AMS Magazine winter 2015 by AM Snyder

OES M A G A Z I N E

OREGON EPISCOPAL SCHOOL WINTER 2015 • WWW.OES.EDU

Embrace the World

ENGAGING OTHER CULTURES ON WINTERIM TRIPS

Soccer Blockbuster

BOYS AND GIRLS WIN STATE CHAMPIONSHIPS

American Story

OES AND OREGON ISLAMIC ACADEMY TEAM UP

ON OUR COVER A group of OES students experienced this view from the temple complex at Angkor Wat during an international Winterim trip. During their stay in Cambodia, they built houses, tutored children, and visited historical sites.

FEATURES

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Embracing the World Students engage people of other lands on international Winterim trips

Understanding Diversity

Living the Vision

The Sound of Music

Students and employees increase their competence in communicating across cultures

American Story course brings together OESians and students from the Oregon Islamic Academy

Comprehensive music program develops vocal and instrumental skills

DEPARTMENTS

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Letter From Mo The Nicol Road campus expands our horizons

News Briefs Here’s what’s been happening around campus

Athletics Boys’ and girls’ soccer teams win state championships

Alum Profile Dylan Coulter ’89 photographs famous athletes

Grapevine, Class Notes, We Remember Updates on alumni from SHH, BDH, and OES

Hallways International students discover new traditions

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OES M A G A Z I N E

OREGON EPISCOPAL SCHOOL WINTER 2015 • WWW.OES.EDU

OREGON EPISCOPAL SCHOOL Founded in 1869. Located in Portland, Oregon, between the Cascade Mountains and the Pacific Ocean, our PreK-12 day and boarding programs give future global leaders the skills and confidence to succeed in college – and life. OES MAGAZINE Publisher: Martin C. Jones jonesma@oes.edu Editor: Tom Berridge Sr. Graphic Designer: Anne Marie Snyder Photography: Tom Berridge, John Holloran, and the OES community

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OES Magazine is published by Oregon Episcopal School 6300 SW Nicol Road • Portland, Oregon 97223. For more information on OES, please call 503-246-7771 or visit our website at www.oes.edu. Notice Of Nondiscrimination Policy OES admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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District VIII

2015 C ommunications Award Winner Silver Award: Best Magazine 2014 Communications Award Winner Gold Award: Most Improved Magazine

GOVERNANCE BOARD OF TRUSTEES 2014-2015 The Rt. Rev. Michael Hanley Chairman of the Board

Kate Lieber President

Elizabeth Gewecke Vice President

Estelle Kelley ’78

It’s Good to Be on Nicol Road

Vice President

Heike von der Heyden

Dear Friends,

Treasurer

Nate Schwalbach

This year marks the 50th year that OES has been on this campus in Raleigh Hills on Nicol Road. This is the fourth location of the school in its almost 150-year history. St. Helen’s Hall began on what is now the site of Portland City Hall at 5th and Madison; then we moved up the hill to the more “rural” area of Vista Avenue and Park Street, now occupied by the Vista St. Clair apartments, and then to the 13th and Hall campus, where today I-405 intersects with Highway 26.

Secretary

The Rev. Robert Bryant St. John the Baptist Church

Moira Buckley Dan Drinkward ’95 The Rev. Canon Sara Fischer Pamela Hummelt Joe Kaliszewski Scott Keeney Adam Kobos ’91 Malcolm McIver ’82 Todd Prendergast Laurie Price Evan Roberts ’88 Liam Thornton Patricia Trunzo Catherine Willmott

Ex-Officio Members Mo Copeland Head of School

Lawrence W. Harris, III Chair of Endowment Investment Committee

Alicia Morissette Chair of Parent Community Link

Laura Cook Axon ’86 President of the Alumni Council

OES VISION Connecting people, ideas, and cultures to advance knowledge, create solutions, and enhance meaning. OES MISSION Oregon Episcopal School prepares students for higher education and lifelong learning by inspiring intellectual, physical, social, emotional, artistic, and spiritual growth so that they may realize their power for good as citizens of local and world communities.

Mo Copeland, Head of School, with Lower School student Photo by David Loitz

Each move allowed us to grow and to secure our future. The most painful move was the last one, when the beautiful stone building that housed the school was demolished for the freeway. Not only did we leave a historic building and wonderful location, but we had to find property and rebuild the school quickly. The loss of that campus looms large in the memories of many of our alumnae/i, who remember fondly the park-like campus, the buildings, and the faculty from those days at the foot of the southwest hills. Looking back, I believe we are incredibly lucky to have found the old riding academy property on Nicol Road. This campus has provided resources that have allowed us to grow and thrive over the past 50 years. Many extraordinary aspects of this site have opened up opportunities for us: the size, almost 60 acres; the hill where the buildings are mostly located; the north facing-aspect that allows

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Now, for our youngest students, we are designing a new Lower School building that will encourage the exploration and discovery our teachers are engaging in with our students every day. There will be more classroom space for projects and collaboration; there will be easy access to the outdoors, gardens, and

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Our move to this site 50 years ago was both a challenge and an opportunity. We have taken full advantage of the opportunity by using the campus to help us craft a remarkable curriculum and set of experiences for our students that are based on exploration, creativity, connection, and commitment.

True inquiry depends on access to new and different experiences. Since we have been on this campus, and particularly recently, we have worked tirelessly to provide different kinds of experiences for our youngest and oldest students, in order to stimulate their curiosity and exploration, thereby enhancing their learning.

For our older students, you will see in this magazine a number of examples of how our Essential Competencies and inquirybased program are realized in Upper School: overseas trips where students experience new environments and work alongside people from very different backgrounds; a teacher and a class reaching across religious differences to engage in meaningful dialogue; and a reflection on the school’s growing commitment to diversity and inclusion.

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Being on this campus has allowed our inquiry-based program, grounded in the Essential Competencies of exploration, creation, connection, and commitment, to come alive for our students. The way we teach has evolved during our 50 years here, and we have added facilities and spaces to support that evolution: the Drinkward Center for research, the Middle School building for collaboration, the Upper School spaces to accommodate gathering frequently through the week as a division.

wetlands; there will be presentation space for students to share their learning. We are thrilled to see an educational space being designed specifically around our engaging, forwardlooking curriculum. The enhancement for the school and our students will be significant.

so much light into classrooms; the wetlands; the flat area that became fields. All of these features have played a huge role in supporting the way we teach our students: with outdoor and nature “provocations” for our youngest students, outdoor play for our most active students, and quiet spaces for reflection, as well as fields for our athletic teams.

NIC

Warmly,

Mo Copeland @MoCopelandOES

LEARN MORE: www.oes.edu/ magazine Photos of Nicol Road campus

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Embracing the World Students Engage People of Other Lands on International Winterim Trips

Stories by Tom Berridge Design by Anne Marie Snyder Photos by: Tom Berridge, Cambodia and China; Aja Neahring â&#x20AC;&#x2122;09, India; and Andrew Zechnich, Guatemala

GLOBAL

ou can only study the art of swimming “We build relationships with people we see trip after for so long before you have to jump trip,” said Christina “Tna” Meyerhoff, who oversees into the pool. As soon as you hit the the Winterim program. “We return as friends bringing water, your learning curve shoots a new group of students who want to learn and steeply upward. That’s how it is support the community’s work. We are not strangers.” learning about another culture. No Trip leaders sometimes have lived in the host countries. matter how many books you read For example, VJ Sathyaraj has led trips to India where about a country, you won’t really he grew up and taught school, and OES Mandarin understand it until you get there. teacher Cecilia Shang Benting, who grew up in Beijing, That’s why OES takes students on accompanies trips to China. In a new development, OES international Winterim trips—to immerse them in other international students have initiated trips to their home cultures and encourage them to be responsible global country—last year to China and this year to Thailand. citizens. They breathe the Tna says the international air, eat the food, and meet trips help fulfill a crucial the people of foreign lands. part of the OES Mission. They don’t just passively “The driving force observe; they pitch in and behind the international learn from the people who trips is to offer students live there. They might teach, the opportunity to grapple construct buildings, or work with the complexities of the with animals. Whatever world and to inspire them form their work takes, they to think about how they build relationships with local can use their talents and people. They demonstrate a knowledge to contribute concern for the place they are to the broader world,” Tna visiting, and they learn that said. “The trips give students they can have an impact beyond their national borders. a chance to learn about others and themselves by working Some students have traveled abroad with their families, alongside people who have very different life experiences. but an OES Winterim trip is very different. Without They inspire students to use their power for good.” their parents, the students take more responsibility for themselves, and they share their perceptions with It was really great to learn about what they thought fellow students. They go off the beaten tourist track was important about their culture and to learn about to engage with individuals, their customs and traditions. accompanied by leaders —Vijay Edupuganti ’14 who know the country and encourage students to reflect on what they’re learning. Some trips are language exchanges in which each student lives with a host family and in return hosts a student in their home. OES has had an exchange program with L’Externat Sainte-Marie, a school near Lyon, France, for 15 years and with the Nanjing Foreign Language School in China for eight years. Spanishlanguage trips have gone to Spain and Mexico. Cultivating ongoing relationships with partners in other countries is important so that leaders know what to expect and students have the opportunity to be readily welcomed into the community. For example, three trips to India have visited the Kodaikanal International School; students have worked with the same program in the Dominican Republic on two trips, and this spring, a cohort of students from OES and Catlin Gabel School will work with nonprofits in the same village in Guatemala for the third time.

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International Winterim destinations over the past 25 years: Spain France Italy Romania Germany England Palau Cambodia China Japan Thailand India New Zealand Rwanda Morocco Uganda Kenya Peru Ecuador Costa Rica Dominican Republic El Salvador Guatemala Mexico Canada Honduras

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CAMBODIA The house-building program is run by the Tabitha Foundation, which also helps families dig wells and set up cottage industries. Julie Solomon, an OES parent who has volunteered with Tabitha for many years, co-led the OES trip. Learn more at www.tabithacambodia.org.

BUILDING A FUTURE TOGETHER IN CAMBODIA Students bring goodwill and good works to a small community

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Pictures of Cambodia often show lush, green fields of rice, but it was the dry season when a group of OES students rode from Phnom Penh in vans past dried-up paddies and dust-covered palm trees. They had left the main highway and were traveling down a dirt road when a group of people came into view. Men, women, and children were lined up alongside the road as if waiting for someone important. The driver slowed the van and then stopped. Suddenly the students realized that the people were waiting for them. The students stepped out of the van and made their way down the row of small, graceful Cambodians, who were smiling and bowing with their palms placed together in the traditional greeting. The students returned the gesture and spoke their one Khmer phrase: “Chom reap suor, saksabai,” roughly the equivalent of “Hello, how are you?” To the community, the arrival of the students was momentous: It meant that eight families would have new homes. The families had each worked hard to save for their houses, and many other people had contributed time and money and labor for the new houses as well. An OES parent had donated money for materials, a local contractor had built the frames and roofs, and the students had come to nail down the floorboards and attach the corrugated metal siding. Strapping on toolbelts that were gifts from OES fourth-graders, the American students began pounding nails in the floorboards. They bent many nails on the hard boards until one of the local people showed them how to run a nail through their hair to lubricate it. It helped immensely! The houses were on stilts to stay dry during monsoon floods, and when the students started climbing ladders to nail up the siding, villagers helped to steady the ladders for them. The Cambodians and the OESians were working side by side. Despite the lack of a common language, they communicated by expressions and gestures. Adam N. ’16 said that was the best part of the experience. “A lot of understanding was achieved through smiles, through laughing with each other,” he explained. “We were able to say ‘yes’ and ‘no’ to each other. That was the only thing we were able to say. The rest we had to act out. It was fun.” On the first day, the children hovered at a distance. By the second day, they were moving in closer and laughing if one of the visitors looked at them. During a break from the work, some of the OES students gathered a few children in a circle and started playing “Duck, Duck, Goose.” The children apparently had played a local variant of the game because they picked it up immediately and even chanted a song in Khmer as one person ran around the circle trying to catch another. The leader of the game was Abbie Daigle ’14, whose experience as a babysitter and camp counselor www. o e s. e d u

According to the World Bank, 120 Cambodian children per 1000 died before the age of 5 in 1998. Today, 40 children per thousand die by age 5, compared with 7 per thousand in the United States. Malnutrition for Cambodian children under 5 has declined from 42 percent to 29 percent during the same period.

allowed her to lead games and songs with the Before going to the village to build houses, the OES children despite the lack of a common language. students went to Tuol Sleng, where the Khmer Rouge “We were able to interact with the kids through tortured many thousands of Cambodians. The students pantomime,” she said. “Being able to communicate walked through the infamous Killing Fields, where the in that way made us seem real to the children. The bones of the regime’s victims can still be seen in the first day they were afraid of us. But although we soil of the pathways. The students saw how terribly come from very different circumstances, we are all cruel humans can be to one another, but they also were human and were able to connect on that level.” able to witness human resilience and to lend a hand The pace of life in the village was slow—people to people who are working to improve their lives. cared for the children, cooked food over a small fire, and visited with I would like to know where those kids end up. I hope neighbors. The youngest children were comfortable in the arms of various adults. they are able to continue with school and break the The older children attended a school a cycle of generational poverty. short walk down the road, which the OES —Abbie Daigle ’14 students visited. When the Americans entered a classroom, the children stood up behind their desks, clasped their hands in front of them, and in unison intoned the greeting, “Chom reap suor, saksabai.” Through a translator, the OES students told the children their names and then sang “If You’re Happy and You Know It,” leading the children in the accompanying movements—clap your hands, stomp your feet, etc. The children reciprocated, singing a Cambodian song. The Cambodians’ smiles and laughter belie lives of hardship. Many live in crowded, flimsy houses, drink polluted water, have too little to eat, and lack access to medical care. And although most of the people are too young to remember the genocidal rampage of the Khmer Rouge in the late 1970s, they live with parents who were traumatized by torture, enslavement, and mass killings. They also live under a government led by former Khmer Rouge officials who continue to violate human rights, though it is now done in the name of capitalism rather than communism.

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IN THE HOME OF THE PANDA An international student organizes a Winterim trip to introduce classmates to her country

CHINA The World Wildlife Fund estimates that fewer than 1,600 pandas remain in the wild. About 300 live in captivity, including breeding programs in panda preserves.

As an international student living in the OES dorms, Mianzhao (Tracy) G. ’15 is learning a lot about America. She enjoys new cultural experiences, such as being invited to an American friend’s house to celebrate Thanksgiving and being amazed at the gigantic bird on the table—she had never seen a turkey before! Tracy wanted to reciprocate, to teach day students about her country, China. She thought about conducting a seminar or workshop, but she believes that to know another culture, one must be immersed in it. So she decided to propose a Winterim trip to China. At the time, the American media was full of stories about pollution problems in China. Tracy thought the stories implied that no one in China cared about pollution, and she knew that was not the case. She thought about making a presentation about Chinese environmentalism, but she decided that the best way for OES students to learn about China was

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by going there and caring for endangered pandas, which she had done one summer as a volunteer. “Pandas are a representation of my culture because they are calm and take things slowly,” she said. “My grandparents taught me to go slowly and think before I act. As a Chinese person, it is my responsibility to spread this concept of my culture.”

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Pandas are kind and friendly and represent a peaceful way of doing things. That’s what China needs. — Tracy G. ’15

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Tracy arranged for students to visit sites in Beijing and Xian and then spend three days caring for pandas at the Bifengxia Panda Reserve outside Ya’an, a small town in Sichuan Province. Conservation centers help maintain the population of the black-and-white bears, whose habitat has been diminished by agriculture and development. Pandas subsist mainly on bamboo, which has very low nutritional value, so they have to eat a lot of it. www. o e s. e d u

The volunteers broke up bamboo and handed the tender shoots to the bears through the bars of their enclosures. Because pandas have a thumb-like claw, they can grasp the stalk in their paws and munch on it. Their table manners are atrocious. As they eat, scraps of bamboo litter their coats, and sometimes they roll on their backs while gnawing on the food. After lunch they lumber outdoors and loll around in the forest and doze until the next meal. A diet of bamboo doesn’t produce surplus energy for the pandas to frolic or play, but the students agreed that they sure look cute. Between feedings, the students walked through the scenic woodsy preserve and hung out with other volunteers, some of whom were students from a nearby university. The American and Chinese students talked about their home countries, about music and, of course, about how adorable pandas are. The trip allowed Tracy to introduce her classmates to China, and organizing the trip helped her develop new skills. She planned the itinerary, including where they would stay, where they would eat, and what they would do. It was the first time an international student has planned a Winterim trip, and her feat inspired Nut C. ’15, who is from Thailand, to organize a trip to his country for this spring.

Mianzhou (Tracy) G. ’15

Alex S. ’15

THE PEOPLE ARE CALLING HER BACK An OES student returns to a Guatemalan village Alex S.’s thoughts often dwell upon the lush green mountains of Chajul. She thinks of the children she knows there and wonders whether they will achieve their dreams to go to middle school, and maybe high school, and then to become teachers, nurses, and lawyers. She ponders the obstacles that lay before them and considers what they need to achieve their dreams. Two years ago Alex, as a sophomore, went on a Winterim trip to Chajul, a Guatemalan village of 10,000 that was ravaged by government troops during the 36-year civil war that ended in 1996. This year she is a senior, and she is returning to Chajul as a student leader on this biennial trip that is a collaboration between OES and Catlin Gabel School. Each trip, half of the student participants are from Catlin, and half are from OES. The trip provides an opportunity for athletic rivals to form a team, to learn together about an unfamiliar place, and to make a positive contribution to a community that’s working hard to create a brighter future for its children. Alex is looking forward to the opportunity to introduce more students to Chajul and to get to know its people better. “This time around, I want to dig a little deeper,” she said. “Last time I was learning about the community. This time I will be looking for more of the nuances. I will try to walk in their shoes more.” Engagement is important to international Winterim trips. The point is not just to see places but also to get to know the people there. Having ongoing relationships with NGOs and residents gives the students opportunities to get to know residents as colleagues and friends. This is the third biennial trip to Chajul with the same trip leaders: Tna Meyerhoff from OES; Spencer White, a Spanish teacher at Catlin Gabel; Andy Zechnich, a former Catlin parent and ER doctor; and Joan Williams,

GUATEMALA Fewer than 1 percent of children in Chajul graduate from high school (and only 5 percent complete middle school) as they are forced to leave school at a young age to help support the family household, leaving 75 percent of the adult population illiterate.

LEARN MORE: www.oes.edu/ magazine Photos of Cambodia and China Winterim trips

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INDIA THROUGH A PERSONAL LENS One-on-one experiences bring the large, diverse nation into focus.

who lived in Chajul for two years and has been working for decades to improve the lives of the people of Chajul. Because the adults (and, on the upcoming trip, Alex) have developed friendships with residents of Chajul, the student participants will be welcomed as extended family. “I already have a relationship with (some of ) the people” Alex said. “I’ve been writing letters and emails with one of the little boys there. It will be fun to see the kids again and see how things might have changed.” This Winterim trip offers cultural exchange, language immersion, and an opportunity to be of service to the community. The students will plan activities to augment the work being done by the NGO Limitless Horizons Ixil and two local organizations. They will learn from people who lived in hidden resistance communities throughout the civil war, and they can enjoy spirited impromptu games of fútbol with the local children. But most memorable of all will be the relationships that the students form with the people of Chajul. It’s those powerful ties that are calling Alex back.

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I was there for 10 days in the most intense way, working with small kids. I felt it on a personal level, down to my heart, and I’ll never forget that. —Laurel Galaty ’13, trip participant

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India can be overwhelming for an American—so many people, so much stimulation, such a different culture from home. On her trip to India last spring, Tess O. ’15 was glad she was with friends with whom she could share and discuss the experience. “We would talk together about things that we had seen there,” she said. “It was collaborative because it was a new experience for all of us.”

She also was glad that the trip leader was VJ Sathyaraj, who was born in India and teaches history in the OES Upper School. He planned the trip, knew the language, and could explain the culture to the students. “If you asked VJ a question about what was happening, he would know,” Tess said. “He told us the proper way to act in a temple—step over the threshold, not on it, and don’t use your left hand (when eating or greeting) because it’s considered unclean.” For VJ, who has led three Winterim trips to India, it is very different from teaching in a classroom. He can respond in the moment to unfolding experiences and to what intrigues the students. “Teaching about India is one thing, but taking students to these places is very powerful,” he said. “Some of my most enjoyable experiences with students have occurred when riding on buses and answering their questions about things they are seeing. For example, when we passed farms, I was able to explain how food is eaten and its connection to the land and the culture and the religion.”

The group went to two orphanages where the students visited with the children and the staff. Tess said the visit to Baby Sarah’s Orphanage was the most challenging part of the trip for her because the children there had Down syndrome or autism and the conditions were challenging. “At first I was very taken aback by the conditions the kids were living in,” she said. “We went barefoot and the floor was sticky from candy they had dropped. I made myself get used to it so I could focus on the kids and having fun with them.” The visit to Baby Sarah’s Orphanage was added on VJ’s second Winterim trip at the suggestion of a participant, Sadhana Bharadwaj ’12, who had previously volunteered there on trips to visit family in India. On all three Winterim trips they have visited the Kodaikanal International School, where VJ once taught and the current headmaster is one of his former students. The OES students teamed up with the Kodaikanal students in their longterm service relationship with an orphanage. Hunger is an everyday hardship for many people who live near the Kodaikanal school.

“Our students became very aware of how much food they ate because the leftovers literally went to feed people,” VJ said. “All the food left over in the dining hall was taken by students every day to be given to students in other schools.”

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Students learn by seeing the way people take care of each other. Poor people take care of other people who are even poorer than themselves. —VJ Sathyaraj

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Planning a Winterim trip to India and keeping the students safe and healthy is arduous for VJ, but because he has the knowledge and the connections, he feels an obligation to provide students with that experience. Some students who went on the first trip five years ago have retuned to India, and one is now in a doctoral program in Asian studies. Others have told VJ that the trip was the highlight of their high school career. Having gone on the Winterim trip to southern India, Tess would like someday to see the northern part of the country, but not as a tourist. “I’d love to go back, but I would want to have a specific goal, like working in an orphanage and making a difference in the lives of those kids.” Winte r 2015

VJ Sathyaraj

UNDERSTANDING DIVERSITY

by Jordan Elliott ’97, Head of Upper School Top, “Culture Shock” is a day of workshops about diversity, and one year the event included a multimedia performance by New Wilderness Project, a duo who sing songs and tell stories.

hen I arrived at OES as a ninthgrader in 1993, I was struck by the contrast between my Northeast Portland public middle school and this new community. I was very aware that the student population was not nearly as racially and ethnically diverse as my previous school. However, I had an immediate and powerful sense of the commitment to a global education and to engaging students in deep conversations about who we were as members of local and world communities. Two decades later, our awareness of the importance of creating a diverse and inclusive community has grown into a commitment to create a school where we recognize and respect differences and actively build an inclusive community. In my roles as alumnus, teacher, administrator, and prospective parent, I am excited to share the work we have done to engage with diversity at OES. Diversity is the description of a situation. To be diverse means that people from a variety of backgrounds

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and with a broad range of experiences come together in community. OES has been diverse, in many ways, for a long time. That said, why does diversity matter? Why would we commit to being more diverse when we have been diverse in many ways for many years? There is an increasing body of research supporting our intuitive sense that a more diverse group makes better decisions, achieves more success, and leads more effective organizations. As a result, we serve our school by creating a community that is diverse in as many ways as possible. In addition, we know that the country’s demographics are shifting and the majority of children will soon be students of color. Finally, and most simply, our Episcopal tradition insists that all are welcome and guides us to actively seek out and include people who come from a wide variety of backgrounds. Our efforts to recruit a more diverse student body have been successful. Including our international students, we are 34 percent students of color. This racial and ethnic diversity is only one aspect of how we are diverse. Every individual brings a multilayered self that can include a variety of socio-economic, sexual orientation, gender, www. o e s. e d u

COMMUNITY ability, learning style, and other important differences. Five years ago course for our future work. Once our group was formed, we engaged we began this work by creating strategic goals. We took the important this charge by researching what other organizations say about their step of going beyond simply recognizing the realities of our diversity communities. We studied corporations like Nike and Intel and and committed to the idea that we need a more active, ongoing, and looked to independent schools that have a deep commitment and sustainable approach. We gravitated to the language of cultivating long history of doing this work. The product of this work is our intercultural competence. This pushes us to not only recognize our “Community: What We Value” statement. Approved by the Board differences but also to articulate and build the skills that people in and supported by the faculty and staff, this statement articulates the community need to successfully communicate across differences. our commitment to recognizing that human differences matter, to One of OES’s biggest strengths is the remarkable, professional engaging in dialogue about our experiences in community, and to and experienced teachers and support staff who commit to, in many acknowledging that building inclusive community is fundamental to instances, decades of serving students at OES. Building on this meeting our Mission and being a successful school in the 21st century. foundation, we identified a framework for guiding our work fostering intercultural competence and Students need to find out from their own experience created a program for nurturing these skills in all of the school’s employees. True to OES, we did that a more diverse group makes better decisions, not find an off-the-shelf product for doing this achieves more success, and leads more effectively. work but decided to build our own. Collaborating — Jordan Elliott ’97 with the Intercultural Communication Institute, a local and internationally recognized center for research and training, we trained 20 of our own OES faculty and staff to facilitate intercultural training within As I reflect on my experiences from arriving as a ninth-grader the community. We also actively included the Administrative Team to my current work as Head of Upper School, I recognize how my and Board of Trustees in the training to ensure strong institutional OES education has cultivated an understanding of the fundamental understanding and guidance. This model avoids a classic trap of importance of recognizing differences and building inclusive diversity work: bringing in an outside expert to address the topic or community. In order to truly tend to the intellectual, physical, fix the problem so that we can check the box and move on. Instead, social, emotional, artistic, and spiritual growth of every child our approach of building a cohort of OES facilitators recognizes that and to truly realize our power for good as participants in local this work is ongoing and ensures that we have continuous training. and world communities, we must be skilled at acknowledging, Where do we go now? The Board of Trustees recognized that we respecting, and communicating effectively with people different needed to articulate who we are as a school with respect to diversity from ourselves. As I consider our collective responsibility to serve and where they will take us in the years to come. To address this, the next generation of students who will arrive at OES with the Board charged a group of trustees, administrators, faculty, staff, experiences very different from those who came before, I am proud parents, and students to revise our diversity statement and set the that we have committed to the hard work of being truly inclusive.

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COMMUNITY: WHAT WE VALUE AWARENESS: Human differences matter. Recognizing and engaging the range of human thought, experience, and identity are essential to this school community. DIALOGUE: The extent to which the school commits to ongoing dialogue and effort towards inclusion will determine our ability to wholly fulfill the school’s Mission and realize its Vision. COURAGE: OES recognizes that conversations about inclusive community require courage. Mistakes and times of discomfort are a part of the learning process. COMMITMENT: The OES Board of Trustees recognizes its leadership role in creating an engaged community that: mbraces and celebrates a diversity of people, voices, and perspectives. • E • Develops intercultural communication skills for local and global understanding and citizenship. • Understands historical privilege and power inequities, and challenges

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LEARN MORE:

www.oes.edu/ magazine • “How Diversity Makes Us Smarter” from Scientific American • “Is there a payoff from topteam diversity?” in McKinsey Quarterly • Census Report on Diversity

norms and systems that perpetuate exclusion. • Regularly evaluates and strengthens the school’s practices of equity and inclusion.

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LIVING THE VISION by Michael Rasko

VJ Sathyaraj and Jordan Elliott were given the “Friends of the Muslim Educational Trust Award” this past November. Jordan’s collaboration with the MET stretches back to when he was a student at OES. Top, opposite page: The English word “charity” translated into Hebrew as “tzedakah”on the left and to Arabic as “sadaqah” on the right.

ission and Vision statements are easy “American Story” about the experience of immigrants to write but difficult to live. Two years in the United States. Mike would be responsible for ago, when students from Oregon setting up the online learning platform and planning, Islamic Academy (OIA) came to OES while VJ and an OIA instructor would teach the class. to hear guest speaker Michael Sells, Wajdi Said, the head of OIA, was enthusiastic about the Mike Gwaltney noticed we weren’t idea and recommended Jawad Khan as the co-teacher. living up to our vision. The OES “When I was first told about the class, my first students were perfectly civil toward impression was, ‘This should be fun!’” Jawad said. “And the visiting students, but they did it really has been a lot of fun and quite interesting to not connect with them as peers. see the commonalities between two groups of students “I was really thinking about that word ‘connect,’ who, superficially, seem so disparate in nature.” because it is one of the Essential Competencies and it’s in the Vision— connecting people, ideas, and cultures I think that being on the Internet to advance knowledge, create solutions, sometimes allows people to express their and enhance meaning,” he said. More importantly, instead of just remembering point and feel like they’re being heard. our Vision, Mike took action, building —Natalie Lerner ’14 a plan for us to better live this Vision. Because of his background in online learning, he considered the possibility of an online course that students from OIA and OES Though there was a lot of excitement, no one could both attend. He thought the course should have really knew if it was going to work. It was such a fresh the small class size and close personal connection with and new endeavor, experimental almost. It didn’t teachers that OES is known for, so he envisioned a take long, however, for everyone involved to realize course in which several students from each school how engaged the students were with the coursework. would read stories online, add their comments, and Azrah, a senior at OIA, said that the responses of then meet in-person as a group every couple of weeks. OES students helped her see another viewpoint: Mike told fellow teacher VJ Sathyaraj about his “Reading the assigned stories was a breeze idea and the two of them went to work designing the because they were personal, deep, and interesting course. The class developed into a reading course called for the most part. Responding to the story and the

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‫צדקה‬ corresponding questions is how I got to somewhat read the whole story again, by looking at it through someone else’s perspective.” Many students also claimed that it was the best class they had ever taken. According to Mike, “When the course ended in January, the students wanted to continue, so we had a few more meetings.” Any concerns that having portions of the course taught online would diminish connection between the students of the two schools were unfounded. In fact, it is likely this “blended learning” model improved connections. One student said it allowed her to be more frank in her responses to the readings: “I really liked sharing my ideas about this reading with everyone in this format because I don’t know if I could share some of these things in a face-to-face class,” said Asya, an OIA student who took the class. The students, in writing online, were actually more comfortable engaging people different from themselves. Class member Natalie Lerner ’14 said it gives everyone a chance to express his or her ideas. “I’m pretty comfortable expressing myself verbally, but I think for a lot of people it can be nerveracking to speak up in class,” she said. “And I think that being on the Internet sometimes allows people to express their point and feel like they’re being heard. It’s a good way to have equal participation and encourage people who don’t always participate to get out of their shells.” Mike said that because the students felt comfortable sharing ideas online, they were able to collaborate more closely in the face-toface meetings: “At the last face-to-face meeting of the course, we asked the kids to reflect on what was effective in the class, and they said what was effective was being able to have lots of conversation, both online and face-to-face. They saw that the online discussion was just as effective as face-to-face, but in different ways.” Even though the class was about immigrants from all nations, OES students also learned a fair amount about Islam from their peers. “The course is really about understanding what it means to be an American, but sometimes religious perspectives find their way into the discussion, which is natural. But the students are really talking about their experience of being here through the lens of themselves, which, for the OIA students, is a Muslim kid,” said Mike. These tangents are

not considered a distraction but are actually encouraged as long as they are germane to the topic being discussed. Jawad, the co-teacher from OIA, said he was thrilled by this sharing of life experiences: “We really hope that the students at OES also learned from our students and that we were able to elucidate the fact that Muslims, just like any other people, love to learn, thrive, excel, think, and create community.” The class is now in its second year, with a new group of students. However, the students who took the class last year are still learning from each other…now as friends. “What I noticed in talking to the students who graduated last year was that the OES kids felt connected to each other, even more than before,” Mike said. “But they really felt a strong connection to the OIA students; they became Facebook friends, and they attended each others’ graduation,” said Mike. VJ believes that this experience will help them in college as well. “A student told me that he feels very well prepared for college because he’s looking forward to these kinds of interactions and will reach out to those people who are most different from himself, because he knows he will be enriched,” VJ said. Holly L. ’15 and Daniel S. ’15 have chosen to devote more of their free time to understanding Islam —both of them serve as student representatives on the board of the Institute for Christian-Muslim Understanding. Students from both schools learned a great deal about each other’s differences, but, as Mike had hoped, the most important thing they learned was that they were not as different as they originally thought. VJ recalls feedback from two students in particular. An OES student described what she learned from LEARN the experience as “Tzedakah,” and an MORE: OIA student described what he learned as www.oes.edu/ “Sadaqah.” One is Hebrew and the other magazine is Arabic, but they both mean the same Oregon Islamic thing: “an obligation to do what is right.” Academy website www.metpdx.org

Winte r 2015

News Briefs NEW ADVANCEMENT DIRECTOR JOINS OES

MULTITASKING RESEARCH GAINS WORLDWIDE NOTICE

This fall OES welcomed Liz MacDonell as the director of advancement to lead the school’s fundraising and marketing communications teams. Liz came from the Randall Children’s Hospital Foundation, where she helped raise $25 million—Legacy’s largest campaign ever—in support of the hospital’s new home. As a graduate of Phillips Academy Andover, she is familiar with the culture of independent schools. She and her partner, Lisa Domenico, are the parents of a 17-year-old son. Previously Liz directed fundraising for Planned Parenthood of the Columbia/Willamette, Virginia Garcia Memorial Foundation, and Camp Fire Columbia.

ALUM’S PLAY STAGED IN NEW YORK A one-act play by Spencer Slovic ’14 that had its world premiere at OES has moved on to New York, where it was among eight plays staged by Young Playwrights Inc., founded by Steven Sondheim. Spencer participated in the annual Young Playwrights conference in January, where his play, “The Resurrectionist,” was performed in an Off Broadway venue.

EXPERT TELLS HOW BRAIN RESEARCH IMPACTS EDUCATION

Brain researcher Dr. John Medina came to OES in January to speak about his New York Times bestselling book, Brain Rules: 12 Principles for Surviving and Thriving at Work, Home and School. Speaking in the OES Chapel, he explained how the brain processes information and described how learning environments can be modified to support peak brain performance. Medina’s visit was sponsored by the Parent Community Link and the Community Diversity Link, which fosters multicultural awareness through reading and discussion in its Books and Breakfast program.

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Two OES seniors presented their science research on multitasking to the national conference of the American Academy of Pediatrics in San Diego in October, and the reverberations were felt around the world. Sarayu C. and Alexandra U. were featured in a story in the Wall Street Journal. They also have been featured in US News & World Report, Education Week, the Portland Tribune, and the Sunday Times of London. Their research is titled “Capacity Limits of Working Memory: The Impact of Multitasking on Cognitive Control and Emotion Recognition in the Adolescent Mind.”

COW EYES PROVIDE INSIGHT INTO VISION

Eighth-graders learned about ophthalmology last fall by dissecting cow eyes. They were assisted by Dr. Charles Bock, a pediatric ophthalmologist and OES parent, who helped them identify the optic nerve, cornea, iris, pupil, vitreous humor, lens, retina, and tapetum.

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PRE-KINDERGARTEN STUDENTS PRESS SWEET CIDER Students in the pre-kindergarten class carried on an autumn tradition by pressing their own cider. Middle School math teacher Ann von Ofenheim brought her vintage cider press down to the Beginning School playground, and students dropped in the apples, cranked the grinder, squeezed the apple mash, and drank the cider.

OES

OES MAGAZINE WINS REGIONAL EXCELLENCE AWARD

OES Magazine won the silver award in the District VIII competition of the Council for M A G A Z I N E Advancement and Support of Education. It received the second-place honor for publications with under 30,000 circulation in the district, which includes secondary and post-secondary institutions in Alaska, Alberta, British Columbia, Idaho, Manitoba, Montana, Northwest Territories, Nunavut, Oregon, Saskatchewan, Washington, and Yukon. CASE, a professional educational communications organization, selected OES Magazine based on its writing, graphic design, photography, and originality.

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Winte r 2015

The Halls Are Alive With the Sound of Music

OES CHOIRS: Primary-2nd Grade Choir 3rd-5th Grade Girls Choir OES Boys Choir 5th Grade Boys’ Handbell Choir 5th Grade Girls’ Handbell Choir 6th Grade Mixed Choir 7th Grade Boys’ Choir 7th Grade Girls’ Choir 8th Grade Mixed Choir US Concert Choir US a Cappella group OES INSTRUMENTAL ENSEMBLES: Lower School Orchestra LS Beginning Band LS Advanced Band 6th Grade Strings 7th Grade Strings 6th Grade Intermediate Band 6th Grade Advanced Band 7th Grade Band 8th Grade Band Zero Period Orchestra MS Jazz Band US Jazz & Symphonic Orchestra

ne of the joys of walking around the OES campus is hearing music. The sound of children’s voices emanates from the music rooms in Scott House, and the harmonies of an Upper School choir drift up the steps from “The Pit,” a music room with three levels like bleachers. The music starts early in the morning with the Zero Period Orchestra that practices before school, continues in the afternoon with private lessons, and sometimes keeps going into the evening if student musicians provide entertainment Nancy Teskey leads a Middle School band. for an event. The ages of performers range from pre-kindergarten to faculty members and parents who provide music for the Lower School Giving Chapel or sing to the learn to play them well enough to participate in gathered Middle School students on Folk Song Friday. Tuba Christmas in Pioneer Courthouse Square. Guitars hang in the Upper School Great Hall and The many choirs and instrumental ensembles are the Middle School Commons so students can pluck supported by the curriculum, which begins with singing away during lunchtime, and student garage bands and movement in the younger grades, and progresses often perform for their peers at Open Mic Night. through the Lower School’s twice-weekly music classes One can stumble upon unusual musical ensembles to reading music and playing the recorder and dulcimer. such as the fifth-grade handbell choirs or the Upper Music is required in Middle School, and the four required School Low Brass activity, in which teacher Rob Orr semesters of art in the Upper School can be satisfied with shares his collection of vintage tubas and the students performance music courses, as well as digital composing and arranging in the Music Technology course. The breadth and depth of musical offerings reflect both the impact of music on the brain and the importance in culture and personal development. Music Department Chair Nancy Teskey explained that creating music leads to firing of neurons across the brain and has a synthesizing effect among brain functions. “It’s not just a math connection; it’s the crossover potential for everything,” she said. “You have to process and analyze what you are hearing, you have to move your fingers and your mouth, and you have to tap into your emotions.” Students gain musical literacy by learning and performing songs from a variety of genres and from many cultures around the world. When folk singer Pete Seeger died last year, faculty member

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Charley Adams led the students in singing his signature tune, “If I Had a Hammer,” but found that most of them did not know the words. “Folk music is roots music, it’s part of our heritage,” Nancy said, “so we started Folk Song Friday, and every Friday a whole bunch of the teachers play guitar or banjo on a folk song. I give the students a brief history of where the song came from. They are learning who Woody Guthrie and the Carter Family are. It’s important cultural literacy.” Students can begin learning an instrument in OES ensembles, but of course they learn faster if they augment their class with private lessons, which are available on campus after school, reducing the need for parents to transport students around town. Students who have studied one of the common instruments can easily explore more exotic instruments that the school owns, including the bassoon, French horn, baritone sax, tenor sax, bass clarinet, baritone, tuba, or upright bass. A student who has studied piano can try out the harpsichord, the harp, or even the pipe organ in the OES chapel. Nancy does a demo night to introduce different instruments that are available for students to learn. She brings in students from Lewis & Clark College, where she teaches, who assist the OES students in trying out the instruments. “If a trumpet player wants to try the French horn, I can say ‘Here, take it home today, here’s some music, try it out,’” she said. Learning to sing or play an instrument requires students to dedicate themselves to practicing. In order to master an instrument, a person must first master himself or herself by developing self-discipline, an important life skill. “Even in a world that is so fast, it still takes the same amount of time to learn to play a musical instrument today as it did a hundred years ago,” Nancy said. “They have to slow down and learn this craft. Because it’s challenging, in the end it’s very rewarding.” The importance of music goes beyond its beneficial effects on the brain and the cultivation of discipline. It’s a way for kids to share creativity and have fun together, it provides lifelong enjoyment, and it satisfies a metaphysical need. “You can’t just feed your brain and your body; you need to feed your soul,” Nancy said. “Music involves a quest for beauty, which is something kids need in their lives.”

BIRDS SING AND SO DO CHILDREN The Kodály Method Uses Multiple Senses to Develop Music Literacy It goes “ta ti-ti ta ta,” but it’s not a bird. It’s a music teacher and she’s telling her students the rhythm. Then she says “so so-la so mi,” and she’s telling the children the melody. Now it’s time for the bird. She sings, “Here comes a bluebird in through my window” with the same rhythm and melody, and the children launch joyfully into a singing game. The little song is an example of how Amy Rheingans and Kristen Haferbecker teach music in their Lower School classes. Their principal method is called Kodály (pronounced CODE-eye) and was developed by a Hungarian composer by that name in the mid-20th century. The hallmarks of the technique are using the voice, singing folk songs, and integrating music literacy into the lessons. Learning to be musically literate this way is a multisensory process. Special syllables are spoken or sung to represent rhythmic durations: “ta” is a quarter-note and “ti” is an eighth note. Solfege syllables (do-re-mi) are used for melody. Hand signs go with the solfege, which creates a kinesthetic and spatial connection to the pitch. For younger children, small icons such as ice cream cones or buzzing bees that are laid on the floor or stuck to a magnetic board represent the musical notes.The icons can be used to show the beat, and they also can go up or down with the pitch. By second grade, the icons are replaced with notes on a staff. Although OES music classes include playing xylophones, percussion, and recorders, Amy says the voice is the primary instrument. “Learning to sing in tune helps the musicianship of every student. Singing develops the musical ear, and the voice is free to all!” Amy Rheingans teaches second-graders.

Winte r 2015

Athletics

At top, the state champion girls’ varsity soccer team with coaches; middle, the state champion boys’ varsity soccer team with coaches; left and top of opposite page, fans braved freezing weather to cheer on the Aardvarks; above from left, MVP Carolyn R. ’15, a celebratory moment between Regina L. ’16 and goalie Rachel H. ’16, MVP Matthew S. ’15. Opposite page, Katie M. ’15 helps the volleyball team to first place in the league, Cameron S. ’16 qualifies for state cross country, the league champion Middle School boys’ soccer team, and the state-qualifying girls’ cross country team.

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Soccer Teams Deliver Double Whammy at State Girls’ And Boys’ Soccer Teams Both Win State Championships

or families with two children in the state playoffs, it makes for a difficult ride home when one team wins and the other loses, which was the case in 2012 and 2013. The family is conflicted by the simultaneous desires to celebrate and to commiserate. Fortunately, this year both teams won their playoffs, so the aftermath was full of unbridled celebration for three families, each of which had a member on each team. In once case, it was a chance to celebrate the second year in a row that goalkeeper Patrick L. ’15 made a spectacular save on a penalty kick to help the team to victory as well as to reprise the 2012 victory in which Catherine L. ’15 participated. Being freshmen, Anna S. and Annika L. played in their first state championship this year, and it was an especially sweet victory because their brothers—Matthew S. and Carl L.—were playing, and winning, their last game with the Aardvarks, since they will graduate in June. Both teams won by virtue of extraordinary teamwork, moving the ball down the field with accurate passing games. Each won 2-0, and both were supported by large

cohorts of fans who braved freezing temperatures to cheer them on to victory. It was the third state championship in four years for the girls and coach Scot Thompson, and it was the sixth title in the past 10 years for the boys and coach Justin Kerr. Both coaches were honored as state coaches of the year for the 3A Division.

MIDDLE SCHOOL SOCCER With a number of key players from the Upper School boys’ varsity graduating this year, one might think that the team’s future is in jeopardy. Think again! The Middle School Boys’ Soccer A team, led by coach Eric Dams, was undefeated all season and brought home the league championship. Onward, Aardvarks! CROSS COUNTRY The girls’ cross country team placed 2nd in the district, qualifying for the state meet on Saturday at Lane Community College, and Cameron S. ’16 qualified individually by placing third. VOLLEYBALL The volleyball team took first place in the league and the district, allowing them to go to the state playoffs.

State Honors, Girls Most Valuable Player Carolyn R. ’15 First Team All State Catherine L. ’15 Rachel H. ’16 Coach of the Year Scot Thompson State Honors, Boys Most Valuable Player Matthew S. ’15 First Team All State Jonathan D. ’16 Second Team All State Gabe P. ’15 Coach of the Year Justin Kerr

COLEEN DAVIS NAMED NATIONAL COACH OF THE YEAR OES girls’ tennis coach Coleen Davis was named National Coach of the Year in girls’ tennis by the National Federation of State High School Associations. Coleen has coached at OES for 27 years, and during that time she has been named state coach of the year seven times, and her team has been the state champion eight times.

Winte r 2015

Alum Profile

DYLAN COULTER: A PASSION Dylan Coulter â&#x20AC;&#x2122;89 creates captivating images of renowned athletes

Neymar

Messi

Ronaldo

Iniesta

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Dylan Coulter recently was commissioned by Atlantic Monthly to photograph former President Bill Clinton for its October 2014 issue. FAR LEFT: In its issue featuring the World Cup, the New York Times Magazine randomly gave readers one of three covers using portraits that Dylan Coulter ’89 took of soccer stars Cristiano Ronaldo, Neymar da Silva Santos Jr., and Lionel Messi. LEFT: Neymar and Iniesta in action.

hen Dylan Coulter was at OES, he was That technique helped Dylan’s photography gain a pretty good basketball player, and he attention, and he was invited to do some big jobs. He was decent at soccer. He was terrible shot for Nike at the Beijing Olympics, and Citibank at track, but his friends were on the hired him to photograph the athletes it was sponsoring team, so he thought, why not give it in the Olympics in London and Sochi. Then before a try? If you had asked his coaches the World Cup, the New York Times Magazine called whether he would become a professional athlete, they him about shooting for a cover story on the best soccer would have said not likely—and they would have been players in the world. The magazine did three separate right. Dylan’s no athlete, but he knows a few: Do the covers with Dylan’s photos of Ronaldo, Neymar, names Ronaldo, Neymar, and Messi ring any bells? and Messi. Thus did Dylan’s humble beginnings We’ll get to that later. Among the important on OES teams—his personal experience giving things Dylan learned at OES was what education is him an understanding of athletic movement that intended to be. It opened his eyes to the bigger world helped in his photography—lead him to the world and whetted his appetite for learning. He went to the of professional sports. And despite being “terrible” University of Oregon to study political science with at track, he still runs and considers it his therapy. the idea of becoming a lawyer, but he got interested in the Sports photography traditionally had been school newspaper photojournalistic. I was interested in taking what and started taking pictures for it. That was being done in other areas such as fashion and led him to learn more portraiture and applying it to sports. about photography —Dylan Coulter ’89 by taking a class in the journalism school, and near the photography Joining a team just to hang out with friends lab was a class in advertising. Dylan met the wasn’t a bad idea either. Some of his best friends professor, and in talking with him decided to take are people he knew from OES, and when he was his visual communications class. Forget about in school, he was inspired by his friends’ parents, law school; he changed his major to advertising some of whom were entrepreneurs doing exciting with the intention of becoming an art director. things. He learned that he could create his own In his seven years as an art director, Dylan career path that would allow him to follow his worked with a lot of photographers and learned passions. And that’s exactly what he has done. that photography encompasses genres beyond photojournalism, such as fashion and portraiture. He was inspired to become a professional photographer. His last art director job was with Adidas, and most of the sports pictures were photojournalistic. He had the idea of applying fashion and portraiture LEARN techniques to sports photography. That approach MORE: is quite common now, but at the time it was www.oes.edu/ unusual and he was one of the first to do it. magazine

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Dylan Coulter’s photography website: www. dylancoulter.com

Winte r 2015

The Grapevine Sara Ritter Alumni and Donor Relations Manager MILESTONES REMIND US OF OUR RICH HISTORY

This year the school is celebrating 50 years on the Nicol Road campus and 145 years of existence. Amazingly, we have living alumni from almost as wide a range of years: Our alumni are as young as 18 and as old as 106. They live all over the globe but tend to congregate in Portland (more than 50 percent), New York City, Washington, DC, San Francisco, Los Angeles, and Seattle. They have graduated from different campuses and different eras but share a bond of commitment to their community and to using their power for good. We hear your stories almost every day from the proud faculty you stay in touch with, from fellow alumni, or even in the pages of the New York Times.

time. When we told them that our mascot was previously a Falcon, they questioned why we hadn’t made a Falcon/Aardvark hybrid animal for the mascot, such as a “Faardvark” or an “Aardcon.” And when we told them that the school used to be for women only, a terrific debate broke out about whether our current co-ed status is a good thing. Final judgment leaned toward co-ed, but the conversation was animated, enthusiastic, and frequently hilarious.

WHEN IT COMES RIGHT DOWN TO IT,

every day marks a milestone in the history of OES, whether it is the individual milestone of a student achieving a new skill or the major milestones in the school’s history. We are currently in an era of major school milestones: In June 2014, Mo Copeland hosted the Class of 1964 at its 50th anniversary and was enthralled by the stories of the last months on the St. Helen’s Hall campus downtown. This spring, the Class of 1965 (the first to graduate from the Nicol Road campus) will celebrate its 50th anniversary. In 2017, we will mark the 50-year anniversary of the first graduating class of Bishop Dagwell Hall. In 2019, we will celebrate the school’s 150th anniversary, and far away in 2026, those first grade students will graduate from OES and join the ever-growing pool of OES alumni. We are all a part of the fabric of OES history. Note: Lisa DeGrace, who was Director of Annual Giving and Alumni Relations, left OES in October 2014. We are grateful for her many years of excellent and dedicated service to SHH, BDH, and OES alumni.

FIRST-GRADERS keep our school history in perspective for us. When we showed them black-and-white pictures from the early 1900s, the students earnestly asked if people only wore black and white at that

We welcome Sara Ritter in her expanded role of Alumni and Donor Relations Manager.

Please contact Sara Ritter at (503) 416-9369 or ritters@oes.edu, with any questions for the Alumni Office.

Class Reps

Nan Glover Brasmer ’56

Theresa Webster ’87

Bill Thanhouser ’05

Austin Page ’11

Judy Carson Kauffman ’60

Daniela Brod Cargill ’89

Jenny Wolochow ’06

Laurie Rumker ’11

Julie Mack Penge ’60

Kathryn H. Halton Rebagliati ’90

Elizabeth Cooper ’07

Anshu Tirumali ’11

Lynn Perryman Haye ’61

Courtney Brown ’92

Anne Drinkward ’07

Austen Yeager ’11

Joanne Dobson ’63

Tara Sorensen Witt ’92

Lauren Eyler ’07

Niky Inskeep ’12

Julie Krause Harriman ’64

Eric Gebbie ’94

Christopher Chapman ’08

Aashna Tiruvallur ’12

Ellen Wheeler Guest ’65

Kelly Rossi ’95

Lia Dawley ’08

Patrick King ’13

Katherine Karafotias ’66

Jonathan Kowolik ’97

Natasha Michalowsky ’08

Hannah Tooley ’13

Toni Webb ’70

John Waskey ’98

Maddy Duthie Apple ’09

Erica Massaro ’13

Jyrki Koskinen ’76

Margot Feves ’01

Brady Haugh ’09

Abbie Daigle ’14

Neena Fromm Nuhring ’77

Ashley Morganstern ’03

Charlotte Lee ’09

Harper Hayes ’14

Allison Root Roberts ’78

Kirsten Midura ’04

Annie Friar ’10

Carrie Loar Cool ’80

Tiiu Magi ’05

Harris Inskeep-Rosenfeld ’10

Elizabeth Highet ’86

Molly Morgan ’05

Leah Metcalf ’10

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Class Notes 1939 MARY L. VINCENT POWELL

1955 VIRGINIA EUWER WOLFF

I am happy at home in my big old house in Portland, but I would be even happier to hear that there are members of the class of ’39 out there with whom I could share memories of our wonderful high school days.

I’m sad to leave Oregon and OES, but Oregon and St. Helen’s Hall/ OES have shared in making my coast-to-coast move possible by giving me a basic vocabulary of flexibility and the capacity to embrace change. I can’t imagine how or who I’d have been without Miss Campbell’s Latin lessons or without Father Williams’ appreciation of resilience. I send greetings across 3,000 miles to my 1955 classmates and many other OES friends, especially Lisa DeGrace, for extending to me so many kindnesses.

1949 BONNIE DUNBAR HAHN I am the manager of the NEST shelter here in Nome, Alaska, which stands for Nome Emergency Shelter Team. It is a shelter to house the homeless and anyone in need of a quiet, safe, warm place for the night. We have anywhere from 8 to 20 people per night, including many alcoholics and people from outlying villages. I am on call seven days a week and am at the shelter anywhere from 5 to 12 hours a day. Before we set this shelter up, Nome lost several people a year from freezing to death, but in the four years we have been open we have not lost a single person. It is a very stressful job, but it is rewarding. We have a lot of donations from different city agencies and several grants to keep us going. Our efforts have saved the police department and the hospital a lot of money, so we have the city behind us. Our shelter is open from November through April, our very coldest time of the year.

Gael Close Liptak ’58

The Class of 1969

1958 GAEL CLOSE LIPTAK Life is pretty quiet here in small Condon, Oregon. I keep busy with my volunteering at the Assisted Living, Condon Senior Meal Site, and the library. I love animals and I have a friend who has many, so I help her. I am healthy and happy.

1965 ELLEN WHEELER GUEST It’s been FIFTY years since we walked with “Pomp and Circumstance” down the aisle of Trinity Episcopal Cathedral and into the unknown world of tomorrows. And now we can return to the scene of the crime and talk the talk, and walk the walk, once again … in full regalia of caps and gowns no less! We were the first senior class at the new campus … and now, we’re older and wiser! Our Class of ’65 50th Reunion dates are Thursday, June 18, through Sunday, June 21. OES has planned an alumni social on Friday night;

we’ll celebrate our class party on Saturday night and close with a farewell breakfast on Sunday. Just like last time we met (too many years ago to admit), we have rooms blocked at the Red Lion Hotel on the River. Several of our classmates are working to make our 50th Reunion great, so check with Ellen Wheeler Guest for more details! Email: ellenguest@mac.com. ’65 hugs!

SUSIE KASPER I had an absolutely wonderful time with the Class of ’64 at their reunion luncheon in June. It was really a highlight for me. They are all just terrific women. I’m retired but active with volunteering. I am president of the Friends of the Symphony here in Portland and on the Symphony Board. I also do work at the Reentry Transition Center, which is a program of Mercy Corps Northwest. I’m in regular touch with a number of my classmates, particularly Mary

Lampson, as well as Sheila Maley Bates ’66. And I was delighted to visit with Robin Oliver Hall ’66 and Libby Bishop Westlund ’69 this past summer. Yikes! That’s a lot of “I’s” isn’t it? Life is good.

1966 KATHERINE KARAFOTIAS Class of ’66 — SAVE THE DATE! Our 50th Reunion is on the calendar! It is slated for June 17, 2016. Make plans now to attend and pass the word to any of our classmates you may be in touch with. In the meantime, any ideas and plans you may have, or if you’d like to be part of our planning committee, just contact me at karafotias3499@comcast.net.

1969 CLASS OF 1969 The Class of 1969 (and others from the BDH/SHH era) celebrated their 45th Reunion in September at the Portland Racquet Club. Winte r 2015

Class Notes 1969 MARYBETH MERWIN BUCK I am starting my 10th year of retirement from a career of teaching for 30 years in the West Linn, Oregon, School District. I have been going to Haiti on missionary trips with my husband, Ken, and groups from our church since 2006. I keep busy as a coordinator for Hope for Kidz, finding sponsors for students in Southwest Haiti. Art has also become a passion. I design greeting cards and am working on mixed media collages and trying new arts and crafts as much as I can. I would love to have more classmates from 1969 get in touch. Getting together would be so much fun!

1973 KANNES NOACK Greetings, one and all. I continue to enjoy climbing, having achieved a 35th world summit this past July climbing Austria’s highest peak, the Grossglockner. I traveled to Persia (Iran) through a rare opportunity

to see that beautiful country in November. I continue to enjoy my commercial real estate career of 35 years and counting while remaining knee deep in community philanthropy and affairs here in the Sacramento region. I would love to hear from fellow classmates at knoack@newmakrccarey.com. Cheers!

1974 CLASS OF 1974 The Class of 1974 enjoyed a weekend of activities (including a screening of the infamous film made by that year’s senior art class, “Queen Jack High”) in honor of their 40th anniversary. Many thanks go to Max and Lori Miller for hosting a spectacular dinner as the center of Reunion activities.

1975 NEAL GOREN I continue my position as founding artistic director of Gotham Chamber Opera in New York City, which began its 14th season last October.

Kevin Kraft ’79 on vacation with his family.

1979 KEVIN KRAFT The Kraft family had an epic East Coast vacation last summer, starting with a visit to the Kraft Family Reunion in Stockton, Illinois, and continuing on to New York City, where we saw our son,

Andrew, perform with his chorus at Carnegie Hall. After that we visited Massachusetts, where we saw Colonial attractions in Boston, Lexington, and Concord, and visited friends in Holden and Worcester. We then continued on to Gettysburg and Washington, DC, and then back to New York for a visit to the Freedom Tower and the 9/11 Museum, before catching our flight home. It was an amazing adventure and I’m impressed we managed to pull it off, surmounting numerous logistical challenges with good spirits.

1983 PETER JANNEY

Attending Class of 1974 reunion: From left, Tanja Horvat ’74, Lisa Johnson Frey ’75, Osa Arnold Schultz ’74, and Tamara Musser ’74. Photo by Ivana Horvat ’06

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I’m now living in Denver, Colorado, with my 13-yearold daughter. Love the city. Great place to live. I’m an IT consultant to large companies, and a small business owner. I keep busy with hiking, trail running, sports, friends, and lots of school/kid activities.

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Class of 1984 celebrated their 30th reunion.

1984 CLASS OF 1984

1990 PROVASH BUDDEN

Cheers to thirty years! The OES Class of 1984 gathered for a magical evening July 19, to celebrate their 30th reunion. Warm weather, plenty of delicious food and drink, and a beautiful riverfront view created the perfect setting for classmates to reminisce about our years at OES. Families with multiple siblings at OES were well represented, as well as several classmates who had been together since first grade, when the Lower School was known as St. Helen’s Hall. The Class of ’84 continues the OES legacy, as many of us have been or currently are proud parents of OES students. A big thank you to classmates Scott Doenecke and Paige Parker Johnson for organizing and hosting this fabulous event!

I, my wife, and our two-and-ahalf-year-old are still enjoying life in Colombia with lots of travel to beaches, coffee country, mountain lakes, and Amazon jungles. I’ve been here as the Mercy Corps country director since 2012 during an historic process to bring peace to this beautiful country that has suffered armed conflict for over 50 years. Looking forward to my periodic visits to Portland to visit family and friends!

1987 CHELSEA EMERY I’m in my second year at BBC.com as an editor of BBC Capital. After years of being a reporter, I’m loving being on the other side. Instead of chasing recalcitrant CEOs, I’m chasing Oxford commas. My husband, my two little girls, and I live in New Jersey, but I work in New York City, so look me up if you come through town!

1996 RYAN RADECKI My wife Annie (Andover ’98, Yale ’02) and I welcomed our son, Alexander Paul Radecki (aka Renegade Liberty Constitution Patriot), on June 27. He weighed 9 lbs., 7 oz. We are actually all moving back to Portland next spring—I’ll be leaving my current position as teaching faculty at the University of Texas Medical School at Houston to join Kaiser Permanente in Portland, working in emergency medicine, clinical informatics, and quality improvement.

Wife Annie and son Alexander of Ryan Radecki ’96 . Winte r 2015

Class Notes

Austin David Christofferson, son of Jessica Collins Christofferson ’01.

Thuemmel, Uhle & Eder. The two of us will be handling exclusively criminal and civil vehicular cases in Oregon. The last 10 years of practicing law has been wonderful. I know I owe a lot of the success to my OES education/experience.

1999 CALLIE SOUTHER

Cooper Romano, son of Erin Morse Romano ’01.

1998 DAVID CADE Hi all, it took me 17 years since leaving OES, but I finally found the perfect job. I recently returned to San Francisco to continue my pursuit of a PhD in the ocean sciences. Basically now I tag whales for a living and interpret what they do underwater; kind of the perfect blend of adventure and math that we all seek in life (or at least I do!). If anyone is ever in the Bay Area, look me up; it would be nice to reconnect.

DAVID EDER Life after OES has continued to treat me well. I live in Portland with my wife and two children. I still love being around people, cooking, and working out. I have joined forces with Ben Eder to run

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I’m grateful to be in the second year of my first rabbinic placement as assistant rabbi/teen educator at Peninsula Temple Beth El in San Mateo, California. I’m also enjoying exploring the Bay Area and slowly inching my way back up the Pacific Coast!

2000 ANDY MURRAY

Marathon bombings. As a participant in this event for many years and an adopted Bostonian, the tragedy touched a nerve with me. It was very helpful to have an old friend nearby. Fortunately, this year’s Boston Marathon was much less eventful. In other news: I recently moved away from Boston and started teaching anthropology and Asian studies at Hamilton College in Clinton, New York. OES seniors: This campus upon a hill should be up on your list! Any apprehension I may have had about Hamilton’s student culture soon melted.

2001 JESSICA COLLINS CHRISTOFFERSON My husband Tyler, son Easton (age 2), and I welcomed Austin David Christofferson to our family on June 19 in Kirkland, Washington. Austin weighed 8 lbs., 9 oz. and was 21 inches long at birth. We are overjoyed with the new member of the family!

MARGOT FEVES Margot’s new event space, Opal 28, was recently honored by the Portland Business Journal as Retail Project of the Year. Check out the details at http://www.opal28.com.

Cait Scherr ’05 with husband Matt Scharr

ERIN MORSE ROMANO We welcomed our son Cooper on July 2 and soon after moved to Golden, Colorado, where we are enjoying every second of mountain living!

2005 CAIT SCHERR Cait Scherr is still loving Portland and is recovering from a busy year of changing careers, getting married, and buying a house. Scherr married Matt Scharr (no, that’s not a typo) in September 2013. Scherr is loving her house, which is in a ridiculously idyllic and adorably Portland neighborhood: She runs through her local parks/ trails and loves getting fresh

I am pleased to report that last year I reconnected with a fellow classmate: Jonathan Foltz ’00, who currently teaches English and literature at Boston University. While the circumstances were unfortunate, we were excited to have the opportunity to meet President Obama in Jon Foltz ’00 and Andy Murray ’00 snack on Japanese Pocky Sticks while waiting in line to meet the days President Obama in Boston in April 2013. following the 2013 Boston

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Tori Finlayson ’07 works on an archaeology dig.

eggs and produce grown by her neighbors. She especially loves having space to get back into her hobbies and turning her garage into a woodworking (and hopefully eventually welding) shop.

2007 TORI FINLAYSON As many of you know, I have been interested in Egyptian Archaeology for as long as I can remember (even stating in an article upon my arrival to the OES dorms that working in Egypt was my lifelong goal). I am happy to report that dreams do come true! After graduating from the University of British Columbia with a degree in Classical and Near Eastern Archaeology, I spent two months in Jordan excavating a Roman fort. I then attended the University of

Arizona and was invited on the University of Arizona’s Egyptian Expedition, with which I have worked since moving to Tucson. It is exciting to work for such an amazing project. The UAEE conducts archaeological research and excavations in Egypt, and has done so annually for over 25 years. I joined the team in the field this past summer as the manager of field operations, digging at the “temple of millions of years” of the ancient Egyptian pharaoh Tausret in what is today Luxor, Egypt. Located just outside the Valley of the Kings, Tausret’s temple dates to ca. 1200 BCE and was the only monument built for the female pharaoh: Female kings are exceedingly rare, having only about five in 3,000 years! To learn more about the dig, see

www.egypt.arizona.edu or contact me at tfinlayson@egypt.arizona. edu. I plan to continue my work in Egypt with the UAEE and have also been accepted to one of the most prestigious graduate Egyptology programs in the world at Leiden University in the Netherlands.

2008 SEAN GORDON I completed my year in Atlanta as a field executive (traveling consultant) for my fraternity’s national office. I traveled to more than 25 different universities and more than 50 different cities and met with undergraduates, alumni, and university officials to provide support and encourage improving various chapter operations. I recently accepted a new position as a recruiter for NuWest Group,

a staffing firm in Seattle, and start my next adventure at the end of May.

TAYLOR HILL Hello, fellow OESians. I have been busy this past year—got married to a wonderful girl, graduated from the University of Oregon, and entered the working world as a software engineer at a company called Helion in Salem, where I write code used by the State of Oregon and various county governments in the Northwest. In the next few weeks I will be starting a new job at FabTrol in Eugene, writing steel fabrication software. I hope all my classmates are doing well—my best friends in the world are still from OES!

Winte r 2015

Class Notes 2009 JESSICA LUND I was a Peace Corps Volunteer evacuated from Guinea due to the Ebola outbreak, but this December I’m returning to West Africa with a new Peace Corps job. I’m going to work on child nutrition in Mali for a year!

2010 DZANA ASHWORTH

Dzana Ashworth ’10 graduated from Sarah Lawrence College.

This past year, my last at Sarah Lawrence College, I was the proud captain of the Sarah Lawrence swim team, and I received the Gryphon Award (so-named for SLC’s mascot) for leadership, passion, and excellence in both academics and athletics. The

wrote and directed two shorts for the SLC senior film festival, and is now working as a production assistant at AOL. In her spare time, she’s adapting her one-act from Art Ward’s Larissa Pham ’10, right, with Alexandra “Dzana” playwriting class Ashworth ’10. into a feature. During a brief stint in Portland, attached photo eternalizes my the two of us went to the alumni graduation cap decoration. event at the Timbers game with Elisabeth Saul ’11 and Jordan Elliott ’97. At the writing of this LARISSA PHAM This May, Dzana and I graduated class note, we’re preparing for our from Sarah Lawrence and Yale, housewarming party (yes, that’s respectively. Postgrad, Larissa right ... we’re living together) in went off to teach art in France for Crown Heights, Brooklyn!). Simon Narode ’10 will be in attendance. six weeks. Having recovered from With our third roommate (Jaime her time abroad, she is currently Chu SLC ’14), we are the happy working at a nonprofit in Brooklyn mothers of many cacti and and as a freelance writer. She bamboo plants, but no cats. Yet. also was in her first group show If you should find yourselves in in Provincetown, Massachusetts, New York City, let us know! presenting work from her thesis in painting. Meanwhile, Alexandra

ARIEL VEROSKE I recently graduated with honors from The College of Wooster. This summer I am visiting Maike Böckenhoff ’10 in Stuttgart, Germany!

2012 AASHNA TIRUVALLUR I hope everyone is doing well! Aashna here, I’m now in my junior year of college. It’s been absolutely crazy with classes and the courseload. This year I was handed the reins of one of the cultural clubs at Gonzaga, and man, what an adventure it has been! Classes and clubs aside, things have been going well and life is always eventful. I’m going to be studying abroad this summer, but the location is a secret! I also just recently applied to graduate. I can’t believe I have one more year after this … it’s scary to think I’ll be leaving this amazing community. I hope everyone at OES is well and having a great year!

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We Remember IRMA CLARKE KREITZER ’40 Irma Kreitzer died on June 12, 2014. She was born in northeastern Montana, to Allen and Signe Clarke. The family moved to Portland when Irma was 2 years old. When she was 5 years old, her mother died, leaving her children, Carol, Irma, and Ray. Her father married Ruth Sturtevant when Irma was 12, and she was a wonderful stepmother to the three children. Irma graduated from Grant High School and St. Helen’s Hall Junior College. She married John Kreitzer on Nov. 2, 1940, and they had three children, Carolyn, Claudia, and Jack. Irma stayed home while the children were young and then worked as a counseling secretary at Sunset High School for 20 years.

ELIZABETH ARNREITER FRANKLIN JC ’41 Elizabeth Franklin passed away peacefully at home with family by her side on September 23, 2014, in Tucson, Arizona. She was born in Twin Falls, Idaho, on March 7, 1918, to Theodore and Eleanor Arnreiter. She graduated from St. Helen’s Hall. Her strength and determination in life came from her pioneering Austrian father and Eleanor, her American mother, concert pianist, and teacher. Elizabeth married Frank Franklin in 1941, in Cove, Oregon; they were married 67 years. Elizabeth followed her husband, who was in the military, across the Pacific to Okinawa in 1951 with her three young sons. Over the years, Irma served in the Red Cross and taught in many different capacities, from art and theater to GEDs for military personnel. Elizabeth moved to Arizona with her husband in the 80s.

ROBERT FETTER ’83 Robert died on May 10, 2014. He left behind a loving family that includes his wife, Mika; son, Kai, 17; and daughter, Nanami, 14. Robert had a variety of interests including reading, philosophy, playing bass guitar, and rock climbing. He also was a runner, completing several marathons, including the Portland and Tokyo Marathons. He grew up in Portland, attended Oregon Episcopal School through sixth grade, Hayhurst Elementary for seventh and eighth grades, graduated from Wilson High School, and then studied at Oregon State University. He earned his bachelor’s degree in business and a master’s degree in linguistics from Portland State University, as well as a master’s degree in teaching from Willamette University in Salem. He taught English in Japan for five years and was a reading specialist in the Beaverton School District for eight years.

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PAT KARAMANOS (TRUSTEE) Pat Karamanos died on October 28, 2014, of systemic scleroderma. Pat was born Patricia Heyward Smith on Jan. 14, 1950, in Montclair, New Jersey. After graduating from Upsala College with a degree in psychology, she was a counselor for the Holley Center, a residential treatment center for abused children. She moved to Portland in 1981 to take a position as a divisional merchandise manager for Meier & Frank and, in 1984, was named senior vice president. In 1983, she married John D. (Sam) Karamanos III. They had two sons, John D. IV ’03, and Benjamin H. ’04. She was a member of the boards of Providence Portland Medical Foundation, Providence St. Vincent Medical Center, and Providence Brain and Spine Institute, and she was an active member of ARCS Foundation (Achievement Rewards for College Students) and Women’s Care Foundation. She was chairwoman of the Reed College Women’s Committee in 2000, and she received the March of Dimes White Rose Award for that year. Pat helped found Gately Academy, now Bridges Middle School, and served on its board for many years. She also served on the board of OES, where she received a lifetime achievement award, and on the advisory boards of Thomas Edison Middle School and Saturday Academy.

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Winte r 2015

Hallways

International Students Discover New Foods and Traditions

though a cornucopia of autumn vegetables is a familiar tradition in the United States, the tradition and also the vegetables were unfamiliar to these three international students. In this photo from the 1950s, the three girls arrange a cornucopia at the altar at the old downtown campus of St.Helen’s Hall.

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The girls, from left, are Pat Kelley ’55 from Honolulu, Patricia Vandel ’57 from LaOroya, Peru, and Gayle White ’58 from Fairbanks, Alaska. (At that time, Alaska and Hawaii were not part of the United States; they became states in 1959.) Learning about American foods and traditions is still an important part of the OES experience for the international students in the residential program.

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Open Up The Campaign for OES

Imagining a New Lower School

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The current buildings have served us well for 50 years; the new building will support the educational experience for the next 50 years and beyond. Contact the Development Office: Jennifer Baumann 503-416-9479 • baumannj@oes.edu www.oes.edu/summer