develop their ability to speak for themselves first, and others subsequently. We developed a Conflict Resolution program that would enable children to deal with conflict in a way that fostered respectful,

clear communication and would empower children to work out a “win-win” solution, a solution acceptable to both parties. e children learned to speak for themselves. e real challenge, however, would come when they have to learn how to speak for others. Whenever children witness bullying behaviors, they know that the behavior is wrong when an individual or group is unfairly targeted, but they are loath to speak up for fear of becoming the next target for the bullying behavior. us, our second goal was to enable children to develop their voices to



speak on behalf of others. Using “Steps to Respect,” an anti-bullying program, we encouraged the “bystanders” to speak when they witnessed any bullying behaviors, not alone necessarily, but by inviting their friends to join them in protesting the unkind behavior. Distinguishing between “tattling”—telling an adult about another person’s behavior to get him/her in trouble—and “reporting”—telling an adult about another person’s behavior to keep him/her safe—we encouraged children to approach the child or group of children doing the bullying, and tell them to stop, or to be reported to an adult. Research has shown that when children intervene in bullying behaviors, the behavior is far more likely to cease. When adults intervene, the behavior is more likely to continue in a more subtle fashion. With the understanding that children learn best through experience, our curriculum today provides opportunities for children to explore social issues. In fourth grade, in association with reading the classroom historical novel “Esperanza Rising,” the children learn about the lives of farm workers. A field trip to Oxnard to visit a farm, a visit from Cesar Chavez’ grandson, an opportunity to talk with a parent in the School who owns vineyards, and an outing to a United Farm Workers union office all help fourth-grade students explore social justice issues. In fifth-grade, students visit OPCC to work in the food kitchen and to distribute clothing. More often than not, the children return to school and, without prompting from their teachers, announce at Monday Morning Meeting that something is needed at OPCC—clean socks, more men’s clothing, toiletries—whatever they have noticed were


requested by clients, but were in short supply. Studying the historical novel “Lyddie,” fifth-graders also confront child labor and factory working conditions during the Industrial Revolution. e overarching theme of fifth grade, “What is Freedom?,” allows children to explore the concept of freedom from the founding fathers’ interpretation to current issues of freedom—namely, equal rights for all people, including women, gay/lesbian/transgender, people of various ethnicities and cultures. Most powerful and provocative has been our discussion of race. Years ago, when several faculty members were describing their experience at the People of Color Conference (POCC), we decided that in the following year, the entire Elementary School faculty and staff would attend this conference together to better understand the issues of race so deeply embedded in our culture. During every succeeding year, we have attempted to further develop our understanding of race by reading books together such as Beverly Daniel Tatum’s book, “Why Are All e Black Kids Sitting Together in the Cafeteria: And Other Reflections about Race,” by inviting guest speakers to guide our discussions, and by attending local meetings of the Southern California People of Color in Independent Schools (SoCalPOCIS). Each grade level has required reading that prompts discussion of gay/lesbian and racial issues. Second-graders study the life of Rosa Parks and Martin Luther King Jr. During the fifth-grade study of civil rights, the children participate in a “colored dot” simulation. When the children arrive at school, each child’s hand is marked with a colored “dot”: continued on Page 6



Elementary School continued from Page 5

orange, red, green, purple. Each color is associated with different rights and privileges. e few children who have the purple dot have the most privileges, including the right to play on the whole field at recess, access to all bathrooms and drinking fountains, the largest snack and the ability to move around as they please. Children in all other groups have restrictions, such as only being able to use the restrooms on the first floor, having to sit on the floor all day instead of at desks, not being allowed to play on the field, and receiving a very small snack, or none at all. By recess time, the children are outraged. One child said that this was the worst day of his life and did not understand why the teachers would treat children in this way. In reflections, we ask the children why we do this simulation, what they experience, how they experience other groups and whether they think this is a good idea. is process is one of the first times that the children’s emotions are so completely engaged. e outrage, upset, guilt and compassion that ensue continue to indicate to us that this lesson is one the children will remember. When the Book of the Month Committee, which is made up of Ilene Silk, Valerie Jauregui and Sofia Lin, introduced the book “White Water” to the

Right: Elementary School students make footprints in honor of Booker T. Washington’s 500-mile walk to attend school.

School, the issue of race came front and center for the entire K-5 community in a deeper way. e story is about an African-American boy growing up in the segregated South. e questions that arose from children of all ages as to why there were two different drinking fountains and why a white lady was upset that the little boy drank from the “whites only” fountain prompted rich discussions. Fourth- and fifth-grade students are invited to make a short movie to introduce the book to the community. One fourth-grade student’s movie centered on a conversation between mixed race and white children. e children were discussing the fact that they couldn’t have been friends had they lived in another era. e simple message that because of their skin color, they couldn’t be friends was powerfully poignant. Already moved by the book and the movies, the whole school was completely thrilled when the authors of “White Water,” Michael Bandy and Eric Stein—an AfricanAmerican man and a white man— attended a special assembly to talk about how they came to write the book together. Michael told stories about his life as a child in the segregated South. One of his stories so powerfully affected the children, that with their

inspiration he made the story into a second book. Accompanying the authors’ visit was an installation of posters of the book pages on the second floor of the Elementary School. In order to walk through the area, one literally had to “bump into” the posters. One could not avoid the posters or the issues they represented. Adults and children alike were invited to write their comments on the posters. is year, another book has been selected to further the discussion about race. “Fifty Cents and a Dream” chronicles Booker T. Washington’s life, describing his triumph over nearly insurmountable obstacles including walking 500 miles to attend school. All children and teachers are now making their own painted footprints to mark the arduous journey of Booker T. Washington and to symbolize the potential power of our own footprints in the world if we take on the causes of social justice. At the Elementary School, we are beginning to be aware of issues outside of the School where “at’s Not Fair!” certainly applies. We face an important journey to sort out the issues, and ultimately, to become social justice advocates.





by Morgan Schwartz Middle School Director

Fairness and equity are always hot topics for Middle School students. In fact, the notion of fairness or equity is a developmental milestone for adolescent children. In surveying the faculty about this topic, it became immediately clear that equity and justice are deeply embedded in the School, and all students experience explicit lessons around the subject. ese lessons are infused throughout the core curricula, as covered below, as well as through our entire range of curricular and extracurricular offerings, including visual and performing arts, life skills, learning issues, Environmental and Outdoor Education, math, science, languages, human development, athletics and various student groups such as FLAG.

…the notion of fairness or equity is a developmental milestone for adolescent children.

“Metaphors on America” artwork from Peter Melville’s Seventh-Grade Art and Culture Class Clockwise from bottom left: Mafalda von Alvensleben, Linus Richter, Danae Kawamoto, Helena Girardoni

Core 6—by Marcelo Vaz Since Core 6 is a year-long investigation into the connections between geography, culture, literature and history, the curriculum obviously lends itself to serious issues of equality and justice. Power and corruption are big topics when exploring the Middle Ages. We discuss class structure; distribution of wealth; serfdom and slavery; peasantry vs. the nobility; religion and religious persecution; order and justice; and the Crusades. I begin the school year with a lesson focused on a story called, “e Bear Who Wasn’t.” e story is about a bear who enters his cave to hibernate for the winter. While he is asleep, a factory is built around his cave. When he awakens, a foreman at the factory tells the bear to stop being lazy and get back to work. e bear tells the foreman that he is a bear, not a worker. e foreman laughs and tells the bear that he is a silly man and that he should get back to work. is story is all about personal identity and how we treat those around us, as well as the idea of labeling and how we regard each other. I think it is a fabulous lesson on respecting others as well as being an “upstander.” Every other week or so, students are given time to ask questions about anything that is on their minds regarding the world around them. Sometimes I ask the continued on Page 8



Middle School continued from Page 7

students to read a piece of non-fiction of their choosing. I gave an assignment like this recently, and the students brought up the following topics: animal rights/shelter funding/euthanizing of animals; fracking—hydraulic fracturing for natural gas—and its environmental and economic effects; and sexism and racism in cinema and the media. On the anniversary of 9/11, we spent multiple class periods exploring the topic. In the buildup to MLK day, we explored the civil rights movement. When the Sandy Hook shooting took place, we spent multiple class periods discussing the tragedy, which led to discussions about gun control, mental health services, as well as taxes and funding to help people with various needs.

Core 7—by Todd Baron e entire seventh-grade curriculum, which is based on the theme American Studies, addresses the questions: “What is Justice?” and “How does one seek justice in the United States?” We begin the year by looking at the foundation of the United States. We study the causes of the Revolution and the creation of the Declaration of Independence. “e Absolutely True Diary of a Part-Time Indian” by Sherman Alexie is our first novel. e book focuses on a young high school student who decides it’s in his best interests to leave the reservation to attend an all-white school, which is some distance from his home. e book deals with issues of racism, sexism, class distinction and certainly “justice” in every chapter. As part of our study of the book, we review current attributes of life on reservations where the poorest Americans outside of urban ghettos live. Our second trimester focus is on the basic documents of the United States, with a special focus on the Bill of Rights. A brief introduction to the ideas of the Enlightenment thinkers, especially John Locke, and the concept of “all men” being created equally are explored. e book, “A Kid's Guide to the Bill of Rights,” follows our study of the government and the balance of power ingrained in each branch. e “Kid’s Guide” focuses on First Amendment cases that pertain to minors—in aspects of freedom of speech, of the press and of the right to participate freely in religion. We read “Fahrenheit 451” written in 1950 by Ray Bradbury, which centers on a dystopian “future” in which there are no First Amendment rights, and where books, as well as freedom of thought, are banned by the government. e second and third trimester focuses on the Civil War to the civil rights movement. We continue with the idea of “all men” being created equal juxtaposed with the institution of enslavement. We discuss the notion of grabbing justice for one’s own

Top: Anaiya Martin Middle: Crossroads students mentor third-graders from the 99th Street Elementary School in conjunction with the I Have a Dream Foundation. Below: Edie Flood




Environmental and Outdoor Education outside of the official parameters of society like the Underground Railroad, the Suffrage Movement, and John Brown’s Raid. As we study the civil rights movement, we read “To Kill a Mockingbird,” which contains perhaps the most well-known figure of justice in our literature: Atticus Finch. We examine the Southern Freedom Movement, the Chicano/Chicana power movement, the struggle for black rights in the north, the feminist movement, and the movement for gay rights.

Students are taught about the public lands on the EOE field trips, including national parks, state parks and national forests. Teachers emphasize the ownership that all U.S. citizens have for these lands and everyone’s equal right to their use.

Core 8—by Max Duncan

Our Human Development section discusses these group dynamics:

In eighth grade Core, students begin to understand that they are citizens of a global community, and that in order to be active, positive agents in this ongoing, ever-changing dialogue, they have certain responsibilities to fulfill. ese responsibilities are intrinsically tied to the issues of equity and justice. Our first-trimester debate was on immigration, using the prompt: “Immigrants already in the United States should be granted amnesty.” We looked at the contemporary effects of Spanish Rule—language, caste system, and mestizo vs. indio—and focused on Los Angeles as a Latino city. We completed an analysis of the United States’ relationship with Latin America, particularly Mexico, and the hot topic of immigration. We screened the film, “Which Way Home,” which shows children from Latin America slipping into the United States illegally. We compared Western with Muslim culture, particularly with regard to women’s rights in Islam and religious freedoms. We screened the film, “Miss Representation” to shed light on the portrayal and exploitation of women in the American media. We engaged in a Declaration of Human Rights exercise, in relation to Malcolm X and learned how Malcolm X and Martin Luther King Jr. became vanguards of the civil rights movement. We delved into investigations into power and authority based upon Gene Sharp’s “Whence Comes the Power” and the three sources of power from Max Weber, particularly how governments use them. ese concepts are incorporated throughout the year. We also explored how early 20th century China has wielded its power on the global stage and at home by violating workers’ human living standards and limiting Chinese citizens’ civil rights, such as freedom of expression, the one-child policy and women’s rights.

Above: An eighth-grader poses with her thirdgrade buddy just before playing field games at 99th Street Elementary School in Watts.

How to live in a group Community Agreement: What standards should we live by? Students learn how their actions affect others and how to interact with each other.

Responsibility/Preparedness: Being prepared for the day includes taking care of oneself and helping the group. Personal responsibility for one’s belongings and actions is a focus. These areas focus on equity in the small group setting. The simple task of washing dishes brings up issues of fairness. When a handful of students abandon their dishes in the eating area, the group that is tasked with cleaning group dishes receives the extra burden of washing other people’s dishes, completing work that was their peers’ responsibility. This is a learning opportunity for every student as each of them has group dishwashing as a chore on the trip.



Upper School by Roxanne Zazzaro, Upper School Director Contributions by: Stephanie Carrillo, Rika Drea, Carole Winter, Alan Barstow, Madeleine Schwab, Hali Morell, David Listenberger, Hya Young and Adam Waters

One of the guiding principles of Crossroads School is a commitment to the greater community, as well as the philosophy that the School promote social, political and moral understanding in our curricular and extra-curricular programs. It is difficult to measure or present all the instances in which these guiding principles, especially those of equity and justice, are the focus of activities and discussions in the daily life of Upper School students. Yet, these guiding principles are ever-present.

CLUBS ere are over 40 student-led clubs in the Upper School. Many of these clubs focus on the themes of equity and justice, as well as reaching out to the greater community. Among them are: the Women’s Rights Club, where the issues of gender equity and political and social issues and trends that affect women daily are explored; A Window Between the Worlds, which supports women who have been abused; PEACE (People for Ethnic and Cultural Equality); and FLAG (Friends of Lesbians and Gays).

Top and Middle: Upper School students take part in Club Day. Bottom: Students from the PEACE Club take part in Forum Day.

Teens Abolishing Slavery Coalition works to raise awareness about slavery and trafficking and has a relationship with the Coalition Against Slavery and Trafficking. e club is working with the coalition to develop an inter-school network that would raise awareness and advocate for reforms. TASC has participated in several projects this year,

including support for the organization’s annual gala and the LA Freedom Walk. PEACE is a safe space where students engage in open and frank discussions about diversity and equality as they pertain to Crossroads. Students also attend the Student Diversity Leadership Conference (SDLC), a student conference affiliated with the People of Color Conference (POCC), which is sponsored by the National Association of Independent Schools (NAIS). Upon returning to school, the participants lead various diversity workshops and discussions in all three divisions, as well as plan special assemblies and Forum Days. In past years, students in PEACE have also committed to an ongoing service project. e mission of FLAG is to create an atmosphere of respect, understanding and awareness of the issues and concerns of gay, lesbian, bisexual, transgender and questioning students, faculty and staff through informative activities, open discussion and social interaction. A major highlight of the year is sponsorship of the monthly FLAG film series for LGBT/Ally youth in the Los Angeles area. e event allows students and advisors from diverse backgrounds to openly discuss the themes of the films, which focus on sexual identity.




built so that they can then see how to dismantle these systems of injustice. e ultimate focus of discussions is on affecting change and creating a more just and equitable society. Students have been motivated to bring the message to the larger community by organizing and curating a photography exhibit of civil rights photos; staging Anna Deavere Smith’s play “Twilight, Los Angeles” to commemorate the 20th anniversary of the LA Riots; and planning activities for Forum Day and the Martin Luther King Jr. assembly.

Embedded in the US Community Service Program are themes of equity and justice. Ninth-grade students begin exploring various issues that affect local communities, including poverty and homelessness. e junior service leadership classes continue these discussions and begin to plan and coordinate with programs that focus on many differences, especially socioeconomic differences in local communities and public schools. ese discussions lead to many Crossroads students volunteering for organizations such as e Boys and Girls Club, Safe Place for Youth, Virginia Avenue Park Community Center, local libraries and family centers, as well as Turning Point Shelter and local food pantries.

CURRICULA Besides the junior service leadership class, curricula in several departments including English, history and life skills, focus on social justice and equity. Each life skills class is committed to focusing at least two lessons on the theme of social justice. e ninth grade focuses on oppression and the 10th grade on collusion. In junior life skills classes, students discuss the internal and individual process of oppression and privilege and what happens emotionally, psychologically and socially to both victims and perpetrators of oppression and privilege and to those who try to help. e personal implications of institutional oppression are discussed in senior life skills. Cultural Diversity is a History, Society and Ethics course that has been taught for the last 15 years. e class, which is also a safe space for students to discuss personal aspects of their identities, examines the historical construction of divisions such as race and class. By using the lens of history to affect change, students see how and why racism, classism, heterosexism and other forms of oppression were


to equity and justice, the community will enhance the curricular, extra-curricular and service activities that will lead to ongoing open discussions and acceptance.

A new senior English elective, “Global Citizens Unite,” focuses on human rights. Students are asked to become global citizens and recognize the Universal Declaration of Human Rights, “the equal and inalienable rights of all members of the human family.” e study of literature is used to bear witness to the need for human rights and students develop their skills as writers to advocate for reform. e fiction and non-fiction literature that is read focuses on the plight of victims and the resilience of survivors. ese essential questions are used in discussions: ■ What should the role of literature be in raising awareness? ■ Why do people in power sometimes abuse other people? ■ Why are some rights considered universal and others not? ■ Why should people across the world care? Students are asked to create short stories and poems to raise awareness and write persuasive essays and open letters to advocate for change. e goal of the course is for students to learn to recognize that a literary life is not just for a select few, but it can also be a life of social activism and responsibility, of bearing witness and advocating for the betterment of humanity. As students and faculty continue to raise awareness of issues with regard

Above: Upper School students engage in Club Day. Below: Students visit an exhibit during Community Service Day.



A Legacy of

Institutional Community Service

Upon its founding, Crossroads took a leadership position among independent schools by requiring community service of all its students. Believing that Crossroads should model what was required of the students, we also created our own program of “institutional community service.”


Paul Cummins

In the 1990s, the Crossroads board formally endorsed the School’s commitment to institutional community service. With initial funding from the Herb Alpert Foundation and Crossroads School, Crossroads Community Foundation (CCF) was created with Paul Cummins as founder and executive director. Its first project was the creation of P.S. ARTS, whose purpose was to make available to underserved public schools quality arts programs reflective of the Crossroads curriculum and philosophy. Enormously successful, P.S. ARTS now serves more than 17,000 Title I students in the Los Angeles area and the California central valley. In 2003, P.S. ARTS became its own entity.

President, New Visions Foundation, Crossroads Co-Founder and Trustee, 1971-73, Headmaster, 1973-93, President, 1993-2002

Crossroads Community Outreach Foundation (CCOF)

By Roger Weaver President, Crossroads Community Outreach Foundation, Crossroads Headmaster, 1993-2009

In 2003, CCF was reconstituted as the Crossroads Community Outreach Foundation (CCOF) with Roger Weaver as president. e change was made to enable Crossroads to share its resources with Title I schools in the greater Los Angeles community by creating programs that benefit children and their education. continued on Page 14




Supporting a Diverse Community Update on the Assessment of Inclusivity and Multiculturalism By Jeff Guckert Assistant Head of School and Dean of Faculty

P.S. Science students discover the fun and fascination of science.

As you may know, we are in the midst of a comprehensive effort to gather information from our community to hear directly your thoughts and feelings regarding how we as a school support our diverse community. This initiative was borne of our self-study in preparation for our accreditation process by the Western Association of Schools and Colleges/California Association of Independent Schools. Beginning in the spring of 2012, we began administering the Assessment of Inclusivity and Multiculturalism (AIM) developed by the National Association of Independent Schools (NAIS). The advantages of using this instrument are two-fold: 1) The questions have been developed over years of research; and 2) We can benchmark our results against other schools that complete the same process. A steering committee was formed to organize the implementation of the assessment, analysis and reporting of the results. The committee is comprised of: Erica Warren ’95, Admissions; Nicole Filosa, Elementary School teacher; David Stewart, Middle School dean; Stephanie Carrillo, Upper School History Department chair; and Jeff Guckert, assistant head of school and dean of faculty. The first stage of AIM involved 29 separate facilitated conversations among “discovery groups,” which consisted of selected representatives from all constituencies in our community: students, alumni, faculty, staff, administrators, trustees, parents, as well as outside contractors who work with the School. We also held a number of groups in Spanish. The steering committee then pored over the hundreds of pages of notes from these conversations to identify both strengths—so that we can replicate and expand those best practices—and areas in which we need to devote more attention to ensure that our community is fully inclusive. The second part of AIM was an online survey open to everyone. The results of this survey have been objectively analyzed by NAIS, and the steering committee is charged with identifying strengths and weaknesses revealed by the survey. Once the steering committee distills the voluminous data we have collected, we will thoughtfully, transparently and cogently present our findings to the entire community so that we can work together to develop strategies to enhance our inclusivity in a wide array of programs, including curriculum, communications, hiring, admissions, etc. We thank the 1,347 individuals who took the AIM online survey and the hundreds of people who volunteered to participate in our discovery groups. We are proud of the efforts that the School has made in creating a truly diverse community in accord with our philosophical commitments, and we recognize that we can only get better if we are willing to take an honest look at ourselves.



Community Service continued from Page 12

Saint Anne School Partnership One of CCOF’s first projects was a partnership with Saint Anne School—the only non-public Title I school in Santa Monica—to provide targeted development support to help Saint Anne maintain its founding policy of “exercising a preferential option for the poor” and providing those students with an affordable quality education. Responding to Saint Anne’s critical need to close its chronic operating deficit, Roger enlisted support from nine other independent schools and institutions and, in 2006, the Saint Anne School Support Council (SASSC) was formed. Due in part to the successful fundraising activities of SASSC and the extraordinary leadership of Saint Anne’s headmaster, Michael Browning, the results have been remarkable: Finances have stabilized, new classes and after-school programs added, and enrollment is on the rise. In 2011, the U.S. Department of Education recognized Crossroads’ partnership with Saint Anne School at a Washington, D.C., conference on private school leadership, as an outstanding example of a successful private school initiative that shares resources with the greater community. Today, CCOF is partnering with SOL-LA Music Academy and Saint Anne School to provide a K-8 comprehensive music program to the school’s Title I student population.

P.S. Science e origins of P.S. Science started with conducting extensive research into the state of early science instruction in our public schools. We were heavily influenced by a 2002 position statement by the National Science Teachers Association

that emphasized the importance of “early experiences in science so that students develop problem-solving skills that empower them to participate in an increasingly scientific and technological world.” In spite of this articulated support for a dedication to the development of scientifically literate students, we found that hands-on interactive science instruction in grades one to three in underserved schools is rarely taught because it is not tested until Grade 5 under No Child Left Behind. In 2006, CCOF conceived of P.S. Science to fill the void in early science instruction by providing a foundation of meaningful science experiences to underserved students in grades one to three and to bring the same kinds of hands-on interactive science so characteristic of the Crossroads Elementary School experience to public school children who would not otherwise have early exposure to science. After completing a successful pilot program, P.S. Science now serves more than 540 students in grades one to three at two Title I schools. We are exploring expanding P.S. Science into a Title I Santa Monica public school in the fall, and, over the course of the next five years, will be well positioned to expand P.S. Science into multiple schools. e positive impact of P.S. Science is documented by our annual evaluation studies. But even more validating is when we hear that these students actively seek out science activities at home because of the inspiration and education that the program provides. As one young student said: “I saw the sun go into my window, so I got a spray bottle and saw the rainbow.”



I am very happy to announce the election of three new members to the Crossroads Board of Trustees: Marc Millman, Ilene Resnick Weiss and Michael Levin. We welcome our newest trustees and look forward to the wealth of knowledge, experience and leadership they bring to the board.

New Trustees Elected by Bob Friedman Chair, Crossroads School Board of Trustees

A native of Chicago, Marc Millman and his wife, Keri Levitus, moved to Los Angeles from New York City in 2004. Marc has worked in the investment management industry for the past 15 years. Since moving to Los Angeles, Marc has worked at Cerberus Capital Management, a multi-strategy hedge fund. At Cerberus, Marc has focused on finding, evaluating and executing investments in distressed securities—primarily bank debt and bonds. Marc and Keri have two daughters, Isabella, 7, and Cecelia, 4. For both Marc and Keri, progressive education has become a passion. Marc says: “Keri and I have felt fortunate to be part of the School’s community. As a member of the board, I hope to continue to contribute positively to the School and to add value wherever I can. Crossroads is a special place, and I will endeavor to ensure that it remains so.” Ilene Resnick Weiss graduated from Bard College with a bachelor’s degree in political science and from L’Ecole de Cuisine Francois with a degree in Culinary Arts, before earning an MBA from UCLA. She worked in the restaurant business for 10 years with increasing levels of responsibility, eventually owning and operating her own restaurant for two years. She worked as a strategist for Roll Global corporation, solving problems across a wide range of functions and businesses. Ilene has been an active volunteer since joining the Crossroads community. She particularly enjoyed her years as the community service parent and is currently involved with helping Anthony Locke revamp the Middle School community service program. She is a trustee of P.S. ARTS and is proud of the charity work that she and her brothers have achieved—awarding grants focused on education, the arts, healthy lifestyles, and poverty to deserving programs, most of which are based in Los Angeles. Ilene and her husband, Daniel Weiss, are the parents of two Crossroads students, Lucy, 14, and Oliver, 12. continued on Page 16



Trustees continued from Page 15

Ilene says: “I love Crossroads! I am passionate about the School’s values, supportive of the teaching methods, and appreciative of the thoughtful decisions the educators make. I consider it a privilege to be part of the team that will chart Crossroads’ future.” Michael Levin was born in Tel Aviv, Israel, and raised in Port Elizabeth, South Africa. He completed his undergraduate degree in history at the University of California-San Diego and earned his law degree at the University of California, Hastings College of the Law. He practiced law at Bingham, Dana & Gould before practicing corporate transactional law at Graham & James and eventually became the youngest and first openly gay managing partner of an Am Law 100 law firm. In 2000, he joined his father and sister at Kidsline, a business his father and brother established in Los Angeles that specialized in infant bedding and accessories. In 2010, he and his sister, Joanne, started Levtex LLC, a small Santa Monica-based company that designs, imports and distributes quilts and accessories. Michael has served on the board of Shanti, a nonprofit born in response to the AIDS epidemic in San Francisco in the early 1980s, on the board of Reprise, a Los Angeles-based theater company, and currently serves on the board of the Crossroads Community Outreach Foundation (CCOF). Michael and his partner, Andy Abowitz, were married in 2008 during the brief window that marriage equality existed in California. ey have four children, all of whom attend Crossroads: Marley, 9, Aidan, 7, Brody, 7, and Ruby, 6.

What you love about a Crossroads education

What tuition pays for

Your gift to the Annual Fund

What is the difference between Crossroads School’s operating budget and tuition revenue?

YOU. “I love Crossroads! I am passionate about the School’s values, supportive of the teaching methods, and appreciative of the thoughtful decisions the educators make.” —Ilene Resnick Weiss

That’s why your annual giving contribution is critical. To donate online, please go to Or call Marc Mendoza, manager, Annual Fund, at 310-829-7391, ext. 511



Retiring Employees As another school year comes to a close, we bid the fondest of farewells to four longstanding members of the Crossroads community. We wish them the very best in the next part of their journeys and hope that they remain a part of the community that they helped build for a long time to come.

Chuck Ice Sports Center Liaison in Facilities For 32 years, Chuck has been a significant figure at Crossroads. His career began as a highly successful baseball coach, who had a natural eye for talent and a gift for working with young athletes. He took on the job as athletic director his second year at Crossroads and held that position for 29 years. He built our athletic program from the ground up. From the days of renting local facilities for every sport’s practices to the day we finally got a permanent Roadrunner home field, gym and pool, Chuck has been integral to the development, growth and success of our athletic programs. Chuck was heavily involved in the building of our sports center, which is a hub for cross-divisional athletic activity and a resource for our neighboring community. Chuck leaves a legacy to Crossroads that touches nearly every person who has attended or worked at Crossroads.

Tess Jeff Administrative Assistant for the Head of School Office Twenty-nine years ago, British transplant Tess Jeff became a member of the Crossroads family. She started out working for Steve Morgan in the Middle School and went with him to create the first Admissions Office. She went on to support four different assistant heads: Roger Weaver, Doug ompson, Bob Riddle and Jeff Guckert, and among other things she was business office manager, substitute coordinator, the first rentals coordinator and overseer of the first Master Calendar. She also was the first human resources administrator, and it is her voice on the Crossroads voicemail message. Over the years, she has helped to voice coach drama students when they have been rehearsing British plays, usually the “Importance of Being Ernest.” Long hailed as the woman on campus who knows everything and everyone, she is a willing and gracious problem solver, a funny, caring, cheeky Brit who found a new home at Crossroads.

Madeleine Schwab Upper School Part-Time Faculty/Community Service Teacher A born teacher with several years of experience in public school, Madeleine was introduced to Crossroads when community service was not a commonplace concept in education, much less a graduation requirement as it had been since the School’s founding. Her 28 years of dedication has been remarkable, and she has played a key role in turning our community service program into the model it is for so many other schools today. Madeleine’s commitment, dedication, talent, skill and passion for young people and for service is legendary. As Roger Weaver has said: “Community service is really about conscience, compassion and social justice. When I first interviewed Madeleine, it was clear to me that she had all these in abundance.”

Michael Sommers Upper School Full-Time Faculty and Part-Time Coach From his hometown in New York to the most recognizable classroom on campus replete with upholstered and reclining chairs of every shape, size and condition with walls covered in memorabilia from students, Michael has definitely left his mark on Crossroads. Michael knew since he was 14 that he wanted to be a biology teacher and never considered any other profession. Nearly 41 years later—29 of them at Crossroads—he has served as science teacher, two-time department chair, helped with the redesign of the W.M. Keck Science Building, was involved in the formation of the FLAG club, was faculty rep to the board of trustees, chaired the sabbatical committee and the first drug intervention committee, started the varsity flag football program and led the team to a 50-14 record over six years, and taught Mysteries for nearly 20 years. He is the father of one Crossroads graduate, McCabe, and the stepfather of two Crossroads graduates, Rosie and Annie O’Connor. Michael’s goals as a teacher—to help students learn how to learn, think, question, explore and connect with each other and with the world around them—have been exceeded many times over.



Alumni Voices

Tim Wood ’85 Stanford University, Bachelor’s Degree, Political Science Director, Mobile Health Innovation Grameen Foundation

Crossroads created a great environment where I was encouraged to think creatively, take risks and explore uncharted territory. For the last 12 years, I have been putting all of these skills to use while building pioneering programs for the Grameen Foundation, a nonprofit that helps the poor in developing countries lift themselves out of poverty through microfinance and technology programs. My first project was to expand access to telecommunications services in rural Uganda and Rwanda to enable people in remote areas to place phone calls to learn about crop prices, arrange financial transactions, or simply catch-up with family members who had moved away. I am now building services that provide health information—particularly about maternal and child health—via simple cell phones to individuals living in rural parts of Ghana and India. For example, pregnant women in these areas can now receive information on their phone to educate them about what is happening to their bodies during pregnancy and what types of medical care they should be seeking. It is great to have the opportunity to use my skills to give back and help improve the quality of life for people in developing countries.




The thoughtful, challenging and purposeful education I received at Crossroads ought to be accessible to all. And with each position I’ve held, I have asked myself how can I make this happen for the children and the families I serve?

Nicky Kram Rosen ’87 Mount Holyoke College, Bachelor’s Degree, History and Chemistry Bank Street College, Master’s in Education Principal, Hamilton Heights School, P.S. 368M

Attending Crossroads was a formative experience. Without a doubt my passion and daily drive to ensure all students receive a public education that rivals the best is fueled by my values and the equal importance given to social justice and human development throughout my schooling at Crossroads. When I reflect on my own experience as a learner, teacher and now a principal of an urban, public elementary school, both my heritage and Crossroads education have had a profound impact on me. My aspirations and convictions are and were a direct result of my family’s steadfast belief that pursuit of knowledge and a quality education was the best, if not only, way to control your own destiny and act as an agent for social change. e educational experiences I had at Crossroads reinforced this and gave me the confidence to pursue my passion and make my personal goals and professional vision a reality. I remember what it was like to experience success in Community Service, Environmental and Outdoor Education, Yearbook and the school newspaper, to experiment, come to my interests and discover my gifts, talents and passion. I am a proud and committed public servant, a strong believer in the power of education, especially a high-quality public one, and the product of both public and private schools. e thoughtful, challenging and purposeful education I received at Crossroads ought to be accessible to all. And with each position I’ve held, I have asked myself how can I make this happen for the children and the families I serve?



Alumni Voices It’s somewhat hard to swallow when you think of those who are victimized by crime, but when you think about how those incarcerated are, too, victimized, you wonder, “Is it really worth it?”

Zerline Hughes ’95 Howard University, Bachelor’s Degree, Journalism Simmons College, Master’s Degree, Communications Management Director of Communications, Justice Policy Institute

Madeleine Schwab had a great impact on me. As my community service advisor during my senior year at Crossroads, she instilled the importance of giving, reaching out, connecting. Today, I’d like her to know that as a result of her tutelage, I’ve been working in the nonprofit advocacy field for nearly seven years, continuing that idea of giving back. e mission I work on at the Justice Policy Institute in Washington, D.C., is to reduce the use of incarceration in the justice system and promote policies that improve the well-being of all people and communities. What this really means is that I try to communicate to reporters, policymakers and the general public that we, as a country, rely too much on placing adults—and children—in prison. It’s somewhat hard to swallow when you think of those who are victimized by crime, but when you think about how those incarcerated are, too, victimized, you wonder, “Is it really worth it?” Or, at least that’s my hope as an advocate and disseminator of information. Some days I do, in fact, get to work directly with those who are in prison, those who have been formerly incarcerated, the families of those who are away. I hear firsthand about the collateral consequences of having served time: the inability to spend time with their children, the inability to vote (though every state’s policy is different), not being able to live where you once called home, and not being able to get federal loans to pursue higher education just to name a few. I’m thankful that I get to work on behalf of this issue to try to reform our system and our thought process.




Jenny Alexander ’08 George Washington University, Bachelor’s Degree, International Affairs Center Coordinator, Center for Universal Education The Brookings Institution

Julia Simon ’05 University of Chicago, Bachelor’s Degree, Near Eastern Languages and Civilizations Public Radio Journalist

At Crossroads, globalism is a given. For example, many of my memories of Middle School seem to involve Russia, including sitting on the picnic tables arguing about Russia’s International Monetary Fund loan. As we learned about the world, we were ingrained with the idea that all seven-plus billion people on this planet are equally important. And we learned that injustice goes all the way to the heart of society’s institutions. ese are lessons that I have taken with me in my work as a public radio reporter for American Public Media’s “Marketplace,” Public Radio International’s “e World” and National Public Radio News. I’ve spent the last few years reporting from Cairo, Egypt (yeah… it’s been a bit busy with the revolution), as well a year in Jakarta, Indonesia and the past few months in Kenya. rough my radio stories I strive to give airtime to a diversity of voices and dig deep into inequity in the global economy. I see my work as a direct continuation of my Crossroads education and am eternally grateful for it.

Crossroads taught me to delve into issues that I feel passionately about in order to understand and engage in the world around me. From Carole Winter’s relentlessness in encouraging her students to connect to social justice plights to Tom Laichas’ political crisis simulation of the 1960 independence movement in the Democratic Republic of Congo to coordinating a human rights forum with the Students Organized for Unity and Liberation (SOUL) club my senior year, my wealth of Crossroads experiences challenged and shaped my values as I grew up. Following 12 years at Crossroads, I carried that curiosity into college when I studied abroad in Muscat, Oman, and lived with a local family. I chose to cover my head and observe daily life as an Omani Muslim woman would. I thought back to eighth grade, where Michelle Merson led a modesty project, hinging on similar ideological questions, and I knew I had tasted a piece of this Omani experience at Crossroads. It not only transformed my interpretation of Islam and women’s issues in the Gulf, but also entrenched my Crossroads values even deeper. rough my current work at the Center for Universal Education at the Brookings Institution in Washington, D.C., I use an equity lens to discuss the international development impediments to promoting access to and increasing the quality of learning in developing countries. With the Center’s particular focus on reaching girls and marginalized communities, I still see my continued commitment to these issues stemming from foundational experiences I had at Crossroads.










#1: Davida Wills Hurwin and David Listenberger #2: Elementary School Ensemble #3: Karey Kirkpatrick and Scott Weintraub #4: Parent Ensemble #5: (L to R) Samara Handelsman, Melanie Handelsman, Kennedy Daniel, Veralyn Jones #6: (L to R) David Listenberger, Ruben Sanchez, Maya Karp, Brendan Mulally #7: Faculty/Staff Ensemble

Another quintessentially Crossroads Cabaret was celebrated on May 11 at the Wadsworth eatre. e two shows were attended by over 2,600 parents, students, grandparents, alumni, parents of alumni, faculty, staff and friends of our community who enjoyed a homegrown and humor-filled musical production celebrating life at Crossroads. Our goal of raising $500,000 appears to be in reach, providing important support for our School’s annual operating budget as well as to benefit the Tuition Reduction Fund, faculty professional development, the Crossroads Community Outreach Foundation, and the endowment. Funds were raised primarily through the Sponsorship program as well as the fabulous Auction/Raffle and Party Book catalogues. David Listenberger once again directed and produced the spectacular show,

with tremendous support from Davida Wills Hurwin (scene and staging coordinator and rehearsal coordinator), Scott Weintraub (scenic director), Evan Avery (music director), Ally Voye (choreography), Ricka Glucksman (choreography), Jarod Sheahan (vocal director) and Lily Rains ’97 (assistant director). Karey Kirkpatrick reprised his role as head writer, along with a team of other parent volunteer writers. ree hundred and fifty students and adults performed in the show! Show highlights included cameo appearances by Crossroads founder Paul Cummins and former headmaster Roger Weaver, grandparent Charlotte Rae (“e Facts of Life”), parent music legends Sue Hoffs, Don Was and Chris Shiflett, and beloved former Middle School teachers Ben Cady and ad Reichley as the Blues Brothers. Alumni





EVENT CO-CHAIRS Marci Dinkin and Kim Levin AUCTION/RAFFLE CO-CHAIRS Deborah Dragon and Sonoma Van Brunt-Leyhe PARTY BOOK CO-CHAIRS Jessica Rich and Jay Westlin



#8: Middle School Performers #9: Finale #10: Cabaret House Band




Ben Covette ’94 and Gudrun Flaherty ’96 were not seen but certainly heard as the hilarious heckling puppets. Extraordinary performances by senior Brendan Mulally and drama teacher Scott Weintraub filled the spotlight. e noon matinee was prefaced with a picnic lunch on the Wadsworth lawn, generously provided by Bergamot Café (the Stuppler Family). Caffe Luxxe graciously donated coffee and tea drinks. e evening performance ended with a sumptuous dessert reception thanks to the extraordinary baked goods provided by our volunteer bakers, and more delicious coffee and tea drinks from Caffe Luxxe. If you missed the show, or would like to share the memories with family and friends for years to come, you can order a DVD by going to and clicking on Show Tickets. Sponsorship donations are still being gratefully accepted and can be made easily online by going to and clicking on Sponsorship. If you would like to be a part of next year’s phenomenal Auction/Raffle/Party Book Catalogue, please leave a detailed message at 310-829-7391, ext. 523. Many thanks to the volunteers, sponsors, in-kind donors, bidders and attendees who made this event such a success. Your philanthropy and volunteerism are life-sustaining for Crossroads!

Alex Klyce Andrea Bell Andrea Gibbin Barrie Berg Catherine Butterfield Cindy Libby Cori Davenport Dana Childers Deborah Zwelling Dede Lipp Gemma Corfield Ilene Resnick Weiss Jenn Jones Jennifer Bryan Joanne Levin Jodi Pantuck

Laurey Levy Liz Abbe Lucinda Jenney Martie McKinney Melanie Handelsman Michele Celmer Robinne Lee Shirley Lu Sue Glusker Tammi Hall Tammy Sekoff Traci Chorna ’84 Tracy Rappaport Tracy Smith Victoria Jung

And all the Phonathon callers, bakers, chaperones, ushers, will-call, hospitality and set-up and strike volunteers. Very special thanks to our Executive Producer Darlene Chan (Board of Trustees member and mother of Andy Donald ’01), and Rich Willis, Sarah Khambatta, Mike Lovejoy and all the wonderful staff at the Wadsworth eatre.



Drama Music Support all the things that you love about Crossroads with a gift to the alumni fund today. To give, call Teresa Verbeck at 310-829-7391, ext. 507 or visit




Keep In Touch Help Us Celebrate Your Success!


Please consider sharing your successes, accomplishments and life events with us. There are several ways for you to contribute to help our Alumni Community thrive:

Class Notes Have any news about what’s happened in your life recently that you want to share? Each year, Class Notes are included in the Spring issue of Cross Sections and can be submitted via email at or online at

Paul Cummins Library Alumni Authors Collection If you are a published author of fiction, non-fiction, poetry or textbooks, please consider donating a copy to Crossroads. We will include your book in the library catalogue.

Online Community There are so many ways to connect and stay connected with your fellow alumni!

Alumni Portal Click on Login, enter your user ID and password ■

Check/Update your Contact Information

Access the Alumni Directory

View Alumni Event Photo Archives

Facebook Crossroads School Alumni Group ■

Documentary Film

If you are the writer, director, or producer of a documentary film, please consider donating a copy to display in the library and have available for students and faculty to view.

Over 2,000 group members Post, view, like or comment on recent or upcoming events


Archive Alert

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Please contact the Alumni Office at if you have photos or video memorabilia.

Look for or post a job or internship Connect or collaborate with someone in another industry Find Crossroads alumni in your industry

Alumni Giving

Crossroads School Alumni @xrdsalumni

Please consider joining the list of alumni who will help us make a difference in the lives of students this year.


Each gift contributes in a meaningful way to the collective support from our alumni. Every gift matters. Know that your gift will make a difference in helping Crossroads to be its best version of itself. To make a gift online, go to Questions? Contact Teresa Verbeck 310-829-7391, ext. 507 or email


OCT. 6, 2013 Class of 2003 | 10-Year Reunion SPRING 2014 Class of 1994 | 20-Year Reunion Class of 1984 | 30-Year Reunion If you would like to be a part of the planning committee for your reunion, contact Teresa Verbeck, director of Alumni Relations, at



Alumni Sports Extravaganza e third annual Crossroads vs. Brentwood Alumni Sports Extravaganza took place on Saturday, Jan. 12 back home on the Crossroads campus. It’s no surprise to anyone that our alumni look forward to this friendly rivalry all year. e soccer players took the field first. Brentwood kept the score close for most of the game. Crossroads persevered to secure a 7-5 victory for the Roadrunners. While the soccer game was in progress, the basketball players took to the court. With the previous year’s victory on everyone’s mind, the team hustled to hold on to their winning streak. ey beat Brentwood with a 66-49 final score. e Extravaganza continues to be fun for alumni and players alike. Next year, the games will be back on the Brentwood campus. We are going to need all of your support to keep our winning streaks alive. Come cheer on the Roadrunners in January.

Alumni Soccer Back Row, Left to Right: Chris Hill ’95, Eric Neigher ’96, Brent Forrester ’85, Devin Antin ’07, Danilo Crestejo ’93, David Tannenbaum ’89, Michael Utsinger ’01, Saam Shabahang ’97, Robert Gerner ’97, Grant Zee, Russell Fager ’05, Tyler Taft, Ryan Baptiste ’07, Jacee Winter ’07 Front Row, Left to Right: Orin Moore ’96, Aaron Wallechinsky ’04, Jesse Zwick ’04, Elijah Wallechinsky ’02, Arturo Villalobos ’06, Cris Bacharach ’04, David Braun ’07, William Horowitz ’07, Craig Borstein ’92, Todd Beck ’90, Stuart Rodriguez ’04 and Zachary Roth ’02 Not Pictured: Laurent Grill ’07

Alumni Basketball Back Row, Left to Right: Roy Danovitch ’95, Laurent Grill ’07, David Taylor ’96, Kahlil Allen ’91, Daryl Roper, Garrett Nichols ’98, Robert Locke ’03, Jordan Rambis ’05, Robert Reynolds ’03 Front Row, Left to Right: Anthony Locke ’01, Skye Cowan ’91, Devrin Anderson ’99, Luke Shmuger ’11 and Cameron Fuller ’12 Not Pictured: Aras Baskauskas ’99




1 Alumni College Panel and Lunch A number of questions cross the minds of seniors as they approach graduation day. What’s college like? Will I like my roommate? Is a gap year right for me? On ursday, Jan. 10, recent Crossroads graduates returned to campus to share the secrets they learned about life after Crossroads. e Alumni College Panel and Lunch offered current seniors the opportunity to have their questions answered. More than 50 seniors attended the event. e recent grads presented funny, honest and eye-opening takes on adjusting to dorm life, living away from home for the first time, taking time off after high school and the increased demands of college work.

Alumni Screening and Mixer






#1: Elizabeth Bliss-Bley, Carole Winter, Bob Riddle, Michelle Sokol Brookman ’82, Lisa Chadwick ’82, Tom Kemper, Hilda Aguilar ’02 and Enrique Gallego Losada #2: Pete Handelman ’82, Ted Barton and Greg Bryan ’90

2 #1: (From Left to Right) Ashley Reese ’08, Camille Fonseca ’12, Liam Blaney ’12, Dylan McCollum ’12, Brian Bookman ’10, Lily Kiralla ’12 and Deborah Kim ’12 Not pictured: Anthony Fedorko ’12, Veronica Rodriguez ’12 and Elizabeth Schulcz ’12 #2: (From Left to Right) Liam Blaney ’12, Camille Fonseca ’12, Dylan McCollum ’12, Ashley Reese ’08, Elizabeth Schulcz ’12 and Lily Kiralla ’12 Not pictured: Brian Bookman ’10, Anthony Fedorko ’12, Deborah Kim ’12 and Veronica Rodriguez ’12

On Tuesday, Dec. 4, the Crossroads Alumni Association presented its first Alumni Screening Mixer. e event offered Crossroads alumni the opportunity to meet and greet before getting together to watch a screening of “Hitchcock” starring Anthony Hopkins and Helen Mirren. Tom Kemper, current film teacher at Crossroads, led a prescreen discussion about the history of Alfred Hitchcock’s film work. e mixer, which was held at the Landmark eater thanks to the generous sponsorship of Fox Searchlight, was a great success.

6 #3: Suzo Barzman ’82, Lisa Chadwick ’82 and Alyce Woodward ’80 #4: Nika Cavat, Michelle Wiener ’01 and Bridgette Saccoccia ’05 #5: Alan Finkel ’83, Bob Riddle and Gabrielle Banks ’87 #6: Carole Winter and Kimberly Greene ’99



Class Notes Class of 1976 ANNE ROSENBLOOM SCHARDT, Sonoma State University, bachelor’s degree in management, is excited to be going on a wildlife safari in Tanzania this summer with her mother and sister to celebrate their birthdays.

Class of 1978 DANIEL KLEINMAN, Haverford College, bachelor’s degree; University of Wisconsin, master’s degree and doctorate in psychology, became an associate dean in the Graduate School at the University of WisconsinMadison in August of 2012. He writes that: “Moving from a predominantly faculty role to a more administrative position has been exciting and really interesting, as massive changes are underway in higher education. I now spend 75 percent of my time in the Graduate School working on graduate education and faculty research and hiring issues. I continue as a professor and teach undergraduate and graduate students, although less than I did previously. I also continue to do research and am working on two books on controversies in science and technology.” His partner, Susan Bernstein’s, new book, “Roomscape: Women Readers at the British Museum from George Eliot to Virginia Woolf,” is expected out very soon. His daughter, Flora Berklein, has completed the first semester of her junior year at Haverford

College, where she is a linguistics major and a distance runner. CLARE REYNOLDS SECHE started a paralegal studies degree program at Santa Rosa Junior College after owning a bookstore. She really enjoys it and looks forward to graduating and starting work. She is the mother of college student triplets: her daughter Emma will graduate from UC-Davis in June; her son Michael started his junior year at American University; and her daughter Rachel attends Santa Rosa Junior College with her. She is very proud of them.

Class of 1979 JOHN PUTCH is currently making fun micro-budget movies with his friends.

Class of 1981 BETH GALANTYBLANEY, UCLA, bachelor’s degree, social psychology, has been running her theater arts program, Kids/Teens On Stage for youth and teens since 1994. e company has been in business since 1987.

Class of 1983 KEN EHRLICH, UC-Davis, bachelor’s degree, political science and rhetoric, is a member of the board of trustees at Kehillat Israel in Pacific Palisades.

Class of 1984 MATTHEW SPECKTOR is the author of a new novel, “American Dream Machine,” published in April 2013. He writes, “Alumni past, present and future might catch glimmers of something eerily familiar around Page 245.” MICHAEL WILSON is engaged to be married.

SETH AVERGON lives in Long Beach and is the president of Avergon Marketing Group, a full-service marketing consulting group based in Southern California. He is an avid pet enthusiast and advocate for local shelter adoptions and has been involved in a number of animal rescues.

Class of 1985 SAMANTHA LEVY, Brown University, bachelor’s degree in English and psychology; Georgia State University, doctorate in clinical psychology, is excited to announce that her oldest daughter will be graduating and becoming a Crossroads alumna herself in June. She will attend Skidmore College in the fall. Samantha notes, “She is so excited, as this was her firstchoice school!”

JORDAN MATTER is the author of the New York Times bestselling book, “Dancers Among Us.” DAMON PORTER, USC, bachelor’s degree in business, and his wife, Jenifer, are proud of their four children currently attending Crossroads. ey are all doing extremely well, and the three oldest are graduating one after another starting this year. He writes, “ank you XRDS for enriching our lives and teaching our children to be knowledgeable wellrounded human beings.” GEORGE RENAN owns and runs a restaurant in Bocas Del Toro, Panama called Taller De Sabor (Workshop of Taste) with his fiancée, Norma Ferrin. He encourages any Crossroads alumni to stop by the shop if they happen to be on Isla Colon on the Caribbean side of Panama. He offers this incentive: “I’ll give you a free gourmet empanada.” BRIAN ROLEY, Wesleyan University, bachelor’s degree in philosophy; Cornell University, master’s degree, creative writing; UCLA Law School, doctorate in law, is currently a visiting fellow at the University of Cambridge while on research leave from


his job as associate professor at Miami University. He is also working on a new book.

Class of 1986 JOEL BREMSON, UC-Davis, doctorate in transportation technology and policy, completed his dissertation in 2012. He is currently working on transport carbon emission reduction strategies for the Nordic Council (the Intergovernmental Association of Nordic States) as a postdoctoral researcher.

Class of 1987 DYAN HASPEL-JOHNSON, Rhode Island School of Design, bachelor’s in design; Saybrook Institute, doctorate in psychology, is a psychologist and hypnotherapist in private practice in Santa Monica. She is the past president and current vice president of programs of the Southern California Society for Clinical Hypnosis. She and her husband, Mike, have a 15-year-old son, Noah. ey will celebrate their 24year wedding anniversary this summer. ANDREW LIPPMAN, USC, bachelor’s degree in history, is still proud to be the token conservative at Crossroads (and perhaps since 1987).

Class of 1988 MICHAEL ARNOLD, UCDavis, bachelor’s degree in rhetoric and communications, was recently promoted to co-manage the Los Angeles offices of Newmark Grubb Knight Frank.


CALEB GODDARD, Georgetown University, bachelor’s degree in political science; London School of Economics, master’s degree in international political economy, changed careers. He left Bloomberg TV to work as a foreign service officer for the U.S. State Department at the U.S. Embassy in Conakry, Guinea (West Africa). He will be in Guinea for two years and then transferred to a new, yet-to-be-named country for his next post. He notes: “I’m happy to answer questions for any students or alumni who have questions about being a diplomat and working for the State Department. Feel free to email me at:” STEPHEN LEEDS, UCLA, bachelor’s degree in literature and writing; Columbia University master’s degree in fine arts, and his wife, Chariya, are the lucky and proud parents of a wonderful 2-year-old daughter, Samantha. He says she is: “e greatest thing that ever happened to us. What a privilege.” HEATHER MURDOCK, UC-Santa Cruz, bachelor’s degree in biology; San Francisco State University, master’s degree in ecology and semantics, is heading to Costa Rica this summer, Belize the following summer and the Galapagos, Australia and New Zealand in the future. As a biology lecturer for San Francisco State University, she has partnered with EF College Study Tours to lead biodiversity and ecology-


themed tours abroad. She writes: “If anyone is interested in joining me (you don’t have to be a student to join the tour) contact me:”

Class of 1989

JAKE BUSEY welcomed his first baby, Autumn Rosalia Busey, on July 30, 2012. He writes: “I pass XRDS on a daily basis, and even though I haven’t showed up for soccer games, I still feel close in my heart to the school, alumni, the fellowship of XRDS and all it is. Be well, alumni gang! And I hope to see you soon! Check out My new low-fuel transpo alternative.” JULES HARTZELL, Oberlin College, bachelor’s degree in studio art; UCLA, master’s degree in architecture, is an artist who resides in the Los Angeles area with his wife and daughter. SEAN NORDQUIST, Prescott College, bachelor’s degree in environmental studies, is very involved in the emerging craft beer community and culture in Tampa Bay. He sits on the board of directors for Tampa Bay Beer Week and is a regular contributor to several print magazines as well as his own website. He has been

asked to speak at several major events and has been a sponsor for a number of festivals. SHERYL PAUL, Pitzer College, bachelor’s degree in feminine culture; Pacifica Graduate Institute, master’s degree in counseling psychology, is a counselor and writer. She lives in Colorado with her husband and two sons. JOSHUA SEYMOUR, San Diego State University, bachelor’s degree; University of Colorado-Boulder, master’s degree; University College Dublin-School of Medicine, medical degree, shared that he recently married the love of his life. MORGAN STERN, San Francisco State University, bachelor’s degree in music, loves music and culture and has been studying music around the world since leaving Crossroads. His curiosity and passion for musicology has taken him to Africa, Cuba, Turkey, Brazil, Argentina, Russia, Greece and Mexico. He writes, “I work with finance and technology during the day and play and study music whenever I can.”

Class of 1990 CRAIG KYLE and his wife, the love of his life, have two beautiful children. He has written tons of comic books, produced cartoons, directto-DVDs and now makes live-action movies about super heroes. He shares: “I’m living the dream. :)”



Class Notes Class of 1991 RACHEL BRAUDE, Skidmore College, bachelor’s degree in elementary education; USC, master’s degree in social work, is a psychiatric social worker living in the Los Angeles area. She writes that her son, “Milo Henry Groseclose is fantastic and we are all doing well. I am in the process of getting a second master’s in educational administration from CSUN.” JENNA ARNOLD LINNEKENS, San Diego State University, bachelor’s degree in communications, is currently the vice chair of the Recreation & Parks Commission for the city of Santa Monica. KHAIM MORTON, California State University-Los Angeles, bachelor’s degree in political science, recently changed jobs. He left the office of State Sen. Alex Padilla to join the office of Assemblyman Reggie Bryon JonesSawyer. He started in the new office on the first of January 2013.

Class of 1992 REBECCA BLOOM KURTZ, Brown University, bachelor’s degree in American history; Ritz Escoffier, culinary degree, and her husband, David, welcomed a new addition to their family. eodore Abbot Kurtz was born Oct. 29, 2012 weighing in at 7 pounds 11 ounces and was 20 inches long. She writes, “Mom, Dad and big brother Caleb Asa love the little guy!”

Class of 1993

March 19, 2013. Sara lost her son Myles to Polycystic Kidney Disease. All proceeds of the record benefit the PKD Foundation. Please see her website or iTunes for details.

and on numerous occasions he has been honored as a National Achievement Award winner, which is recognition as one of the top brokers within Marcus & Millichap and the industry.

Class of 1995 GAIL ANDERSON, UCDavis, bachelor’s degree in English; Loyola Marymount University, master’s of fine arts degree in film and television production, graduated in May. She writes: “After three years of grad school, I am excited to shake off the label of student and embrace the life of a filmmaker. I’m excited to continue on my path of documentary filmmaking.” HOLLY BROWN HAYES, University of Arizona, bachelor’s degree in entrepreneurship; University of North Carolina, MBA, got married in Charlotte, N.C., on Sept. 15, 2012. TREY DOHENY, Loyola Marymount University, produced a short film that just made the film circuit rounds and a documentary that will be submitted to Cannes in 2013.

SARA MANN, Emerson College, bachelor’s degree in communications and theatre, released a new children’s record, “Lullabies,” on

TRAVON DUGAR MUHAMMAD, UC-Davis, bachelor’s degree in psychology, coaches eighth grade boys basketball at Crossroads. He started a nonprofit organization, “Sole Brothers,” that provides lightly worn shoes to the less fortunate. He and his wife, Vicky, just recently had a baby girl. SIMONE SCHNEIDER, UCLA, bachelor’s degree in art history, lives in West LA with her husband, Ryan Barton-Grimley, and her two daughters, Parker, almost 5 years old, and Sasha, 2½ years old.

Class of 1994 MARC PERLOF, UC-Santa Barbara, joined Keller Williams Commercial in 2010. Prior to Keller Williams, he was a retail investment associate with Marcus & Millichap since 2005. During his career with Marcus & Millichap, Marc earned a number of awards and distinctions. From 2008-10, Marcus & Millichap recognized him for outstanding sales performance

JOSH CHESLER, USC, bachelor’s degree in film production, writes, “My original feature film script ‘Anyone’s Ghost’ is going into production in May. I am writer and executive producer!”

EILIS O’HERLIHY, UC-Santa Cruz, bachelor’s degree in community studies; University of Montana, master’s degree in social work, licensed clinical social worker, writes, “I got married, moved to Vermont, had a baby and am now the executive director of the Vermont chapter of the National Association of Social Workers.” JOHN SKINNER, USC, bachelor’s degree, American studies, minor in business administration, coaches the high school girls’ basketball team at St. Monica High School. e team just won the CIF Division 4A championship for the first time in the school’s history. He writes, “I got engaged in December and will be getting married in July.”


Class of 1996 ORIN MOORE, Middlebury College, bachelor’s degree in psychology writes: “Living local, writing comedy, playing sports. Would love to reconnect.” AMANDA SLOANE MURRAY has worked in the film industry for 15 years as a script analyst and consultant. She shares a home in LA with her husband, Scott, a producer. She notes: “We have a daughter, two dogs, three fruit trees and a really dirty kitchen floor.” MARGO STERN, Reed College, bachelor’s degree in Russian, works at Google. She writes: “When I’m not working, I’m playing piano (yes, still), biking or enjoying/enduring my new hobby: wedding planning. My fiancé and I are getting married this August at the San Francisco Zoo. Exciting times!”

Class of 1997 MAGGIE BAVA MILLER, Kenyon College, bachelor’s degree in English, writes: “Maggie, Jeremy and big sister Emily welcomed Josie Rae Miller into their family in November. All are doing well.” ALEXIS EARKMAN, University of Chicago, bachelor’s degree in psychology; University of WisconsinMadison, master’s degree in social work, moved to Tokyo in September of 2011.


HENRY JACOBSON, Hampshire College, bachelor’s degree, launched Mind Hive Films with producing partner Emma Tammi in November 2012. ey are currently developing TV and film projects. He is publishing his first book of photographs, “Postcards Home,” with Daylight Books. It will be released in September 2013.


He writes, “I’ve maintained a positive and creative attitude and lifestyle—still broke and loving it.”

Class of 1999 SYDNEE BERNSTEIN RIMES, Stanford, and her husband, Josh, welcomed their daughter Sophie into the world on Nov. 16, 2012. ey are currently living in Los Angeles, where Sydnee works as a television executive at ABC Studios.

Class of 2000

CASSANDRA MARINO writes: “After living in NYC and Boston for years, my hubby and I returned to Santa Monica to raise our children. We recently had two girls and are hoping for more! Life is good : ).” RACHEL SPEISER SCWHARTZ, UC-Berkeley, bachelor’s degree in architecture and visual communication, is vice president of television development for a production company. Rachel lives in the Los Angeles area with her husband and stepson.

Class of 1998 CLAIRE CARRE, UCLA, is director of EVAN FRANCIS, USC, bachelor’s degree in music, has traveled around the world playing music. He moved to NYC recently after nine years in San Francisco.

JULIE RUBENSTEIN, Mills College, bachelor’s degree in psychology, and her husband welcomed their first child in October 2012. ANDREW STRAUSS, UCSan Diego, computer science, married Yang Fei in 2012. He worked in China from 2005-12 and now lives with his wife in Boulder, Colo.

Class of 2001 JONATHAN DELEON lives with his girlfriend, Amy, and their dog, Apollo. He tends bar at the new local music venue, Isis Music Hall and Restaurant. He writes, “I play drums as much as possible, and I am looking into going back to school.” SHANA KLEIN, Washington University in St. Louis, bachelor’s degree in art history, is the Wyeth predoctoral fellow at the Smithsonian American Art Museum in Washington, D.C.

ANTHONY KOHRS, UCLA, bachelor’s degree, economics and history; Pepperdine University, MBA and JD, is an active tea party member. ALEXANDER LOCASALE, USC, bachelor’s degree, married Megan Harvey on July 7, 2012.

Class of 2002 JENNIFER CHO is currently fourth chair first violin in the San Francisco Opera Orchestra. She is married to double bassist Mark Wallace and recently welcomed a beautiful baby boy named Joseph Wallace. NOAH KAPLAN will be entering the PhD program in music composition at New England Conservatory of Music, Princeton University in the fall of 2013. He currently lives in Brooklyn, where he works as a composer and saxophonist, performing throughout NYC with various ensembles including Dollshot, an art rock band he co-leads with his wife, singer Rosalie Kaplan. In 2010, they founded the label Underwolf Records, which continues to release exciting new slipstream music. e Noah Kaplan Quartet’s second album, “Cluster Swerve,” will be released later this year on Swiss avant-garde jazz label HatHut Records. CAITLIN MALLEY, UCLA, psychology; e Chicago School of Professional Psychology, master’s degree, marriage and family therapy, is a marriage and family therapist.



Class Notes HEATHER SLOANE RUIZ, Chapman University; University of Phoenix, bachelor’s degree in human resources, bought a home with her husband, Joe, and welcomed a beautiful baby girl Kathryn (Katie) in November 2012.

Class of 2003 COREY HADDEN, Claremont McKenna, bachelor’s degree in psychology/philosophy; Art Institute of California-Inland Empire, bachelor’s degree in interactive media and web design, along with his wife, Liz, welcomed their first child in 2012. eir son, Dominic Michael Hadden, was born on Oct. 7 at 12:34 p.m. weighing 8 pounds 14 ounces. He writes, “He is a very happy, healthy baby who loves to smile and laugh.” JOSHUA HASKELL, University of Michigan, bachelor’s degree in screen arts and cultures; Columbia University, master’s degree in broadcast journalism, is a journalist for ABC News in New York. He worked on the political desk covering the 2012 presidential election. JONATHAN TENAN, Yale, bachelor’s degree in American studies, married Colleen Purcell (now Colleen Tenan) last May. ey met in undergrad and now live together in Brooklyn. BRITTANY WEINSTEIN, USC, bachelor’s degree in philosophy, is a producer in the Los Angeles area.

Class of 2005 NICOLE HASKINS just finished her first season with the Washington Ballet after seven seasons with the Sacramento Ballet. She started off getting to dance Lucy in their production of Dracula at the Kennedy Center. On top of that, she has been choreographing across the country since graduating and has received the New York Choreographic Institute’s Fellowship Grant, as well as participated in their Choreographic Institute.

Class of 2006 JOHN CRESTANI, California State University-Northridge, bachelor’s degree in marketing, writes: “Started my own company, hired my first two employees, living and working out of Santa Monica, and generally just trying to be a gangster.”

Class of 2007 JOSEPH CURTIS, UCSanta Cruz, lives in Cherry Cove on Catalina Island. He is currently working at the Catalina Island Marine Institute, where he helps run outdoor education programs that introduce students to marine science and help to inspire an enduring love of the oceans. He is currently applying to graduate programs in Florida and California, hoping to study ecological questions relevant to marine conservation, such as fisheries management strategies and the effective-

ness of marine protected areas. In November, he took a trip throughout Southeast Asia, traveling through Indonesia, Malaysia and ailand. He saw komodo dragons, dove with manta rays in some of the most biodiverse coral reefs in the world, explored Balinese culture through dance and food, watched sunrises from volcano summits, toured tropical fruit farms, rode elephants, and so much more. He writes, “It was a wonderful experience.” ALYSSA PEREZ, University of Michigan, bachelor’s degree in Spanish literature, is program associate for One Economy Corp.

Class of 2008 HENRY KOBER, is currently attending Carnegie Mellon University. He left college for a two-year hiatus. He acted in the movie, “e Ghost Experiment 3D,” (unreleased), started the band “Agni,” played as drummer and he recently returned to Carnegie Mellon University to finish his engineering degree.

Class of 2009 JONATHAN GOLDSTEIN is currently a senior at UCBerkeley. He is a member of the Cal Band and is working on a senior history thesis.

Class of 2012 WILLIAM GANSA is a Princeton Bridge Year Scholarship recipient. He is currently in the midst of a nine-month stint in Varanasi, India. He writes, “As a member of the Bridge Year Program I live with an Indian family, learn Hindi and work at a local NGO— all for free!” To read his blog about the experience, go to

In Memoriam e Crossroads Alumni Association pays tribute to two classmates we lost last fall. We share our heartfelt condolences with their friends, family and community and will hold their memories with us always. AUSTIN PERALTA ’09 Oct. 25, 1990 - Nov. 21, 2012 BILLY RIVAS ’99 Jan. 28, 1980 - Nov. 16, 2012 Oh heart, if one should say to you that the soul perishes like the body, answer that the flower withers, but the seed remains. ~K A H L I L G I B R A N




Class of 2002: 10-Year Reunion







7 #1: Jessica Vaysman, Miles Tanter, Jordan Rush and Tiare Gomes


#6: Olivia Lund Hoffman and Waylon Hoffman

#2: Jon Schmidt and Sam Friedman

#7: Miles Tanter, Hyacinth Young and Jessica Vaysman

#3: AJ Diggs and Alex Turner

#8: Katherine Fairfax Wright

#4: Bob Riddle and Mallory Kass

#9: Kate Berg, Luke Silver-Greenberg and Mir Harris

#5: Nora Kletter and Billy Robertson




Class of 1993: 20-Year Reunion





10 #1: Matthew Ehrmann, Ryan BartonGrimley, Simone Schneider BartonGrimley, Jerey Braer, Gail Anderson, Erin Ehrmann and Rebecca Braer #2: Marx Njoroge, Ali Jeevanjee and Poonam Sharma #3: Elena De Coste Grieco, Scott Weintraub, Jennifer Clark Caloyeras, Davida Wills Hurwin and Basil Caloyeras









#4: Trey Doheny, Craig Juda and Katrina Juda

#9: Adam Slutske, Chuck Ice and Craig Juda

#5: Carl Hirsch, Kim Hirsch, Mark Cattalini and Kelly Anneman Cattalini

#10: Dalynn May, Melanie Hersch, Meredith Kaplan and Naomi Maslon

#6: Andrea Slutske, Itai Danovitch and Adam Slutske

#11: Katie Taylor, Joanie Woehler, Matthew Macias and Genevieve Macias

#7: Seth Lawrence, Katie Taylor and Neal Tobisman

#12: Rolan Feld and Kevin Cavalli

#8: Megan Jacobs Araujo, Alec Puro and Dalynn May

#13: Melanie Hersch, Charna Cassell and Hyacinth Young




Class of 1983: 30-Year Reunion




4 #1: Gary Spivack, Bob Riddle, Paul Cummins and Ken Ehrlich #2: Ken Ehrlich, Gary Spivack, Paul Cummins, Al Dobrenchuk and Scott Jackson #3: Scott Jackson, Ken Ehrlich and Gary Spivack #4: Anna DeRoy, Davida Wills Hurwin, Paul Cummins and Fran Bill Perretti



Alumni On Campus Over the past year, we welcomed back another great group of alumni to campus. Whether it’s to speak to a class, visit with faculty, attend an event or just for a stroll down the Alley and memory lane, everyone enjoys having alumni back on campus.

2 3


#1: Andrew Campbell Bird ’05 dropped by the Administration Building to say hello. #2: Lucia Choi Dalton ’85 and Mary Ann Cummins shared some fond memories. #3: Itai Danovitch ’93 educated parents on the subject of substance abuse. #4: Trevor Dietz ’12 returned from USC to talk about his Game Design and Management program experience with Paul Way’s Computer Science class.




#5: Jessie Ennis ’09 took a break from filming to strike a pose near her former locker. #6: Griffin Hamill ’02 made his way to the Upper School Administration Building to catch up with Cheryl Junod. #7: Joan Kwuon ’86 taught a violin Master Class in Roth Hall.




#8: Micah Levin ’05 made a return visit to Billy Robertson’s class. #9: Michael Lewis ’85 made his way back to campus while in town on business. #10: Michael Lucid ‘96 and Amber Willat ’00 returned to campus to discuss the documentary “Dirty Girls” with students in the new Feminist Club.




#11: Marilyn Moore’s ’76 recent trip to Los Angeles included a trip down memory lane at Crossroads. #12: Hiro Murai ’02 shared some of his recent work with Billy Robertson’s Video Production class. #13: Eric Newhouse ’88 came by for a tour of the campus while he was in town on vacation.




#14: Maxcina Njoroge ’91 recently moved back to Los Angeles and made Crossroads one of her first stops. #15: Keri Wootton ’90 stopped by for a quick visit on the way to the airport and back home to Texas. #16: For the second year, alumni came back to campus to take part in the Middle School Science Fair as judges. (Pictured: Leshar McGhee ’94, Morgan Bailey, Joe Rosenblum ’92, Wade Crow ’94 and Jesse Bendetson ’08. Not Pictured: Trevor Bezdek ’95, Bobby Fardin ’92) #17: Jesse Nolan ’01, pictured with two of his Caught a Ghost band mates, Brandon Smith and Stephen Edelstein, played a few tracks off their new album “Nightworks” during Upper School lunch. #18: Max Levinson ’89 returned to Roth Hall to teach a Master Class.







Our students are truly fortunate to study with this master, who takes them beyond their young years, deeply into the world of music-making.

ALEXANDER TREGER by Mary Ann Cummins Classical music is alive and thriving at Crossroads. If you have not yet had the good fortune to wander into Roth Hall on a Tuesday or Friday afternoon to hear what’s happening, do give it a try. You will see a small, very focused and energetic group of young musicians trying their best to meet the musical expectations of their beloved conductor, Alexander Treger. is is not an easy challenge. For with this conductor, they are learning to understand and shape music through the knowledge and ears of a man who has inherited a great Russian tradition. Alex and his bride, Mila, came to Los Angeles in 1973, from his native Moscow. In the Russia of Alex’s youth, Jews were discriminated against and denied practicing their religious beliefs. Alex and Mila were among the 250,000 Jews to emigrate from Russia during the ’70s. In 1974, he joined the Los Angeles Philharmonic as a member of the violin section, and in 1984 he attained the coveted position of concertmaster. Alex was also, for 20 years, adjunct professor of violin at UCLA. Presently, in addition to his work here at Crossroads, he is conductor of the American Youth Orchestra, which performs at UCLA’s Royce Hall. In the world of violin playing there are a handful of legendary names, and, among these is the name of David Oistrakh. Alex was his student for seven years in the Moscow Conservatory. Alex is passing this great tradition of string mastery on to his private students and to all the string players in our Chamber Orchestra. His Crossroads students are also receiving a glimpse into what life was like in Stalinist Russia. Alex was privileged to work under Shostakovich and to hear his stories of persecution under Stalin. When the students play a particular string quartet of Shostakovich, there is a section where the string players hit their bows on the violin itself, making a wooden knock-like effect. Alex learned directly from the composer exactly what that meant. It represented the threat of the KGB knocking at his door to take him off to prison in the Gulag. With that firsthand knowledge, the students cannot play this piece without a bone-chilling experience. Our students are truly fortunate to study with this master, who takes them beyond their young years, deeply into the world of music-making. And he does it all with love, humor and passion. Alex Treger is a Crossroads treasure.



Angela and I have had a longstanding laugh because in Auxiliary Services, every day is summer!

ANGELA SMITH by Laura Presburger Angela Smith was hired to start a “little camp program” for Crossroads Elementary School students to complement the small summer program that was offered for Middle and Upper School students. In a style known to many at Crossroads back then, not much consideration had been made for where Angela would work, who would help her and how she would get parents to enroll their children in time. That first summer there were less than 40 students. Today the summer programs have over 900 students. Angela has worked creatively for 20 years to design and develop market, promote, staff and execute the summer programs to current families and to the greater community. Since the start-up years, Angela has been a productive recruiter in staffing summer programs. In fact, I was one of her first hires! When Wanda Orenstein, Crossroads’ former controller, asked Angela if she knew of anyone to do the bookkeeping and payroll for the camp, she thought of me. Angela had no idea that I wasn’t working at the time, and she asked me to join her in this new adventure. And what an adventure is has been working side by side for 20 years. By my accounts, Angela has interviewed at least 1,500 people, made more than 2,000 reference checks and completed at least 1,000 Personnel Action Forms! In her 20 years of managing the summer program, I think she has placed more employees in jobs than anyone else at Crossroads. This is a tremendous feat considering that Angela has to start talking about summer in the fall when no one else around campus can begin to care or think about next summer. Angela does a wonderful job hiring quality educators and gives them the opportunity to create a successful experience for students. She is open to new classes and supportive of her team. As a longstanding member of the Safety Committee, Angela has developed a keen ability to evaluate risks and provide proper training to staff to ensure a safe campus. Manny Zermeno says that Angela’s occasional intensity is channeled into making sure that the summer staff and students have a fantastic and safe Crossroads experience. Everyone who knows Angela also knows what a caring mother she is to her daughter, Ginny Smith, Crossroads alumna class of 2008, and son, Casey Smith, now in 10th grade at Crossroads. Angela’s caring nature extends to her Crossroads family, as well. “It has been a pleasure knowing her for as many years as I have!” says Chrissy Schanes-Gallagher. Petra Reynolds adds: “Angela is such a supportive and compassionate person. Not only is she a wonderful person to work for, but she’s a wonderful person to work with. She has always made me feel like an important and valued part of the summer program.” As kids, many of us wished that summer could be longer. Angela and I have had a longstanding laugh because in Auxiliary Services, every day is summer!




“I can do that!”


“I can do that!” ought to be the motto of Laura Tell Presburger’s 20 years at Crossroads. Her start as a part-time payroll clerk was almost immediately followed by her recruitment to help Angela Smith develop Crossroads’ first summer camps and classes in the limited facilities found on Fourth Street. Her natural inclination toward marketing and promotion, as well as her strength analyzing market trends and customer needs served her well; she and Angela traveled across Southern California to promote Crossroads at every available summer camp conference and built us a program that grew by leaps and bounds. Long-time summer faculty members attest to Laura’s impact on “Summer at Crossroads” over the years. Ronnie Anderson says: “I look forward to working with Laura every summer in musical theater. She is the best collaborator, always encouraging and supportive of my work. I look forward to working with her for the next 20 years!” Evan Avery adds: “Laura was ‘instrumental’ in getting our Summer Jazz Workshop going, which is now in its 13th year with an average of 45 students per summer from all over Southern California. Early on she even traveled to Toronto to promote the program at the International Association for Jazz Education. In our first summer, we had 16 students, and the very next year it grew to 65.” In those early years, Laura’s can-do attitude and willingness to make a party out of any situation shone through. Food service regulations being in their infancy, Laura’s daily homemade popsicles—of fresh fruit juice, never KoolAid!—were a welcome treat for all the summer kids. Unfortunately, without a freezer on campus, demand quickly outstripped supply as registration ballooned from 30 to over 100. I don’t think she yet imagined overseeing all food service on both future Crossroads campuses, but she certainly had a trial by fire—or freezer—as she learned about food prep and management each summer. Eventually they made the transition to the easier-to-manage purchase of Otter Pops, which will be long remembered by participants.

But take over food service she eventually did. Indeed, she took on the role of director of Auxiliary Services, overseeing summer programs, food service, campus rentals—and any other revenue-generating activities she and Roger Weaver could think of—as a result of saying “I want to do that job!” After performing well in an acting capacity, and while still handling payroll as a search was conducted, she was selected for the position. Following Jerry Martin as head of Revenue Enhancement—as Auxiliary Services was originally named —she was able to off-load payroll and concentrate on building the side businesses of Crossroads while keeping her finger on the pulse of what services and extras parents and students most wanted. Lunch at Crossroads, which has always been challenged by limited facilities, has seen recent improvements from Campus Kitchen and the addition of offerings from Bergamot Café as a result of her work. Roger Weaver credits her with “staggering stamina” on this front, saying, “I don’t think there is anyone on the planet who has spent as much time being patient and gracious about the endless and mind-numbing opinions of adolescents on the subject of food service, as has Laura Tell Presburger.” Laura’s ability to operate in the business, marketing and customer service spheres are appreciated by both the Business Office and outside clients. Her flexibility and willingness to re-analyze the businesses she runs for the School have served her well as Crossroads has grown and reimagined its priorities around auxiliary programs over the years. Recently, she added spirit wear and the scrip (gift card) program to her portfolio and has overseen the introduction of the X card, reorganizing her staff to handle these new ventures. is 20-year employee is also admired as a supervisor. ose who work with her repeatedly say that they appreciate her willingness to roll up her sleeves to get the job done, and her ability to convey less-than-good news in an upbeat way. Always up for a challenge, and ready to help her employees take on new ones, Laura is described as the boss that many staff members would love to have!



MARISA ALIMENTO by Michelle Merson and Morgan Schwartz

Vibrant and engaged, Marisa emboldens everyone to play fair, think hard and laugh a lot.

Everyone can recall having that special teacher, the one who simultaneously embodies the subject and owns the classroom. at’s the case with Marisa Alimento, aka Magistra, who is actually in her 22nd year at Crossroads, including two years as a substitute teacher during successive maternity leaves, before becoming a permanent fixture in our community. Marisa herself had a couple of special teachers who inspired her love of classics and the teaching profession. Some of Marisa’s tricks, like her “popples” or inventive songs and games, were inspired by a teacher named “Cook,” who preferred that name to the more traditional Mr. Cook. He taught multiple subjects just as Marisa has during her tenure. Marisa has taught Latin (in both divisions) and math, along with gardening and other options classes. She has championed our participation in the Junior Classic League Latin Convention and helped the School earn a position of leadership in the annual event. e notion of legacy is obviously important to Marisa who follows in the footsteps of her high school Latin teacher Lura Wallace, by assuming the presidency of the California Classics Association and keeping the Crossroads Classics department visible and competitive at the state and national level. Marisa’s expertise and passion for Latin are renowned; yet, it is her connections with students and faculty that make the purported dead language of Latin come alive on this campus. Students comment that, “she’s very in,” since she makes learning Latin personally relevant to students with innumerable references to everyday life and popular culture. Never afraid to play, Marisa fills her classes with games for memorizing vocabulary, completing translations and reviewing homework. ere’s the beloved rule Floating D, in which the last student found to be misbehaving during the period earns the Floating Detention and must return to class during snack or lunch and help Marisa tidy up the room. Students know the rules, games and expectations and relish it all. As one student puts it: “Latin class is like its own city. We all have our own responsibilities and currency.” Marisa’s affinity for her students extends beyond the classroom, whether in the weekly certamen competitions at lunch, Latin banquets, or the quiet chats on buses to and from the Getty, Latin conventions, or local Latin conferences (SCRAM), where her students feel heard and respected. ese relationships extend beyond the duration of any course; Marisa’s calendar routinely includes meetings with current students, class reunions and alumni weddings. For her peers, Marisa is a trusted senior faculty member who has mastered the art of organized chaos. Her room, desk, car, calendar and heart are jammed with projects, homework, recipes and art of every kind. Described as an “Energizer Bunny,” she is constantly registering students for competitions, mentoring young faculty, and organizing fetes for faculty. Considered a second mom to many, Marisa adds to the comparison by cooking, canning and baking for all. A frequent contestant in the Los Angeles County Fair, Marisa has brought home her fair share of ribbons and accolades for her jams, candy and peanut brittle. Vibrant and engaged, Marisa emboldens everyone to play fair, think hard and laugh a lot. In the tradition of Minerva, the Roman Goddess of Wisdom, she bestows on her students the gift of wisdom and the desire to learn. Marisa, thank you for modeling what it means to live a life with purpose; we’re all better for it.



It is hard to find a person on campus more widely admired and loved than Pat.

PAT TAYLOR by Roxanne Zazzaro

Davida Wills describes Pat Taylor’s arrival at Crossroads 20 years ago as clearly as if she had just arrived yesterday. For many years Drama and Dance had been one department, and as both disciplines grew it was now time for each to develop its own identity. Davida had been looking all over LA for a jazz choreographer—interviewing and going to classes—but to no avail. Pat’s brother was employed at Crossroads and casually mentioned one day, “My sister dances.” Pat came to campus, taught one class and was immediately hired. According to Davida: “She was perfect.” Pat choreographed, danced and taught in Europe after completing her dance studies at UCLA and trained at the Alvin Ailey American Dance eater in New York. She grew up on LA’s Westside, so taking a job at Crossroads was a way to come home, which she was ready to do. She built the Crossroads Dance Company and co-founded her own professional company, the JazzAntiqua Dance and Music Ensemble, whose mission is to increase awareness of and appreciation for jazz as an American legacy through projects that educate and inspire as well as entertain. JazzAntiqua is the only dance company performing at this summer’s Playboy Jazz Festival at the Hollywood Bowl alongside some of the greatest musicians in jazz history. It is hard to find a person on campus more widely admired and loved than Pat. She works with focus, compassion and a sense of fun. No matter the setback or challenge, Pat’s response to every situation is: “I can work with that.” Descriptions of Pat seem always to include the same words: creative, original, dedicated, unflappable, kind, caring, committed, gracious, dependable. Students and colleagues trust her and respect her. She helps students become better dancers and better people through her influence. David Listenberger speaks of her uncommon commitment to lyrical dance. “You find that in colleges and in professional companies, but seldom in high schools,” he says. “e dance department would be a very different place without her lyrical and musical sensibility.” Davida says that Pat’s choreography “speaks from a woman’s perspective, from a human being’s perspective, and does so without words. Her work speaks to my heart. Her work makes me cry.” Apart from her artistic and teaching skills, Pat is extraordinarily organized and disciplined. She has served many summers as Summer School dean and recently took over the theater box office duties. Organization and creativity are often considered skills that don’t go together, but Pat proves that wrong on a daily basis. Drama chair Peggy O’Brien says that Pat “keeps the wheels oiled and the trains running on time.” Pat also lent her talent as a choreographer to Crossroads Cabaret 2010, creating dance and movement for performers ranging from Elementary School children to faculty and staff to the most accomplished of our student performers. She guided each and every one of them—no matter how large or small their part—as if their performance was the most important of the entire show. No portrayal of Pat would be complete without mention of her fantastic laugh—she loves to laugh!— and the smooth lilt to her voice that seems to warm and reassure everyone around her. She is an inspiration, both professionally and personally, and it has been Crossroads’ good fortune for the last 20 years that her brother happened to mention that his sister dances.




He is a gifted artist, with exceptional drawing skills, and the kind of teacher alumni often come back to visit.

VERNON SALYERS by Morgan Schwartz

Twenty-one years ago, while at the Otis College of Art & Design, Vernon reached out to Crossroads with an offer to teach a figure drawing class. Otis would pay the program costs as part of its student teaching program, and Crossroads would get a four- to six-week-long class in exchange. is serendipitous event in 1991 was the genesis of the figure drawing program at Crossroads School and the start of Vernon’s career as a visual arts teacher. e following few years represented steady growth in Vernon’s part-time assignments. First came a full-year figure drawing class, then he added a section of studio art, and then another section in 1994. In 1995, he taught a section of figure drawing at New Roads School and ultimately became a full-time teacher at Crossroads in 1996. As an observer, I have noticed that the visual arts department is a very cohesive group of teachers who Vernon describes as being very well coordinated. He says: “We know each other’s strengths. We share a common language about how the world is observed and described using color, form, composition and space that brings us together.” Uniformly, Vernon’s colleagues speak highly of his talent as both an artist and a teacher. He is a gifted artist, with exceptional drawing skills, and the kind of teacher alumni often come back to visit. His warmth, enthusiasm for teaching and his true affection for his students are frequently noted, as is how generous he is with his time, always willing to help students and fellow teachers. He has a particular gift for teaching figure drawing and rendering technique—difficult skills that he makes fun. Conor ompson admires these attributes, which are lost on many contemporary artists. “Vern passes these skills on to his students. As professional artists, our students clearly retain the techniques they learn from him.” For his part, Vernon says that figure drawing is at once very progressive and yet very traditional. “Figure drawing is a true representation of form and represents a higher level that challenges students to be more in tune,” he says. “A fully nude female or male, forces the subject matter to the point where the taboo is released from the thought process. Students must respond, act and respect the environment of the class. ey use non-judgmental language to describe and critique the form, which is an important step in the process.” For most of his tenure at Crossroads, Vernon never missed a day of work. He was our “Iron Man,” a fact made even more impressive given his passion for surfing. Two and a half years ago, while riding dirt bikes in the mountains, Vernon broke his neck in an accident. His drive to continue teaching helped his recovery and soon Vernon was back in the classroom doing what he loves most. During this difficult time, his colleagues rallied to maintain the continuity of his classes and to help Vernon recover. Having recently returned to working on his own art, Vernon has used this accident to develop a new style that explores this incident in his life in more depth.




Community service is KK’s middle name.

KK JACKSON by Joanie Martin Student, alumnus, P.E. associate, Elementary P.E. teacher, basketball coach, counselor, Pied Piper—that’s KK. Yes, he’s celebrating his 20 years as a teacher here, but he should be celebrating an additional 10 years, because his “career” at Crossroads really began in 1972, in second grade, when then-headmaster Paul Cummins invited him to join the School, which was called St. Augustine’s at the time. At St. A’s KK learned to think out of the box, developed a love for music, and was kept in line by his “second mom” and music teacher, Mary Ann Cummins. Middle School and High School were all about athletics for KK. As a freshman, he made the varsity basketball team and joined his brother, Donald— then a senior—on the same team. e team went to the Final Four of the CIF Division—the furthest the School had ever gone. KK was elected to the AllWestside team and the All-League first team. In 1981, he broke the School’s scoring record—a record formerly held by his brother—by scoring 43 points in a single game. Voted league defensive player and team MVP, KK’s junior year was a major success. In his senior year, the basketball team won both the league and the state championship, a grand finale for KK’s amazing high school basketball career. Nine years later, KK returned to Crossroads as a hot lunch coordinator and an assistant P.E. teacher. Before long he started teaching in the Crossroads summer camp. It took no time for KK’s charisma to be noticed. In 1994, he was appointed to be the Girls’ varsity

basketball coach, and from 1997-2001 he coached the high school junior varsity team and assisted Daryl Roper with the varsity team. e magic of KK was spreading quickly, and he was in enormous demand for birthday parties, private coaching and School events. Always the innovator, KK decided to start his own basketball camp, Runners Basketball Camp, which was incorporated in 1997 and is still going strong today. Ever mindful of the need to give back to the community, KK was intensely involved in community programs for kids. He coached teams at the Boys and Girls Club of Santa Monica, the Police Activities League in Santa Monica, and the Oakwood Recreation Center in Venice. He continues working in all those areas today, in addition to his full-time job at Crossroads. Community service is KK’s middle name. KK was offered his dream job in 2008: the Boys’ varsity basketball coach at Crossroads. His athletic career really began on the Crossroads basketball courts, initially a stretch of asphalt between two buildings on 21st Street. He had come full circle, coaching the team where he had once been a member, on the beautiful new wood floor of the Grisanti gym. ere are so many memorable KK moments. One of them is captured in a photo of KK in the Elementary School library. KK is seated on a basketball hoop, high in the air, reading a sports book. e caption reads, “Read

Anywhere!” Another happened early on in his teaching career when his son, Kayvonn, was in kindergarten. It was Parent P.E. Day, and KK was home sick with a temperature of 102. Kayvonn, who had his dad as a teacher every single day at P.E., was absolutely devastated that KK wasn’t there to participate. I asked Kayvonn if he would like to telephone his dad to see how he was feeling. We got KK on the phone, and Kayvonn started to sob. Not 10 minutes later, KK arrived at the School in his slippers—temperature and all. at commitment to his own children is reflected in the commitment to each and every child he has taught during the past 20 years. As KK himself says, “I treat the kids as if they are my own.” e kids feel that and love KK every bit as much as he loves them. KK has many hidden talents. He has been seen in his career posing with Scott Weintraub as “Hans and Franz” as they “pumped up” the Elementary School students to get ready for a “May Madness”—the Crossroads version of a field day. He has also participated in many Cabarets—not singing necessarily, but definitely doing a mean rap! And, sporting a colorful wig, he has participated on Bob’s game show teams. KK is always game in every way and he is adored by all because of it. KK’s latest title has thrilled him to no end. Father, husband, coach, leader, magical Pied Piper—all are wonderful, but now he can add “grandfather” to his many beloved roles. He is in heaven!



TOM LAICHAS by Roxanne Zazzaro

“He loves a good philosophical discussion, and he understands that life is to be celebrated.” Often described as the quintessential Crossroads teacher, it was a letter from his father and a classified advertisement in the LA Times that were the key factors in Tom Laichas’ journey to working at Crossroads for these last 30 years. After graduating from UCLA, Tom held a variety of jobs including conducting phone surveys for a nonprofit organization and campaigning for Gov. Jerry Brown, the first time around! He realized that none of these jobs—for one reason or another—were right for him and went to work with the UCLA Department of Geography teaching the geography and history of Los Angeles in elementary schools. Because of this initial teaching experience, Tom returned to school to get his elementary school teaching credentials. He soon realized, though, that he wasn’t an elementary school teacher, either. It was then that he received a letter from his father, encouraging him not to turn away from his calling and to continue to pursue a career in education. Taking the advice to heart, Tom then earned his high school social studies teaching credentials and began looking for a job in public schools. At the time, however, there were educational budget cuts and few, if any, jobs available. at’s when a classified ad in the LA Times led him to investigate a progressive private school in need of a teacher. And the rest, as they say, is history. Ask anyone who knows him and they will say some version of “Tom was born to teach.” He sets a high standard, both for his fellow teachers and for his students, and his commitment to education is apparent from the moment you enter his classroom. A true historian, Tom absolutely loves the study of human beings, of history, and of foreign policy engagement. He lives and breathes it, and students as well as colleagues are inspired by his passion. His authentic curiosity and enthusiasm for the exploration of ideas have made his classes near-legendary on campus. In addition to his legendary classes, Tom also is known as the force behind Forum Days, which are akin to day-long teach-ins that focus on a single topic such as human rights, environmental awareness, social justice, and historical events of far-reaching significance such as the 50th Anniversary of WWII. Forum Days attract nationally and internationally renowned speakers and activists and include panel discussions and workshops featuring local politicians and advocates. Each is an incredible feat of education and organization, and in true Crossroads fashion each one also incorporates music and a sense of theatre. Tom’s tremendous teaching skills are augmented by a natural diplomacy, keen observation and attentive listening. As Tom Nolan says, “He loves a good philosophical discussion, and he understands that life is to be celebrated.” Tom also has encyclopedic taste in music. He loves to investigate world cultures and knows more about world music than most world musicians. Tom’s breadth of knowledge, depth of experience, commitment to the exploration of ideas, creativity and his true calling as a teacher have contributed immeasurably to the fabric of Crossroads for three decades. Simply put, he is one of the great teachers. Tom Nolan speaks for many in the Crossroads community when he says: “Tom is an inspiration. I am proud to be his colleague and his friend.”




IN THE UPPER SCHOOL THE CUP COMES HOME On Jan. 11, 2013, Crossroads and Brentwood renewed their rivalry in the much anticipated Extravaganza! In this annual event, each JV victory is worth one point, while each varsity victory is worth two points. e points are accumulated after each game, and the school with the most overall points wins the Extravaganza. Here’s a recap of this year’s contest with the running point tally: e Boys’ JV Basketball team tipped first in the gym. After an incredible 32 minutes of basketball and a staggering comeback from the Eagles, regulation ended with a 51-51 tie. Toward the end of a grueling overtime, the score tied once again at 62. Brentwood had possession with less than 10 seconds left and took a shot. e Runners collected the rebound and threw a quick outlet pass to sophomore Mackenzie Cregan, who ran the length of the court for a lay-up, which seemed to hang on the rim for seconds before it dropped in for the win! Crossroads 1, Brentwood 0 Meanwhile, Boys’ JV Soccer played. An early goal from sophomore Kenny Kim made for a comfortable first half. After Brentwood countered with a goal, however, we needed one more. And we got it from the hot foot of sophomore Blake Brandon. e boys posted a 2-1 win. Crossroads 2, Brentwood 0

en Girls’ Varsity Soccer took to the pitch. An early goal out of the Runners set up an early 1-0 lead that lasted until deep into the second half. e girls got a little unlucky on a few good looks in the second half, and Brentwood charged ahead for a comeback and an eventual 4-1 win.


Crossroads 2, Brentwood 2 e Girls’ Varsity Basketball team tipped a little behind schedule because of the overtime JV game, but they forced the Eagles to call a timeout after they scored the first six points. e girls established a nice lead by halftime, but the score tightened in the second half. Feisty defensive play out of senior Summer Kennedy, powerful offensive displays out of senior DaMonique Ballou, and crafty all-around play from sophomore Kayla Mitchell led to a stellar 51-50 win. Crossroads 4, Brentwood 2 Boys’ Varsity Basketball followed the fantastic stand from the girls. Despite hard play out of all of the boys on the squad, the Eagles had too much for them to handle, and they walked off the court with the victory. Crossroads 4, Brentwood 4 So it came down to the Boys’ Varsity Soccer team. A first half goal by junior Nick Santhiago set a positive tone for the game. Stifling defense in the second half and another goal by senior David Farber sealed a 2-0 victory. Crossroads 6, Brentwood 4

Girls Basketball Team




Nowadays, anyone with a cell phone and Internet connection can record and upload a video for public consumption. And although videos with people dancing or hurting themselves are most popular, educational videos are beginning to gain in popularity. Arguably, the most famous Internet educator is Salman Khan, founder of Khan Academy. His video collection started with a need to tutor his cousins from afar and has grown into a large non-profit organization with significant funding from Google and the Bill & Melinda Gates Foundation. Khan’s videos are low-tech, and his instruction is smooth and easy-to-understand, making him popular amongst a large group of learners. Following Khan’s lead, many educators are employing a second to market strategy, trying their hand at creating instructional videos. Some videos, such as those posted by Yay Math, boast being filmed in a live classroom with real student interaction. Others like PatrickJMT utilize the “talking hand” technique, offering narration while a disembodied hand writes on a clean white piece of paper with a Sharpie. Student videos, made by students down the street at Lincoln Middle School, showing “kids teaching kids” can be found on My involvement with the creation of instructional videos began three years ago when I attended a summer workshop led by Pepperdine University Professor, Eric Hamilton, PhD. After participating, I joined Professor Hamilton to assist him with his National Science Foundation funded research studying teacher and student creativity through the production of digital media. Simply put, he is teaching teachers and students how to create YouTube-style instructional math and science videos and studying what happens. My role in his research has been to help lead the workshops held in Los Angeles County and Sydney, Australia.

In addition to leading the sessions, I have also been able to hone my own video skills, creating over 50 videos now available on my YouTube Channel: kcmathhelp. rough these videos, I have been able to present material more precisely and support my students in ways that I could not in the past. Creating videos gives me the opportunity to produce an artifact that represents my best execution of a lesson—neatly packaged and ready for use at any time. I use video in the classroom similar to a PowerPoint presentation, offering live narration, pausing and rewinding when needed. is frees me up to focus on the needs of the students rather than the perfect execution of the lesson. I then post the videos on the homework calendar, directly below a specific homework assignment for students to access and review at their own leisure. e familiarity with the video allows students to efficiently target only the sections of the lesson that they found most perplexing. And, for absent students, this recording of my lesson is a much better alternative to teaching the students in the hallway between class periods. e use of instructional videos is not limited to the delivery of content between teacher and students. It can also be used as a way to inform teachers about how students learn. rough my group at Pepperdine, we engage in lesson study critiques of our videos with peer teachers and students. is is the most valuable part of the process. e dialog that each video sparks between students and teachers does not yet have a place in a traditional classroom. rough these discussions, I am not only able to better my own videos, but I am also able to see what techniques students find beneficial to their learning. I am also able to engage in discussions with peer teachers about the precision involved in mathematics instruction.




Students Participate in Making GeoGebra Instructional Videos e next stage is to involve the students at Crossroads. We have already begun creating the raw footage for instructional videos that will eventually be posted on the GeoGebra Institute of California website. GeoGebra is a free and powerful mathematical visualization software program ideal for high school mathematical courses. It is very popular in Europe, where it was developed, but has yet to gain popularity in California. It is ideal for open-ended challenge problems, where students work independently or in groups. For example, I recently asked my Geometry students to find a method for dividing a segment into three equal pieces without using a ruler. ey needed to apply the concepts that they just learned in our chapter on similarity to this complex problem. And although I had a solution in mind, another student creatively solved it with a method that never occurred to me. e intention of these videos is to inspire and aid other teachers to use GeoGebra in the classroom. For most teachers of mathematics, this type of instruction can feel messy and can be hard to execute. Since our courses are content-driven, we are always racing against the clock. And although we value problems that require critical thinking, creativity and the application of concepts, it is hard to justify the amount of time needed—especially since the problems are openended, and it is not guaranteed that students will arrive at a solution. is is where the videos come into the picture. e general format of the video is to introduce a problem like the one I described above, show the students struggling with it, and then show the solution or solutions. To facilitate this, I hand my computer to a student, and as the student tackles the problem, I record the screen and the audio. By incorporating this footage in the instructional videos, teachers can see what learning looks like. is will boost their confidence that the students are indeed learning, even when they are not able to immediately offer an answer.

The Future As we all have experienced, we only truly learn something when we have to teach it to others. My ultimate goal is to get my students to produce the videos themselves and learn how to thoughtfully and respectfully give each other constructive feedback. As the quality of the videos increases, other students can organize them into lessons, then units, and eventually a virtual, dynamic, interactive textbook where future students build on the strengths of the past. is project would not only help students deepen their own mathematical understanding, but it also will provide a sense of responsibility, to leave a legacy and educate future Crossroads students.

Above: Conductor Henry Shin with student musicians Below: Composer and conductor Alex Wurman

Family Concert On Sunday, Feb. 10, the Crossroads Community Room was the venue for the world premiere of “e Morning of Frost,” an original orchestral composition written and conducted by Crossroads parent Alex Wurman. Presented by the Elizabeth Mandell Music Institute (EMMI), the Crossroads Orchestra, joined by alumni harpist Liesl Erman ’77, opened the program with a delightful rendition of Haydn’s “Toy Symphony” followed by the inspiring debut of “e Morning of Frost,” a collection of Robert Frost poems set to music and woven into the story of a young boy’s adventure in the woods. Included is Frost’s “e Road Not Taken,” which inspired the name of Crossroads School. Wonderfully narrated by another Crossroads parent, Dave Brisbin, the piece also featured guest vocalists Christy Schnabel ’85, Vida Simon and Lucas Wurman. is extraordinary piece is undoubtedly destined to become an orchestral standard for young audiences everywhere.




CROSSROADS SENIOR RETURNS EAGLE SCOUT BADGE IN PROTEST Crossroads senior Max Ulin has returned his hard-earned Eagle Scout badge to the Boy Scouts of America in protest over the organization’s policy of not accepting openly gay leaders and members. In his letter to the National Council of the Boy Scouts of America, Max wrote: “Martin Luther King Jr. once said, ‘Our lives begin to end the day we become silent about things that matter.’ As a Scout who cares deeply about the future of the B.S.A., I cannot in good faith remain silent about the discrimination and exclusionary policies that throw into question the entire mission of scouting.” He continued: “In an age when all reasonable people agree that discrimination, whether at drinking fountains or churches or country clubs, is fundamentally wrong, the B.S.A.’s ban on gay members appears increasingly behind the times. When a growing majority of Americans believe in gay marriage, when gays and lesbians serve openly in our armed forces, and when both of last year’s major U.S. presidential candidates support lifting the B.S.A.’s ban, the Boy Scouts’ continued discrimination against gay members makes me question the true mission of the organization I have come to love. Does scouting seek to teach our future leaders the values of love, compassion and equality before God, or does it seek to disprove Dr. King’s unquestionable

truth, that ‘the arc of the moral universe is long, but it bends towards justice?’” While Max has returned his badge, he continues to be a member of his troop, which does not support the national ban on gay members in scouting. “It is against the greater organization that I take my stand,” explains Max, “and since the rank of Eagle Scout, unlike all other Scout ranks, is approved and officially issued by the national organization, I decided to send that badge back.” Max says that he looks forward to the day when he can ask the Boys Scouts of America to return his awards. “I know that I stand on the right side of history, and that someday I will see my Eagle badge and medal again,” he wrote. “e only question is when.” at day may come sooner than later. In late May, the Boy Scouts of America approved a proposal that would no longer deny membership to youths on the basis of sexual orientation alone, but would maintain its ban on openly gay adult leaders. “I believe that this is a very good step forward,” Max says. “However, it’s not far enough. I’m not satisfied yet. If they were to send back the badge, I would not accept it.”




Crossroads Junior Creates Nonprofit to Connect Students Globally Crossroads Junior Sam Reiss gave a TEDx talk recently on the work he is doing through the organization he founded: X-Change e World. X-Change e World is dedicated to enhancing the cultural and global spectrum of youth in the Western and developing world, improving the level of conversational English for its participants in the developing world, and building cultural bridges that lead to greater global curiosity and compassion. X-Change e World pairs students from Los Angeles and Washington, D.C., with students from ailand, Cambodia, Vietnam, Laos, the Democratic Republic of Congo and Kenya. ese students hold “X-Changes” with each other once a week through Wiz IQ, an online classroom that enables American students to guide the learning students through textbooks, videos, PDFs and more. Teachers sign into the virtual classroom once a week, where they have a class schedule and teaching curricula prepared. e curricula consist of an English as a Second Language textbook and a syllabus specifying which pages of the textbook the students should study each in exchange. e syllabi contain additional resources relevant to each class/topic such as videos, games and other interactive activities. Sam discovered his passion for service when a group of Tanzanian orphans visited Crossroads in 2007. is encounter prompted him to co-found Kids for TunaHaki, an organization that raised funds for the children he had met. Sam also raised funds and co-created a soccer program for orphans in Rwanda in 2010 and has traveled across the country speaking at Best Buddies events with his buddy, Rex Lewis-Clack. He fell in love with Southeast Asia and the youth of the area in the summer of 2011 while traveling with Rustic Pathways. Sam’s friends David Elbot and Ryan Dishell, a Crossroads sophomore, became involved with X-Change after just a short conversation with Sam. Ryan was searching for a service opportunity at the beginning of the 2012-13 academic year and found his passion for global engagement in his first X-Changes. Inspired by these initial experiences, Ryan now gathers his fellow peers to connect regularly with students in Cambodia, helps develop curricula and works closely with the whole X-Change e World team as the Cambodian chapter director. Sam, who is student body vice president and president of Teen AIDS Ambassadors at Crossroads, hopes to connect 10 more projects around the world with 10 more schools in the United States in the coming year. “I believe that if we can continue to connect more students and create more of these powerful one-on-one connections, we are working towards making a more globally compassionate and understanding world,” he says.

Colossal Classics Convention Upper and Middle School Latin and Greek students spent a fun and very successful weekend at the 58th Annual California Junior Classical League State Convention, garnering awards in multiple categories including memorized oratorical and poetic passages, Greek and Latin sight reading, and artistic excellence. Nearly 1,300 Classics students from across California participated in myriad activities, the most prestigious of which were the academic tests, including Jeopardy-style certamen (contest) semi-finals and finals; lectures, performances, athletic competitions, and artistic interpretations along classical themes. Crossroads Upper School placed second overall and Middle School placed third overall in their respective categories. Among many individual student achievements were a senior who earned seven awards and a Middle Schooler who was among the winners of the talent show, which propelled him into the coveted position of providing musical talent for the closing banquet.



AROUND THE SCHOOL Crossroads Sophomores Hold Benefit for Harmony Project Crossroads sophomores Sol Fagenson and Bella Porter held a benefit concert through their organization “Teens United Live,” May 19 to raise money for e Harmony Project, a nonprofit organization that targets at-risk youth in underserved areas of Los Angeles by providing them with year-round music lessons and ensemble participation. Teens United Live was formed in 2011 to help raise money for an LA school that was losing its music program. e initial benefit brought together talented high school musicians and raised over $17,000 for the Foshay Learning Center’s Music Program. e second concert was held at e Roxy and attracted over 300 people. Tom Nolan hosted the show and was one of the performers along with 47 students from Crossroads, Harvard Westlake, SOCES, LACHSA, and Hamilton High, as well as students from e Harmony Project choir. Because of the immense support of their friends and family, the gross proceeds from this year's Teens United Live event came in around $25,000. Sol and Bella along with friends Taylor Mackall, Alec Singer, Elliot Glickman, and all the other musical participants make up Teens United Live, whose mission is the unification of teens through the act of providing music education.

Kim Phuc of Iconic Vietnam War Photo Speaks at Crossroads Kim Phuc, the woman whose image was captured as a crying, naked 9-year-old girl following a napalm bomb attack during the Vietnam War, spoke at Crossroads May 10. Kim, who is now a wife, mother and sought-after public speaker, shared with Crossroads students and faculty the personal journey she took on the path to healing and forgiveness from the pain she had endured as a child. Kim, who thought she would never be able to marry or have children after her disfiguring scars, brought her sons to the event, which happened just before Mother’s Day. She and her family still call Canada home, after she defected there following a honeymoon trip with her husband years ago. e photographer who shot the image, Nick Ut, won a Pulitzer Prize for the photo, which is one of the Top 10 World’s Most Famous Photos.

Candy Collection for a Cause Upper School Science teacher Michael Sommers’ retirement meant that he had to find a new home for his nearly 300-piece PEZ collection, which he accumulated over the course of his 29-year career at Crossroads. He raffled off the collection this spring and raised nearly $600 to benefit the Mlangarini Primary School, a nonprofit organization founded by Crossroads junior Olivia Leventhal to improve the educational facilities in the Tanzanian village of Mlangarini. Michael’s donation will go directly to the primary school upon Olivia's return to Tanzania next spring. ere, she will work with the principal buying textbooks, stationery, uniforms and first aid supplies to benefit the students with the money Michael helped raise. Olivia will continue to raise funds for the village throughout the year in part through her website, e winner of the raffle, Crossroads freshman Jessica Friedman, has plans of her own to put the collection up for auction online and continue to raise money for charity.

CROSSROADS CLASS OF 2013 COLLEGE ACCEPTANCES Academy of Art University 1, 0 Agnes Scott College 2, 1 American University 9, 2 Amherst College 1, 0 Bard College 13, 2 Barnard College 2, 1 Becker College 1, 0 Beloit College 1, 0 Bennington College 2, 1 Berklee College of Music 1, 1 Boston College 2, 1 Boston University 16, 5 Brandeis University 3, 0 Brown University 3, 3 Bryn Mawr College 1, 0 California Institute of the Arts 1, 1 California State University, Dominguez Hills 1, 0 California State University, Los Angeles 2, 0 California State University, Northridge 5, 0 Carleton College 2, 0 Carnegie Mellon University 1, 0 Case Western Reserve University 1, 0 Champlain College 2, 0 Chapman University 6, 0 Clark University 2, 0 Clarke University 1, 0 Clemson University 1, 0 Cleveland Institute of Music 2, 0 Colburn School 2, 2 Colgate University 1, 1 College of Charleston 1, 0 Colorado College 3, 2 Columbia University 1, 0 Connecticut College 1, 0 Cornell University 2, 1 Dartmouth College 1, 0 DePaul University 3, 0 DePauw University 1, 0 DigiPen Institute of Technology 1, 1 Drexel University 4, 0 Eckerd College 1, 0

Elon University 2, 1 Emerson College 8, 4 Emory University 3, 1 Eugene Lang College The New School for Liberal Arts 10, 2 Fairleigh Dickinson University, Madison 1, 0 Fordham University 5, 0 Franklin and Marshall College 1, 0 George Mason University 1, 0 Georgetown University 3, 0 Georgia Institute of Technology 1, 0 Goucher College 3, 0 Grinnell College 2, 1 Hamilton College – NY 1, 0 Hampshire College 2, 0 Hampton University 1, 0 Harvard College 1, 0 Harvey Mudd College 1, 0 Haverford College 2, 1 Hofstra University 1, 0 Hoosier Link Program 1, 0 Howard University 1, 0 Humboldt State University 1, 0 Indiana University at Bloomington 16, 1 Ithaca College 5, 0 Johns Hopkins University 2, 1 Kenyon College 7, 2 Lafayette College 1, 0 Lake Forest College 1, 0 Lehigh University 1, 0 Lewis & Clark College 7, 1 Loyola Marymount University 4, 1 Loyola University Chicago 1, 0 Macalester College 2, 0 Manhattan School of Music 2, 0 Mannes College of Music 2, 0 Marist College 1, 0 McDaniel College 1, 0 Miami University, Oxford 1, 0 Middlebury College 3, 0 Morehouse College 1, 0 Mount Holyoke College 1, 0 Muhlenberg College 2, 0

New England Conservatory of Music 2, 0 New York University 22, 8 North Carolina A&T State University 1, 0 Northeastern University 10, 0 Northwestern University 6, 2 Oberlin College 2, 0 Oberlin Conservatory of Music 2, 0 Occidental College 5, 1 Oglethorpe University 1, 1 Ohio Wesleyan University 1, 0 Oklahoma City University 1, 0 Otterbein University 1, 0 Pace University, New York City 1, 0 Pepperdine University 2, 0 Pitzer College 3, 0 Point Park University 1, 0 Quinnipiac University 3, 0 Reed College 2, 0 Rensselaer Polytechnic Institute 2, 0 Rhode Island School of Design 1, 1 Rice University 1, 1 Ringling College of Art and Design 1, 0 Rochester Institute of Technology 2, 0 San Francisco State University 1, 0 San Jose State University 1, 0 Santa Clara University 1, 0 Santa Monica College 1, 1 Sarah Lawrence College 7, 0 School of the Art Institute of Chicago 2, 0 School of Visual Arts 1, 0 Scripps College 2, 0 Seattle Pacific University 1, 0 Seattle University 1, 0 Skidmore College 10, 4 Southern Methodist University 3, 0 Spelman College 2, 0 St. John’s University – Queens Campus 1, 0 Stanford University 7, 4

Suffolk University 1, 0 Swarthmore College 1, 1 Syracuse University 8, 2 The American University of Paris 2, 1 The Bard College Conservatory of Music 2, 2 The George Washington University 9, 0 The Juilliard School 2, 1 The New School for Drama 1, 0 The New School for Jazz and Contemporary Music 1, 0 The Ohio State University 1, 0 The Peabody Institute of The Johns Hopkins University 3, 0 The University of Arizona 2, 0 The University of Iowa 1, 0 The University of the Arts 1, 0 Trinity College 1, 0 Trinity University 2, 0 Tufts University 4, 1 Tulane University 9, 0 Union College 2, 0 University of California, Berkeley 10, 1 University of California, Davis 9, 1 University of California, Irvine 4, 0 University of California, Los Angeles 9, 3 University of California, Merced 1, 0 University of California, Riverside 7, 1 University of California, San Diego 5, 0 University of California, Santa Barbara 16, 1 University of California, Santa Cruz 20, 0 University of Chicago 3, 2 University of Colorado at Boulder 8, 0

University of Connecticut 1, 0 University of Delaware 1, 0 University of Denver 3, 0 University of Massachusetts, Amherst 2, 0 University of Massachusetts, Boston 2, 0 University of Miami 16, 1 University of Michigan 24, 10 University of Missouri Columbia 1, 0 University of Notre Dame 1, 0 University of Oregon 4, 0 University of Pennsylvania 2, 0 University of Pittsburgh 1, 0 University of Puget Sound 6, 1 University of Redlands 2, 1 University of San Diego 2, 1 University of San Francisco 8, 2 University of Southern California 22, 11 University of Vermont 1, 0 University of Virginia 2, 0 University of Washington 3, 1 University of Wisconsin, Madison 11, 1 Vassar College 6, 3 Washington University in St. Louis 5, 1 Wells College 1, 0 Wesleyan University 6, 4 Westmont College 1, 0 Wheaton College MA 1, 0 Whittier College 1, 0 Willamette University 1, 0 Wingate University 1, 1 Xavier University of Louisiana 1, 0 Yale University 4, 4 Gap Year 5

The first number listed behind each college indicates the number of Crossroads students who were accepted to the school; the second number indicates the number of students who will be attending the school in the fall.

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Santa Monica, CA Permit No. 351

CROSSROADS SCHOOL 1714 21st St. Santa Monica, Calif. 90404


It’s not too late to enroll. Space is still available in many classes and programs. ■

K-12 Grade Programs

Mid-June through August

One-, three- and six-week programs

Over 100 courses and camps

Create a full-day or single course schedule

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Talented and experienced teachers and staff

American Red Cross certified aquatics instructors and staff

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