Spring Union Magazine "What Makes Us Lasallian"

SALLA

Union DE LA SALLE HIGH SCHOOL

“What Makes De La Salle Lasallian”

De La Salle’s Lasallian Catholic Assessment Process Report Spring 2020

Kairos Retreat Reflections • 50 Years of Musicals at De La Salle Digital Citizenship in the 21st Century • 2020 Distinguished Alumnus L The Brotherhood of the Spartan Is Like No Other L

Message from the President

WHAT MAKES DE LA SALLE LASALLIAN

When I was asked to write this introduction letter on “What makes De La Salle High School—Lasallian?” I was a little puzzled. My first thought was—What makes ice cream—ice cream? Is it not the same thing?

So, I thought of it this way—it is a recipe!

There are many “ingredients” that go into making us Lasallian, just as there are many ingredients in making ice cream—ice cream! And in this issue you will see in action how we are Lasallian at De La Salle.

Ingredients: 4 cups of Faith 4 cups of Integrity 4 cups of Scholarship 2 quarts of dedicated faculty and staff 2 quarts of parents and students 2 quarts of alumni and alumni parents 2 quarts of generous donors and benefactors 1 loving community separating ego

Mark DeMarco ’78

President

Directions:

Take the Mission and blend. Add a dash of perseverance. Take the life of our Founder Saint John Baptist de La Salle and his beliefs and writings and mix thoroughly. Bake it with God—knowing we are a Catholic school. Serve daily with generous portions.

As you can see and will read in this issue of the Union, many things go into being Lasallian at De La Salle. The good news is that we are always modifying and adding ingredients to the recipe to make being Lasallian better.

In the Spirit of Saint John Baptist de La Salle,

Mark DeMarco ’78 President

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For more recipes daily, visit www.DLSHS.com and subscribe!

Union PRESIDENT’S CABINET

WHAT’S IN THIS ISSUE

Mark DeMarco ’78 President

Dr. Heather Alumbaugh Vice President for Academic Life

Mark Chiarucci Vice President for Advancement Lynne Jones Vice President for Finance

Leo Lopoz ’94 Vice President for Athletics

Joe Aliotti Senior Staff for the Office of the President Produced by the Office of Advancement

De La Salle High School 1130 Winton Drive Concord, CA 94518 Tel: (925) 288-8100 Fax: (925) 686-3474 www.dlshs.org

Comments, questions, news?

Contact Rich Davi at davir@dlshs.org

Editor: Rich Davi

Layout and design: Jack Farage Design, Email: farage4art@yahoo.com

Text: Dr. Heather Alumbaugh, Dr. Elizabeth Berkes, Mark Chiarucci, Rich Davi, Mark DeMarco, Erin Hallissy, Roger Hassett, Lynne Jones, Lloyd Schine, Ida Tolentino, Thomas Wickboldt, Karla Wiese.

Photos: De La Salle Photo Library, De La Salle Campus Ministry, Brother Lawrence Haley, Mike Mitchell, Bob Sansoe, Studio One

Read the Union online at www.dlshs.org

The De La Salle “Union” is a bond of unity for the extended De La Salle family — alumni, parents, alumni parents and the many friends who make up our school’s growing family.

The School Seal

The school seal is an important part of the identity of De La Salle High School.

The symbols used to make up the seal have particular meanings that reflect the values and purpose of the school. In the center of the seal is the Chi Rho (Kye Row). This is the Greek abbreviation of the title “Christ.” The first two letters of the word Christos or “Christ” are “Chi” and “Rho,” represented in the Greek alphabet as a capital “X” and “P.” The fleur-de-lis, with “lis” meaning lily in French, reminds us of our French origins with Saint John Baptist de La Salle. The lamp is a symbol of knowledge, reminding us of our primary purpose as a school — education. The section of broken chain represents freedom — freedom from ignorance. The chain surrounding the seal signifies strength and unity. “Les Hommes de Foi” is French for “Men of Faith.”

Spring 2020

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Lasallian Catholic Assessment Process

Diving Deep for the Love of Their Students

Providing Comprehensive Student Support

De La Salle’s Continued Commitment to Service 50 Years of Musicals

Digital Citizenship in the 21st Century 20 Years of Kairos

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2018-2019 Annual Report

#BecauseDeLaSalle Day Success

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De La Salle 2020 Distinguished Alumnus Staying In Touch In Memoriam

New LAPC Brings Excitement Reunions

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Summer Camps

About the cover: With the departure of the Christian Brothers from campus after the 2018-19 school year, De La Salle High School will continue to live the Lasallian Catholic teachings of Saint John Baptist de La Salle through its faculty and staff. The star on the cover represents the Lasallian Five Core Principles: Concern for the Poor and Social Justice, Faith in the Presence of God, Quality Education, Respect for All Persons, and Inclusive Community. The images used in the star continue to remind us of the various ways De La Salle faculty, staff, and students live out these guiding principles. Although the physical presence of the Brothers is gone at De La Salle, their guidance over the past 55 years will continue through the faculty and staff now charged to carry out their mission.

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De La Salle Lasallian Catholic Assessment Process Review Report

At the conclusion of the three-day assessment, the LCAP his past September, De La Salle High School took team met with a number of the school leaders and presented part in the Lasallian Catholic Assessment Process their findings, most of which were very positive for the (LCAP), a review process conducted by a visiting school. The team’s findings were broken up into different team of Lasallian school leaders and administrators from sections including; the strengths of De La Salle, a around the country, that focused on De La Salle’s Lasallian Religion and Spiritual Life Assessment; Catholic identity and assessed the effectiveness of the challenges facing De La Salle; and school’s programs as they relate to the core Lasallian finally, recommendations for action principles. and strategies for the future.

The visiting team met with a number of De La Salle High School representatives, including students, faculty, Strengths at De La Salle staff, coaches, and parents. Throughout the process, the The LCAP team LCAP team studied surveys that all constituents at De La identified a Salle responded to in the spring of 2019, as well as reflected number of strengths on a number of focus group conversations held during their of the Lasallian visit. In addition, the team examined the school’s Religious Catholic culture at Studies and Spiritual Life programs.

De La Salle, The process had a number of goals, including: providing many of which, an internal review and self-assessment of the school as well are linked to, as an external, objective assessment of how the school is and are essential currently living the five core Lasallian values. In addition, to each other. the process helps conceptualize how the school will be living the values five years into the future by creating a (see graphic at center shared vision and practical plans for growth. of this layout.)

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campus news Religion and Spiritual Life Assessment The second part of the assessment focused on religion and spiritual life not only in the classroom, but also in other areas of campus, ranging from retreats and beyond. As the Christian Brothers leave campus, the timing of the assessment was very helpful as the school grapples with the thought of carrying on the legacy of the Brothers without their daily presence. From one of the LCAP assessment team leaders, this reflection was very telling about De la Salle, “I believe the LCAP helped the De La Salle community to reflect on the strength and depth of the Lasallian Catholic culture of the school nurtured over many years and, at the same time, assisted in looking outward to a changing landscape which is challenging not only to De La Salle High School in Concord, but all Catholic educational communities.”

In a similar way, one faculty member summed up the loss of the Brothers on campus in this way, “We are so passionate about the mission that there will be no missteps. At the risk of sounding hokey, Saint John Baptist de La Salle will live through us.”

As the students reflected on their experiences at De La Salle, some of their comments to the team were very pointed and spoke to the character development they experience at school: • We have a sense we’re all in this together.

• We are here for each other—we are a brotherhood.

• The ways of De La Salle involve hard work and dedication.

• The expectations of this school—respect, integrity, high morals, doing the right thing.

A primary strength the assessment revealed, which the 2018 parent and student survey results from the Stanford Survey of Adolescent School Experiences also echoed, was the relationship the students have with faculty and staff.

Both in the survey data as well as the group sessions, it was clear “the LCAP team observed the priority of listening for the adult community and the appreciation for listening in the students. The faculty and staff also displayed a common strength to being a witnessing community for the students, or sharing their faith with one another.”

A number of strengths of the Religious Studies and Campus Ministry programs were also identified, including the department’s continued practice of assessment. The team was impressed the Religious Studies Department “took the time and energy to reflect upon their curriculum and suggest changes that would better meet the needs of their students.”

As one of the cornerstone programs of De La Salle, the Kairos Retreat Program shined brightly and was summed up

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campus news in one statement by a De La Salle senior, “Through Kairos, everything came together. I believe in God.”

Finally, from the listening/breakout sessions with students and faculty and staff, there were a number of insightful comments, including:

Students: • People expect things of us off-campus. They know that we’re from De La Salle.

• Social media expectations and instant communication gets in the way a lot. It feels like you must measure up to those in social media.

• You need to live by a standard.

• Managing time: academics, activities, sleep, commuting.

Faculty: • Impact of stress on education performance; differing levels of ability; challenge to differentiate.

• Amount of involvement/stress: AP courses, athletics, activities.

• Lack of quiet time, solitude; time for them to disconnect.

LCAP Action and Strategies for the Future One of the main drivers of all internal and external assessments is to look at areas the school needs to continue to invest its institutional resources. The LCAP committee recognized (as did Stanford Challenge-Success findings) that De La Salle High School already invests an enormous amount in the students’ well-being and the committee encouraged the school to continue to do so.

The entire plan has been broken up into sections with various directors on campus taking the lead over the next six years, to adopt strategies in order to be accountable to these next steps. The opportunities to be investigated in order to optimize De La Salle’s commitment to the whole child, include: • • • •

Academic Pressures Students Face Diversity Catholic Identity Addressing the Impact of Social Media and Technology • Communicating with Parents • Deepening Meaning of “Brotherhood”

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The entire report was presented to the faculty, staff, and Board of Trustees. The school is eager to implement the plan and continue to strengthen the Lasallian Catholic mission on campus.

Diving Deep for

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the Love of Their Students and

Their Discipline

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e La Salle High School is a Roman Catholic educational community where students are loved, instructed, and guided according to the traditions of the Brothers of the Christian Schools and the charism of Saint John Baptist de La Salle, Founder of the Brothers and Patron of Teachers.

In the Spring of 2014, Brother Robert Wickman, then Principal of De La Salle High School, said this about the second verb in the school’s Mission Statement; “Our instruction at De La Salle is designed to be rigorous, challenging, and relevant. We spend lots of time and energy developing, coordinating, and delivering a curriculum that broadens our students' appreciation of the sweep of human affairs over time and place. The Lasallian call to ‘remember that we are in the holy presence of God’ is not just a spiritual imperative; it is also our gateway to a program of studies that claims that the religious and the human can never be isolated one from the other without compromising both.”

Brother Robert’s words continue to resonate deeply for the faculty at De La Salle. Each member of the faculty views their work with students as a holy calling and work tirelessly

to ensure that they are bringing their best to the classroom each day, and year after year. One of the ways we witness faculty passion and commitment to their work, is in the efforts they give to their own professional development and intensive study.

Every year, Dr. Elizabeth Berkes, Director of Faculty Development, works with faculty members to register for local, state, and national conferences and workshops and secure funding from scholarships, grants, and federal funds.

While all faculty members have a professional development plan that they work on with Dr. Berkes and refresh and renew annually, each year there are some teachers who undertake extended programs.

With the support of the De La Salle Annual Fund, this past summer the school sent a number of teachers to important workshops across the country and some teachers began year-long professional development programs.

Here are some of their stories: The Yale Writers’ Workshop is an intensive, immersive four-day experience with well-known authors serving as the workshop instructors. Meredith Barnidge, Director of Theatre Arts, had the opportunity to attend this workshop where she heard a craft lecture, a visiting writer keynote address, and participated in intensive group writing workshops.

“Our group of writers was a hodgepodge of genres tossed together. Although we were titled ‘mystery/thriller’, the excerpts submitted were hybrids of westerns, absurdity, sci-fi, horror, hallmarks, and true crime,” said Barnidge.

“Each individual entered the writing arena expecting a bond of similarity between works. Yet, all of the works varied and held firm to the differences.”

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At the workshop, Ms. Barnidge was required to submit a lengthy, original manuscript and receive feedback/critique on that work from peers across the country. She had the chance to learn techniques that support productive feedback which she has already been incorporating into her own classes.

“All submissions for critique were anonymous, and the absence of knowing our audience allowed a new space for creativity, critical thinking, responsibility, and learning,” said Barnidge. “The words I shared with my fellow writers were only inklings discovering what they could be. The workshop at Yale was the process, not the result, of scholarship.”

De La Salle athletic trainers Kent Mercer ’87 and Doug Bauman attended the National Athletic Trainers Association’s 70th Clinical Symposia, where they had the opportunity to experience quality education for themselves, a Lasallian Core Principle that they strive to meet in their own work with students. “[The Symposia] is an amazing educational event with the primary focus of providing continuing education to the athletic training community,” said Bauman. “With a wide variety of educational sessions and formats, the symposia allowed the attendee to select a variety of workshops, sessions, learning labs, etc., that focus on the most up-to-date research and evidence-based practice to help the clinician and educator continue to grow and provide the best patient care.”

If you’ve ever had the experience of spending an entire week speaking another language that you don’t use often, you will understand how Michael Marcheschi felt at Belmont Abbey in North Carolina this past summer. The Vinculum (a Latin word for “link”) is a Latin immersion program for lay men and women focusing on Latin texts of

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all major genres and time periods within Christian history.

Mr. Marcheschi, De La Salle and Carondelet’s only Latin teacher, spent intensive mornings doing class work, having lunches where only Latin was spoken, and engaging with his fellow Vinculum participants in afternoon and evening sessions emphasizing active use of the language to have discussions and even to play games.

“The program helped me develop my skills and knowledge and get ideas for the classroom,” said Marcheschi. “I was able to develop greater ability to speak Latin, while increasing my knowledge of the intellectual heritage of Catholic Christendom passed down through time by means of the Latin language. This experience was particularly valuable and made it possible for me to bring new life to classroom routines through the spoken language.”

Michael Marcheschi

Rob Rogers

Over the years, Mr. Marcheschi has found that teaching Latin as a spoken language, not just a written language, has helped the students to connect with the content in a more dynamic way and learn the language more deeply.

English teacher Rob Rogers attended the National Endowment for the Humanities (NEH) Landmarks in Culture and History Workshop this past summer. The NEH offers tuition-free opportunities to educators to study a variety of humanities topics. Mr. Rogers was accepted as one of only 36 teachers chosen to attend the Landmarks in Culture and History Workshop focusing on Asian Pacific Americans in the Northwest.

The program was sponsored by the Wing Luke Museum of the Asian Pacific American Experience and included daily trips to historical landmarks like Seattle’s Immigration and Naturalization Building, the Kong Yick Building, Chinese Reconciliation Park, the Temple of the Knights of Pythias, and the Black Diamond Historical Depot Museum, among others.

“I think at this point in our history, it's particularly important for students of American literature to think about how our society defines what it means to be American, and how that definition has changed over time,” said Rogers.

“As a Lasallian school that values respect for others and the creation of an inclusive community, it's important for our

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Monterey Bay Aquarium students to recognize the consequences that definition has, and continues to have, on the lives of so many people who are part of our national story.”

While the majority of intensive professional development work occurs over the summer, there are some faculty who manage to balance their teaching load while engaging in programs that are many months long and involve meetings in the evenings and on weekends during the school year.

Henriette Howett, a science teacher at De La Salle, is one of only a handful of Bay Area educators who has been working with the University of California Museum of Paleontology (UCMP) for the past two years, to implement a set of resources that support the integration of Earth systems into high school curricula.

That set of resources is called the Understanding Global Change curricula and Mrs. Howett has been instrumental in introducing these lessons into the Biology curriculum at De La Salle.

Through her work with UCMP, she was invited to apply for another year-long program, the Monterey Bay Aquarium’s Climate Action Project Summit. Mrs. Howett was accepted as a participant at the beginning of the school year, has attended a multi-day kickoff meeting in Monterey, a mid-year check-in meeting, and has been working with other educators in the program to implement a student-led action project promoting climate change solutions.

Mrs. Howett’s professional development work has led to her assuming a leadership role in promoting a student Green Club and a staff Sustainability Committee. One of the most exciting and visible outgrowths of Mrs. Howett’s tireless work shepherding these committees has been the implementation of a tri-bin waste system to sort trash, recycling, and compost in the STREAM building, the Hofmann Center, and, coming soon, the rest of the campus.

One of the De La Salle Integral Student Outcomes is to develop Men of Scholarship. The faculty at De La Salle take seriously their charge to be witnesses and role-models for the kind of men we all hope our students will become. Their commitment to professional development is an outward sign of their deep love for their students and their desire to give them the very best they can offer.

“To learn and never be filled is wisdom; To teach and never grow weary is love.” (Anonymous) SPRING 2020 UNION

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Providing Comprehensive Student Support Services to All Students

tudent Support Services at De La Salle is an inviting place for boys, with its walls bearing college pennants from around the U.S., comfortable couches and chairs, and offices where candy jars provide a sweet treat.

Sometimes, there is a bigger reason for students to drop in on the counselors who help with everything from which courses to take, finding tutors, helping through anxiety, depression, or other crises, to how to help a friend in need or where to go to college.

“We’re your personal assistants. We’re your Alexa,” Scott Drain, who graduated from De La Salle in 1994 and is Director of Student Support Services, says he tells the students.

Drain says he and other counselors imbue their work with students with a special focus—how to be a Lasallian counselor. That means showing students and their families that the boys are loved and cared for, and that they are safe whether they’re seeking help for personal or family problems or guidance in becoming better students and preparation for their academic future.

“I come from the perspective that life is a lot harder for kids now than it was even a generation ago. There’s so much pressure,” Drain says. Young people now are confronted

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with pressures from social media, high expectations at home and in class, and scary real-world scenarios in active shooter drills.

“That’s a lot for a 14-year-old brain to process,” Drain says.

About 50 percent of students refer themselves to support services, and at least a couple of times a week a student refers a friend, which Drain calls “a really beautiful thing as they learn to care for somebody.”

Counselors also get out on campus to make connections with students before they need help, and to watch for signs of problems. Drain says he eats lunch in the cafeteria so he can keep an eye on students, and he and other counselors have coached sports and participated in leading retreats, which often bring together students who may not otherwise socialize and help both students and adults on campus get to know each other.

Students are assigned alphabetically to one of four academic and personal counselors, who meet with them during them the year. They can also be referred for more counseling by teachers and parents, along with the references from friends or from a student seeking more help.

Student Support Services also runs a Student Learning Center, now in its third year, where students can go daily to study, obtain tutoring, and get help with special needs. Its director, Jon Norfolk, says it’s a comfortable and safe space that provides a wide array of resources to help students learn and grow.

“I’ve never seen anything like it,” says Norfolk. “We can fit between 90 to 100 students at one time. There are 20 carrels that kids can test in, five desktop computers and any type of student resource you can think of, including textbooks and papers and even food left over from lunch.

They feel like they have that comfortable space to get their work done.”

The Learning Center is different than the Library because “it’s strictly about learning how to do your work and how to turn it on time,” Norfolk says. “Everything the center has to offer all revolves around student success.”

The Learning Center is open daily, and tutoring is offered Monday through Thursday. Four adult tutors who have professional education backgrounds volunteer during the week to help the boys who need it, usually on referral from counselors, parents, teachers, or administrators.

Students from the National Honor Society provide peer tutoring, and about 20 to 25 calculus students tutor as part of their service learning.

Along with getting academic help, students can also work on time management and study skills. Norfolk says the center also created a finals prep day—the first time it was offered last school year, 50 students showed up, and the next time it doubled to 100.

“Every single year we’re getting bigger and bigger,” Norfolk says.

Norfolk keeps extensive statistics on use at the Learning Center, which could be used to analyze how classroom performance is improved due to work done at the center. He says he’d like to partner with students from Saint Mary’s College to work with him on the analysis.

“It would be great to find relationships and partner with a Lasallian school like Saint Mary’s and figure out how to grow our services.”

De La Salle Student Support Services Department also provides a robust college counseling program, with two experienced college counselors who help students navigate the increasingly difficult landscape of thousands of colleges and universities in the U.S. alone.

Esther Lopez, Co-Director of College Counseling, says she and her colleague Janet Appel constantly research colleges, saying students need to look beyond California as competition for admission to an in-state campus becomes more and more difficult. Many colleges throughout the country offer the academic programs and community that will fit students’ needs and personalities.

“Our families and students can really trust in the advice they receive from us,” Lopez says.

De La Salle has an extraordinarily high rate of college matriculation. In 2019, 81 percent of the graduating class went to four-year institutions, while 17 percent enrolled in two-year institutions. They enrolled in 32 different schools in California and 58 different schools in 30 states. One graduate even went on to college in Scotland.

The boys are given a foundation in their junior year when they take college preparation sessions and learn about the Naviance website, which is a resource to college research on everything from the size of colleges, majors offered, location and activities. Students also take a survey that helps guide students to what kind of college and major might be right for them.

Lopez says most students are eager to do this kind of work.

In their senior year, students take a mandatory 7th period class called College Advisory, which Lopez calls “a game changer and a dream come true” in terms of preparing every young man to make the right choice for college.

Campus tours are a great way for students to get a better sense of colleges that interest them, but there are also virtual tours on websites if students are not able to personally visit a campus, particularly those out of state. De La Salle students can also go to a local out-of-state college fair to learn about schools such as the University of Nevada, Reno, the University of Missouri, the University of Alabama, Miami University of Ohio, and Bradley University in Illinois, along with a Jesuit College Fair that’s offered in the fall.

“We’re confident that we’re providing services to every student,” Lopez says. “If they fall behind, we can find them.”

That attitude of making sure all students who need help can find it is the driving force behind Student Support Services.

“We are super clear on the idea that we just love working with kids and we love these kids,” Drain says. “Almost every kid just wants to be seen and be loved for who they are.”

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De La Salle’s Continued Commitment to Service

nter to Learn, Leave to Serve. If you were a student or a faculty or staff member at De La Salle High School, or anyone associated with a Lasallian organization, you have heard these words many times.

This is a common phrase in Lasallian teachings, and is a driving principle for the school’s Service Leadership program. As the school continues to develop its outreach programs around this motto, Dr. Elizabeth Berkes, Director of Faculty Development and moderator for the Service Leadership program says the school has taken this a step further, adding an unwritten third part to this phrase, “learn to serve.”

“We don’t want kids to begin serving others when they leave De La Salle, we want kids to have the experience of being asked for their talents and gifts right now,” said Dr. Berkes. “The work we are doing with them is not for the future, because they can make an impact now.”

Since taking over the Service Leadership program in

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2012, Dr. Berkes continues to integrate these ideals into her teachings with this class. She continues to teach the students how to serve others now, rather than waiting until they graduate from De La Salle. “The Service Leadership program is a way to embed this participation in the community as part of the actual curriculum,” said Berkes.

“That’s what service learning is at the heart. It’s a way to make the learning visible and practical in the real world.”

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De La Salle High School seeks to challenge its students to serve others, especially the poor, and to deepen a sense of responsibility for humanity’s future. In keeping with the Lasallian mission, De La Salle offers a variety of serviceoriented activities that enrich the students’ educational experience while meeting real-life needs in the community.

Service learning projects are designed to develop students’ sense of social and personal responsibility, increase their understanding of the conditions that warrant service, and challenge them to recognize their potential as agents of social change.

Over the past 20 years, De La Salle High School has been committed to serving the poor and marginalized through its various programs. The earliest forms of service for the school came with the Cereal Drive, which began in 2002. De La Salle recently completed its 19th Annual Cereal drive in the fall, generating more than 3,000 boxes of cereal for the Monument Crisis Center.

What makes the community outreach so different at De La Salle is the fact that the students are responsible for implementing each philanthropic project. Yes, there are service opportunities ingrained into the course curriculum, but the Service Leadership program, continues to drive many of the external projects of the school. The students are responsible for the inception, concepts, development, and implementation over each of the school service projects.

That list includes: the Annual Cereal Drive, the Toy Drive, the Lenten Service Project - Charity Challenge, and Mental Awareness Week, which culminates with Laps for Life, to name a few.

Students are taught techniques on how to reach out to people and “make the ask.” A large part of the program is teaching the students what they need to know on how to approach individuals or companies in an effort to make, in many cases, the difficult ask to support their service efforts.

De La Salle student Vincent Castillo ’21 said, “I have developed the courage to ask for outside support because I realized that I am not asking for myself, I am using my voice to speak for those who can't.”

Through the service learning curriculum, De La Salle is committed to: providing meaningful service opportunities for students, incorporating service learning as an instructional methodology throughout the academic curriculum, utilizing various methods of reflection, supporting faculty in developing and/or re-designing courses to incorporate service learning, cultivating mutual respect with community partners, integrating education with social responsibility and action, encouraging students to actively seek service opportunities, and challenging students to embrace a lifelong commitment to service.

The Service Leadership Program has seen a number of leaders over the years, including Scott Drain, Mary Ann Mattos, Andrew Berkes and now Dr. Berkes. Although the oversight of the program has changed, the guiding principles have not. Since its inception in 2002, the Service Leadership group at De La Salle continues to meet the real needs of the community, while teaching the students how to be life-long agents for social change.

Annually on average, close to 70 percent of the De La Salle student body participates in service projects, generating over 60,000 hours of services and over $30,000 of financial support, which impact more than 10,000 people in the local community.

Castillo added, “Completing a successful service project is very rewarding for the recipients as well as for yourself knowing that you, with the support of the De La Salle community, were able to help people in need.”

To see all the De La Salle High School service projects, visit the school website at: www.DLSHS.org/academic-life/service-learning.

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50 Years

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his year marks 50 years since the first musical was performed at De La Salle High School. In 1970, De La Salle produced West Side Story, starting a tradition of theatrical performance focused not just on producing high quality productions, but on developing and teaching the young people involved as well.

In his sixth year as Technical Director, Thomas Wickboldt works with crew students that design, build, and run the sets, lights, sound, and props. In the last handful of seasons, Wickboldt has worked with Theater Arts Director, Meredith Barnidge to shape the current face of the theater program at De La Salle. To celebrate 50 years, Thomas reached out to people from, and various time periods over the last 50 years, to ask about their experiences in their time being involved with musicals at De La Salle.

From the early years of musicals, the preparation was dedicated and intense.

Cris Rosales ‘76, now a counselor at De La Salle, was a member of the ensemble of Kiss Me Kate (1974) and as Fagan in Oliver (1976), and he recalls rehearsing from 2:30 p.m. in the afternoon to 9 p.m. at night, taking only half an hour for dinner at Carnations or Black Bear Diner. Even with all that work, Cris remembers that time fondly. “I was always in seventh heaven when we were in production and usually after closing and breaking down everything… I had the blues until the next audition.

I can say that though I was with Class Council and Campus Ministry, it was my time in the theater that was the highlight of my teen years!”

Cris enjoyed the time so much that when he returned to De La Salle as a teacher in 2007, he jumped right back in to help director Patti Stauch put on productions, starting with Joseph and the Amazing Technicolor Dreamcoat. “It felt natural for me to return and help,” Cris said.

Michelle Koski (CHS ‘98) recalled what it was like to be on the costumes crew during her time in Company. After working hard on getting the costumes ready, the performance provided some fun downtime. When not helping move props or get actors in and out of costume, “All of us crew kids were mimicking them in the wings and having a great time.” Her lasting memories were of the community atmosphere that working on a production provided. She remembers feeling that atmosphere from her first production, South Pacific. “I had never worked on a crew or with theater so I didn't know what to expect, but a couple of older students took time to watch out for me, give me rides and make sure I was involved.”

Like Cris Rosales, this atmosphere drew Michelle back; when she was hired to the faculty at Carondelet, she returned to Company as the head costumer. Reflecting on how the musicals have grown over the years, Michelle said, “I love that we have a collaborative team of theatre professionals who guide and lead our students to do their best work. Students can leave our program prepared to excel in a collegiate theater program and are better equipped to understand the demands a life in the theatre entails.”

Roger and Mary Hassett, De La Salle Campus Ministers, have had three of their children participate in musicals at De La Salle in more recent years. Their children acted on stage (Domonic Hassett ’11 in You’re a Good Man Charlie Brown and Danny Hassett ’16 in Cinderella) as well as working on crews (Erin Hassett CHS ’13 on Costumes Crew). The Hassetts see participating in musicals as having been a

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campus news

of Musicals at De La Salle valuable part of their Lasallian educations. Roger noted, “Working the shows gave them the opportunity to be fully immersed in the Lasallian Core Principles. They received a rich, quality formation in the arts in an inclusive community, that respected them unconditionally, and moved them to be more tolerant and open to all people they meet.”

This year’s musical, continuing the tradition 50 years after the West Side Story, will be Guys and Dolls. Between the large dance numbers, high-stakes gambling, and soul-saving missionaries, tender moments of truth seep into the story of the average guy and the average doll.

This classic of the Golden Age of Broadway will feature the talents of students that you have seen on stage before, as well as four members of the varsity football team. In the spirit of creating a single school community, Company has invited select players from various varsity sports teams to join productions in their off season over the last five years. This has given students who may not otherwise interact an opportunity to get to know one another better, strengthening their brotherhood as a school community, while giving the players a chance to participate in a 50-year tradition they may otherwise not be able to experience.

Come see Company’s Guys and Dolls and be part of the traditions yourself.

• Performance dates: March 26-29, 2020 & April 1-4, 2020 • Tickets available at dlshs.org/arts/company

Didn’t Know this was the 50th year of musicals at DLS? Here’s more about VAPA that you may not know Theater:

1. Twenty De La Salle Company actors and tech students are competing at the International Thespian Society State Festival in April.

2. Sets, lights, sounds, props, and costumes are primarily constructed by students.

3. The third annual 24 Hour Plays (six plays written, produced, and performed in 24 hours) is May 1-2.

Band:

1. The school purchased new marching band uniforms. The uniforms were designed and voted upon by the band members.

2. De La Salle/Carondelet Concert Band has consistently been awarded Unanimous Superior or Superior ratings at California Music Education Association (CMEA) festivals since 2005.

3. You can take Music Theory, a class in how to compose music.

Visual Arts:

1. The Arts classes will soon be revamped to provide more opportunity.

2. Mr. Thompson introduced vinyl cutters and a new laser cutter for the Multimedia Class, beginning with the 2019-20 school year. Students can now create 2-dimensional and 3-dimensional designs using this equipment.

3. The Winton Arts Show displays student art each spring.

Want to know more? Drop into the Theater, Band Room, or Art rooms and say hello.

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Digital Citizenship in the 21st Century

reparing students for a future where technology plays an ever-increasing role in everyday life begins with the basics; making sure they know the components and fundamentals of how computers and networks work and how to fix them when they don’t.

Jay Juarez, De La Salle’s Information Technology Director, says that he makes sure the boys know how to troubleshoot problems, because they need to know more than how to use a computer. Fixing problems helps students solve problems, think creatively, and adapt.

“In the second decade of the 21st century, the world is dramatically different than when we were in school,” says Juarez, who has worked at De La Salle for 12 years.

Artificial intelligence, cybersecurity, networking, 5G Wi-Fi and other rapidly evolving fields require preparing students to adapt and lead.

“We have to teach them skills that they will be able to take with them—critical thinking, writing and verbal communication,” Juarez says, adding these skills will help them succeed in their careers. “You have to know what your customer or audience requires in advance … as we’re part of the global economy and the global community.

“Digital citizenship is part of our civic life here.”

Students in Tim Bedford’s Intro to Computer Sciences

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classes come in with a wide range of experience using technology, from “messing around” on computers to being fairly proficient. In his intro classes, which are during 7th period, Bedford teaches the boys basic programming, ranging from drag-and-drop techniques—as they create their own computer games, and then goes on to more complex issues using Javascript.

“When looking at the programs that kids write, you can see their personalities come through,” Bedford says.

Bedford works to ensure that students who are at more beginning levels are given lessons appropriate for them, while also providing the more advanced students with challenging options that keep them engaged and growing in knowledge and confidence.

Bedford is also teaching an Advanced Placement (AP) Computer Science Principles course, beginning this school year. The AP course delves deeper into Java programming, but it also deals with privacy, security concerns, and other topical issues. Students have studied the Cambridge Analytica case surrounding the 2016 presidential election, various hacking attacks and more.

Students have also studied user agreements for apps that they’ve used, and developed a deeper understanding of being tracked or marketed to, and have made informed

campus news choices about which apps they want to use and which are not worth the privacy rights they are giving up.

“It’s mainly about critical thinking,” says Bedford, who graduated from De La Salle in 2003. “I want them to be able to appreciate a problem and figure out how they can fix it.”

Bedford says that 30 to 40 percent of the students in his AP course want to major in computer-related fields in college, and another 30-40 percent are interested in engineering.

De La Salle is also planning to add another AP computer science course that will be focused purely on programming.

That course will include the use of data structures, using algorithms to process data and programming, and design using Java. Bedford hopes the course appeals to as many boys as the AP computer science principles course.

Computer science skills are also being applied beyond the math classroom. As an example of 21st Century Curriculum on campus, Art teacher Giles Thompson, who is in his first year back at De La Salle since he graduated in 1993, is incorporating computer programming in his painting, drawing, and multimedia design classes.

Students still do traditional design work, such as posters for a school play, but this year they’re also learning how to do fabrication using computer-aided design (CAD) programs, Adobe Illustrator to design graphics, and laser cutting programs and vinyl cutters to create 2-dimensional and 3-dimensional design. This is the first time students have been using those techniques in art classes at De La Salle.

Thompson is having students make logos and create market branding in mediums such as stickers, T-shirts, and desktop “point of sale” items. Thompson has been talking to some campus clubs that are interested in having new branding items and websites created for them.

Thompson’s 55 students in three classes also use geometry and algebra skills in their work.

“What you do in math classes is very applicable to what we do here,” he says. There’s also some other knowledge they acquire, as the class discusses adhesives and glues for items like stickers and iron-on designs for clothes.

Thompson says the boys often say they can’t draw, so items like hand-lettered posters can be challenging for many.

But, “you get them on a computer and they think ‘I can do this!’” Still, there’s more than just drawing on the computer—the boys have to learn to problem solve in the art classes as well, not just in designing but also in going back to erase prior attempts that might remain when new designs are created over them.

“You can make something look good on a poster and on a screen, but if you make a mistake and leave a line, it will show when you print it out,” Thompson says.

Juarez says many De La Salle students are highly interested in technologies ranging from video games to apps like Snapchat and Tiktok, which provide a creative and intellectual outlet “because they’re using them every day.”

They also have a greater understanding that digital footprints can follow them throughout their lives, so they’re being more careful about what they post in forums that may be viewed in the future by anyone from a college admissions officer to a potential employer.

De La Salle also provides a creative outlet for using technology in its Robotics Club, which meets twice a week.

Bedford, who is the advisor for the club, says they start with an electronics introduction and work on things like building kits for sensors that go off for things like remote mikes, along with learning about circuits and soldering. He says he thinks that Thompson’s art students can bring some of the knowledge they learn in his fabrication processes to the Robotics Club projects.

In the spring semester, the club also competes in an annual robotics competition, FIRST (For Inspiration and Recognition of Science and Technology) Robotics, at UC Davis, where they will build and program robots based on guidelines sent out to schools in January. Different teams will be set up to do coding, electrical or engineering work on the robots, Bedford says, and older students are able to mentor younger students in the club.

Bedford says he appreciates the support the school administration has given him and others working on computer science ventures the freedom to develop rich, strong programs.

“They’ve really put their trust in me, which I love, letting me do what’s best for these kids.”

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campus news

20 Years of Kairos at De La Salle

Over the past two decades, De La Salle seniors have taken part in what many consider a life changing activity. The school’s Campus Ministry Department, led by Mr. Roger Hassett and Mrs. Mary Hassett, has been running the Kairos Retreat Program since Kairos #1 took place January 25-28, 2000. With the completion of this year’s six, three-day retreats, the school has completed 128 Kairos retreats. Many thanks go out to the faculty and staff that have participated in the Kairos Retreat Program, making the retreats so empowering over the years. Here are some reflections of faculty and staff leaders, and Kairos participants from the past 20 years.

Michael Bausch ’00 - Kairos 1 The whole experience started very ominously with a police helicopter crashing right in front of our van two minutes before we pulled into the parking lot at Bellarmine. It was the most anxious I had ever been in my life up until that point. What followed was, thankfully, a full 180 degree experience that calmed my brain for the first time. Mr. Zorad, Mr. Hassett, and the whole first Kairos team were a real tight unit, making sure we set this off in a very special way even though we were making a lot of it up as we went. The first De La Salle Kairos was a whirlwind experience, and in the end, I was left with an overwhelming feeling of peace and accomplishment that I knew, along with everyone there, that this was going to endure. Kairos is my north star. After that experience, I knew exactly who I was and who I wanted to be.

Mary Hassett - Co-Director of Campus Ministry, Kairos Leader In the opening talk, “Why are you here?” participants are encouraged to “be open and honest” with themselves and others. Every retreat that I have been on has had its own uniqueness, but the one thing that has remained constant is the acceptance of self and others through open honest sharing. Kairos has helped me to be more empathetic and understanding of the students I work with.

It has also helped me to be a better parent to my own children.

Sam Adams ’01 - Kairos 2, Rector at Kairos 3 I participated in Kairos No. 2 and led Kairos No. 3. I remembered sitting in that cold night, reading my Kairos letters and realizing I wasn’t some snot-nosed punk kid, I was a good human being, and all these people took the time to put pen to paper and tell me in great detail. I don’t know if I can properly express what those letters meant to me, how it helped me grow into the man I am today, but I can say this—18 years and 12 moves later, I still have the letters and I still try to “Live the Fourth” as best I can.

Will Thornbury ’12 - Kairos 67 I attended the retreat eight years ago as a participant, and later as a leader. It’s difficult to define all the dimensions of the “Kairos

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effect” but to me, it’s an intense, collective feeling of togetherness, trust, and love shared between retreat participants.

This was the most important lesson I received at De La Salle, and the ubiquity of the “Kairos effect” over the past 20 years and 120+ retreats is a testament to the truth and value in the Kairos message.

Erick Barrientos ’16 - Kairos 93, Rector at Kairos 96 Kairos 93 gave me a new appreciation for the De La Salle community and I created friendships that I never expected. I left the retreat eager and excited to lead my fellow Seniors when the time came. I do not exaggerate when I say—leading Kairos 96 was one of the best experiences of my life. It was then that my Spartan friends became my Spartan brothers, and the memories I made are ones that I cherish to this day. I still feel the support, keep in touch with my Spartan brothers, and always take the time to wake up and appreciate each day, doing my absolute best to “Live the Fourth.”

Roger Hassett - Director of Campus Ministry, Kairos Leader One of my favorite sayings is “there but for the grace of God go I.” Over the past 20 years nothing has taught me more about the truth of that saying than the Kairos Retreat that we share with our seniors. Kairos makes crystal clear the importance and truth of the Lasallian Tradition of remembering we are always in the Holy Presence of God. A former student once said to me, “This retreat is the best thing that has ever happened to me. Sure I made friends and felt the brotherhood, but Kairos has given me “ME” back and because of that God is now starting to make sense.” Grace is the unexpected, unearned, wonderful surprises that remind us that the love of God is always there for us and all we need to do is open our hearts and souls to receive it. Kairos has always and will always be that place and time that allows the openness to make grace real and God “make sense.”

Robert Nelson ’20 - Kairos 120, Rector at Kairos 122 By the time you finally get to go on Kairos and find out what it is for yourself, the talk about it has built up an expectation so impossibly high, you don’t even know what to expect. Kairos isn’t an epiphany. No one witnesses the second coming,

campus news

discovers the secret to the whole “God” thing, or finds out the meaning of life.

Kairos simply teaches you how to live. How to appreciate each second we’re blessed with, how to recognize beauty, how to know yourself, and how to love.

The true importance of Kairos, the real reason it means so much to so many people, is because it shows people how much love, light, and possibility has been around them the whole time, even though they didn’t know it.

Cameron Katz ’20 - Kairos 122, Rector for Kairos 126 To me, Kairos is really the chance to take a step back and look at everything that has happened in your relationships with yourself, God, and others. It’s easy to lose track of some of these things in life and to lose sight of what’s important, but Kairos allows us to take the time to reflect and remember. I take a few minutes every day for some reflection. I was excited to go back as rector for Kairos 126 at the end of January. I am honored that I will have a role to play in such a significant moment in anyone’s De La Salle experience. Kairos is important to the students of this school, and I am so glad that I got to be a part of this amazing tradition.

Brian Vega ’20 - Kairos 120 Participant Kairos 120 could not have come at a more perfect time. Where I had previously not been able to see the love of God in my life, I had found it in my family and my friends; the friends I had known for years and those I had met that very week. When I got home, I remember telling my parents: “I wanna feel like this every day for the rest of my life,” and, for the most part, I have.

It’s hard to see if an event is life-changing, but after about nine months since my time on Kairos, I can safely say that Kairos 120 really did change my life.

Kairos definitely gave me the reminder of love that I so needed at the time and still need to this day. Kairos gave me hope that even in the darkest of my days, I will always have somebody to lean on.

Bob Zorad - Kairos Retreat Leader It’s been a humbling privilege participating in the Kairos Retreat Program for the last 20 years. I believe our Lasallian mission. I discovered early in my teaching career at De La Salle, that all I hope my students could learn in Religion class is best accomplished on these retreats. To “remember we are in the Holy Presence of God” becomes very real on Kairos. We have modified the traditional Kairos retreat format that’s known around the country to reflect our Lasallian focus on discovering God’s presence in the love of friends and family. Kairos is an amazing opportunity to discover this stillness in our hearts. But this journey of our hearts is not easy.

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advancement

De La Salle 2018 - 2019 Fiscal Year

Annual Financial Report

The operations and finances of De La Salle High School finished strong for 2018-19. Operationally, • enrollment was at a healthy level, • faculty and staff turnover was minimal, • the budget allowed for salary increases equal to the increase in the cost of living, • significant additional financial aid was made available thanks to the Kenneth H. Hofmann bequest, and • construction of the 5,000 square foot Ladouceur Athletic Performance Center neared completion!

Financially, De La Salle finished the year with an operating surplus due to healthy enrollment, investment income on relatively high, temporary reserves, and a favorable employee benefits renewal for calendar year 2019. The surplus will help fund future capital needs consistent with our strategic priorities established in our Financial Cornerstones plan.

Operating Income (In 000s) $1,285 $456

$679

Operating Expenses (In 000s)

$3,154

Net Tuition & Fees $16,780

Net Tuition and Fees Contributions and Net Fundraising Investment Income Other Income Release of Restricted Income

$3,154

$964

$3,000

Instruction $15,209

Instruction Administration Fundraising Transfer to Operating Reserve

The Kenneth H. Hofmann bequest catapulted our endowment from $10 million to $25 million, which will increase annual endowment spending significantly from $350k to $810k. Our families’ increasing need for financial aid is a budget priority that this increase will help relieve, supporting both the school and our families.

De La Salle Academy, the middle school created by President Mark DeMarco and long-time school supporter and generous benefactor, Kenneth H. Hofmann, was spun off from the high school, effective June 30, 2019. The De La Salle Academy is now an independent school under the Christian Brothers and the Diocese of Oakland, funded by the Hofmann Family Foundation.

Congratulations and thanks are due to many on the successful launch of this Lasallian ministry.

Looking forward, the school’s financial priorities are to complete fundraising for the new Ladouceur Athletic Performance Center and to continue to focus on affordability—for both tuition and faculty/staff compensation. We rely on the generous support of all of you to invest in our facilities and programs by way of campaign donations and Annual Fund support.

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advancement

#BecauseDeLaSalle Day Success

On Tuesday, October 22, 2019, the school celebrated #BecauseDeLaSalle Day. Throughout the month, using impactful verb themes, De La Salle shared how the school: • prepares students for education and beyond thanks to a dedicated faculty and staff, • allows students to imagine and develop their creativity through performing and visual arts programs; • encourages discovery by expanding curriculum into the worlds of engineering design, robotics, computer sciences and more; • changes lives by providing needs based tuition assistance to families; • And encourages our students to play hard in a wide array of athletics and activities.

All of these activities, programs, and possibilities are possible Because of You.

De La Salle was blessed to have an anonymous donor and a wonderful alumnus Steve’83 and Kellie Abreu step up with challenge matches to encourage giving. With their wonderful matches, our community united and gave generously on #BecauseDeLaSalle Day—raising over $113,165 from 273 alumni, parents, grandparents, faculty, staff, and friends of De La Salle!

De La Salle is able to continue to make the gift of a Lasallian Catholic education available to our students thanks to our community who make investing in the school and our young men a philanthropic priority on #BecauseDeLaSalle Day and throughout the year.

Thank you for joining De La Salle in this effort!

De La Salle Blue Jean Ball

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April 4, 2020 at 5:00 p.m.

Kenneth H. Hofmann Student Center at De La Salle, 1130 Winton Drive, Concord, CA

5:00 p.m. Cocktail Reception and Games 6:30 p.m. Dinner and Auction 9:00 p.m. Live Entertainment

Our De La Salle Blue Jean Ball, will continue the tradition of featuring the essentials for a great “fun”draiser!

The evening will feature: hosted cocktails and fun games, flavorful food, live and silent auctions, and the return of De La Salle Alumni Bray Gurnari '90 and Neon Velvet to close the evening with lively music and dancing. We have a lot in the works to ensure a fun and memorable time for all this year.

Proceeds from this event benefit co-curricular activities at De La Salle.

Tickets are $100 per person and include dinner, drinks, and our live entertainment for the evening. Sponsorship opportunities are also available.

Visit www.dlshs.org/events for more information and tickets or contact Jamie Frick at (925) 288-8184 or frickj@dlshs.org.

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The De La Salle Annual Fund: A Family of Funds

Over the past six years, De La Salle has taken on many capital funding projects to help with the long term needs of the school. But during this time, one need has been constant and continues to be an every-year, operational and financial funding priority for the school—the De La Salle Annual Fund.

very De La Salle student has a story and journey that makes our school a diverse fusion of cultures, academics, personal gifts, and challenges. But many within our community don’t realize that tuition alone does not cover the full cost to educate each and every student on our campus. Through support from alumni, parents, grandparents, faculty, staff, and friends, De La Salle is able to provide the necessary resources for each student to nurture his talents on his personal journey in becoming a Man of Faith, Integrity, and Scholarship.

Your partnership with the De La Salle Annual Fund is more important than ever for De La Salle to sustain the highest quality educational environment. Private support of one of the many programs that encompass the Annual Fund’s “family of funds” - the De La Salle Annual Fund (general fund), the Brotherhood Fund, the Bishop John S. Cummins Scholarship Program, and Endowments for Financial Aid—allows the school to fulfill its mission and keep tuition affordable, benefitting all students.

The De La Salle Annual Fund (general fund) The De La Salle Annual Fund benefits every family that walks through our doors by bridging the gap between tuition revenue and the actual cost of educating a student. Your investment in the Annual Fund allows the school to stay true

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to its Lasallian mission to serve varied academic needs and diverse socio-economic backgrounds by remaining affordable to as many families as possible.

Participation in the Annual Fund supports three critical school priorities: • Faculty Development - Attract and retain some of the best and the brightest teachers in the Bay Area by supporting a cutting-edge merit based pay system for our teachers. Provide tools, training, and professional development opportunities allowing our faculty to expand their knowledge, create and innovate new curricula, enhancing learning to directly benefit students in the classroom.

• Student Programs - An extension of the classroom, cocurricular programs such as campus ministry, athletics, music, yearbook, performing and visual arts, clubs, community service opportunities and more, offer inherent educational components and life skills providing a comprehensive education for all students.

• Financial Aid - Sustains our tuition assistance program to ensure a quality Lasallian Catholic education is accessible to all deserving young students who desire it. One in three students are currently receiving needs based tuition assistance.

The Brotherhood Fund The Brotherhood Fund ensures all students experience the full richness of a De La Salle education by providing extra resources to students in need above and beyond traditional financial aid. From food to prom tickets, fees for Kairos and other retreats, appropriate clothing for liturgies, to athletic uniforms or specialized calculators for math classes, gifts to the Brotherhood Fund help cover several of these everyday expenses which are beyond the reach of many in our community.

The Bishop John S. Cummins Scholarship Program Today, many young men want to be a part of our Lasallian tradition, but are unable to afford the cost of a private education. To this end, all Christian Brothers’ schools on the West Coast are mandated to have a minimum of five percent of their student body at or below the federal poverty level.

The Bishop John S. Cummings Scholarship Program is a comprehensive program to ensure students from diverse social, cultural and economic backgrounds have the opportunity to experience the educational difference of De La Salle. Through this program for the 2019-2020 school year, 66 qualified students with a family income at or below the poverty level—approximately $47,000 or less for a family of four—are eligible to receive financial aid to cover the near full cost of tuition. De La Salle sees this as an obligation to serve those in need, and with community support, the school can ensure that it has the resources available to support these students.

Endowments for Financial Aid Endowments are the financial foundation of a school.

Rather than used for immediate needs, endowed funds are invested. The earnings on these investments then provide a stable, ongoing source of funds for scholarships, operations, and other areas of campus life where there is a need. The goal of an endowment is to use enough earnings to accomplish the purpose for which the endowment was created, while retaining a portion to allow for growth and future use.

advancement

De La Salle continues to grow its named endowments due to many individuals, families, foundations, and class years who established funds from the passing of an alumnus or other loved one, or as a legacy and promise to future generations that De La Salle will remain prepared to love, guide, and instruct students in the Lasallian tradition. Named endowments are established with a minimum investment of $50,000 and provide a lasting symbol of the bond between De La Salle and those who are permanently honored. By creating an endowment at De La Salle, an ongoing gift is established that will touch the lives of our students for years to come.

De La Salle and the students are extremely grateful for each gift received, no matter the size. Tax-deductible gifts help to ensure that De La Salle continues to make a difference by delivering a powerful and impactful educational experience for young men.

For more information about the different programs featured above, or to make your gift to benefit the students at De La Salle, please contact Director of Development, Karla Wiese at (925) 288-8195 or wiesek@dlshs.org.

Every Gift Is a Major Gift

Every supporter and every gift is crucial to the fulfillment of our mission, and there are many ways to give:

• • • •

•

• • • •

Outright Gifts – gifts of cash are tax-deductible to the fullest extent allowed by law.

Pledges – commitments payable over three to five years.

Endowed Gifts – a lasting tribute for a specific program or financial aid.

Stocks, Securities, Real Property – are tax-deductible based on market value, and donors can avoid capital gains taxes on appreciated property.

Matching Gifts – employers will double or even triple an employee’s gift. Check with your employer to see if they provide this benefit for employees.

In-Kind Gifts – good or commodities relevant to our educational program.

United Way – De La Salle is qualified as a recipient of United Way donations and many workplace giving programs.

Bequests – remembering De La Salle in your will or trust creates a lasting legacy.

Planned Giving – planned and deferred gifts, through appreciated stock, bonds, real property, bequests, trusts, and insurance, provide mutually beneficial giving opportunities; and can provide significant tax advantages to donors.

Visit www.dlshs.org and click on the Support De La Salle tab for complete information, forms, and secure online giving transactions. Or contact Vice President for Advancement, Mark Chiarucci at (925) 288-8106 or chiaruccim@dlshs.org for more information. De La Salle High School thanks you for your support.

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alumni news

De La Salle 2020 Distinguished Alumnus of the Year: Mike Mitchell ‘75

T

he De La Salle Alumni Association and the entire De La Salle community is proud to honor Mike Mitchell as our 2020 Distinguished Alumnus of the Year. Mike will be recognized at our Senior Awards Presentation on Monday, May 18, 2020.

Mike Mitchell, Class of 1975, is the founder of Project Play Soccer.

During his time at De La Salle, Mike was surrounded by friends and treasures his lifelong classmates from both De La Salle and Carondelet.

Playing soccer at De La Salle was very important to Mike.

He was so excited and motivated to be the best player possible, he would train before the season began on his own. His senior year, his older brother Paul came from Ireland and joined the De La Salle soccer team and they were able to play together, surrounded by great coaches and teammates. Soccer would become and continue to be Mike’s passion for years to come.

Mike was fortunate to play with his two brothers (GG and Paul) in college at Chico State. In 1980, all three brothers started and wound up in the NCAA Division II final four, where their team came in third place. Mike also played in Niger, West Africa (1984) and was one of a few westerners in the country playing soccer. Ironically, the team he played for (Team Hope

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or Equipe Espoir in French) wound up winning the Nigerien National Championship in which he met the president of Niger after the game who said to him while shaking his hand, “look how the BALL brought us together Mike,” thus the beginning of Project Play Soccer.

Mike went on to earn a bachelor’s degree from Chico State and then joined the Peace Corps Niger for two years (1983-85).

Mike completed his master’s degree in sports psychology at Chico State, and his thesis, PROJECT PLAY NIGER laid the groundwork for Project Play Soccer (www.projectplaysoccer.org).

Project Play Soccer is a non-profit organization dedicated to improving the lives of children through the sport of soccer.

Mike and Project Play Soccer started out delivering and implementing organized soccer programs to impoverished nations of Niger (2008) and Benin (2010) with the goal to help eliminate poverty and violence starting in the poorest region on the planet, the Sub Saharan Africa. Project Play Soccer currently has 1,700 schools and 100,000 kids in Niger actively involved in education with the help of the beautiful game, soccer.

Eventually, Mike moved to Brazil (1994-2016) where he met his wife (Maristela) and had their only child Keegan. Mike started out in Brazil as the Athletic Director at the American School of Campinas for four years then went on the open Body & Soul Adventures, an active retreat on the island of Ilha Grande not far from Rio de Janeiro for seven years. Mike still

runs these retreats here in Santa Cruz, Calif., but now all donations from this retreat go directly to Project Play Soccer and other non-profit organizations.

Mike decided to give back to his community through soccer because he found his calling in life which is to HELP = his acronym—honesty, energy, life and passion. He believes we are all here to help each other and it starts with YOURSELF. He is also celebrating 30 years of sobriety, this choice saved his life.

When Mike was leaving Niger in 1985 he saw how the soccer ball can stop suffering instantly. When he saw the kids’ faces light up with joy because he let them play with a real ball, said to himself when he was ending his Peace Corps service, “the least I can do is try and get as many soccer balls here as possible as this ball brings instant joy in the mist of so much suffering.”

Project Play Soccer has provided over a half million dollars of soccer balls to world’s poorest regions, while helping in Kenya, the San Francisco Bay Area and Mexico.

One piece of advice Mike shares with our students is to be a giver, and not a taker, and you will find that you connect with your highest purpose. Mike says that he was privileged to attend De La Salle and with privilege comes responsibility.

alumni news

Your Nominations are Needed:

Each year De La Salle recognizes a Distinguished Alumnus of the Year for outstanding achievement in his vocation, in service to his community, and in service to De La Salle. We welcome your nominations for this award. Please tell us about a Spartan alumnus who has kept our core values of Faith, Integrity, and Scholarship at the center of his life, and who exemplifies the spirit of this school.

For more information or to submit nominations for the De La Salle High School Distinguished Alumnus of the Year, please contact Lloyd Schine ’94, Director of Alumni Relations at schinel@dlshs.org or 925-288-8171.

Staying in Touch: What’s Happening?

Art Sprecher ’71: Art attended the University of California, Davis after graduating from De La Salle. He currently works at the University of the Pacific, as the Vice President for Technology/Chief Information Office (CIO). Art met his wife Julia at UC Davis, they graduated on a Saturday and were married the following Saturday. They have three children and three grandchildren. They’ve had the great fortune to travel the globe for both business and pleasure, and Art’s favorite destination is Paris, France. They are committed to serving their community, e.g. packing holiday dinner boxes for families in need, serving Thanksgiving dinner to students at UOP, and animal rescue.

Raymond Donahue ’75: Following 38 years in the international logistics and transportation industry, Raymond started his own consulting business, Defense Logistics Services, LLC. (DLS), in 2017. How he came up with the name is another story, but suffice to say that the late Brother Laurence Allen, FSC had a hand in it. After holding many leadership positions in global logistics companies, including Panalpina, DHL, and finally as President of the U.S. division of the Australian conglomerate, Toll Group, Raymond decided to semi-retire in Nevada. Having been involved with the U.S. Department of Defense for the last 25 years, running logistics operations in support of U.S. Armed Forces and U.S. Allies all over the world, and having been in several places he never wanted to visit again, he started Defense Logistics Services, LLC. Raymond and his wife of 38 years, Sharri, have traveled all over the world, most recently, taking a river cruise down the Rhine from Basel, Switzerland to Amsterdam, Netherlands.

Kenneth Lloyd ’76: Kenneth graduated from Santa Clara University with a degree in Biology in 1980. He continued on to Georgetown University Medical School and received a Medical Doctorate in 1984. Ten years later, Kenneth attended the University of Houston where he received his Juris Doctorate in 2004. Kenneth currently works at Retina Consultants of Houston (RCH) as a Pulmonologist. He is also an alumni interviewer for

Georgetown applicants and a Baylor Medical School Volunteer Assistant Professor. Kenneth has three beautiful daughters aged 22, 25, and 29.

Saul Fernandez ’84: Saul attended the United States Army Medical School in San Antonio, Texas where he focused on Combat Medical Specialist 91B, Emergency Medicine Critical care after graduating from De La Salle. He has a resume writing and CPR certification service and he is also a caregiver in Arkansas, where he lives with his wife Tasha Fernandez.

Daniel Lapin ’84: After De La Salle, Daniel attended North Western University where he graduated with a Bachelor of Art degree in Economics in 1988. After that, Daniel attended Santa Clara University, earning a Juris Doctorate degree in 1993. He has been licensed for over 26 years, practicing workers’ compensation law. Daniel has a law office in Santa Clara, Calif.

David Roche ’84: David attended the De La Salle Junior Unity Mass Ring Ceremony in November of 2019, where he was able to celebrate with his son, Shane, Class of 2021. The father and soon took this great picture with their Spartan rings.

Frank Brosnan ’90: Frank attended the University of Notre Dame after De La Salle and graduated with a Bachelor of Science in Mechanical Engineering in 1994. He currently works at Genentech as a Senior Automation Engineer Project Manager. Frank’s daughter McKenna is a freshman at Carondelet High School.

Michael Hudson ’91: Michael attended San Diego State University, Central Michigan University, the Defense Language Institute, and Command and General Staff College after De La Salle. He is a retired member of the United States Marine Corp. and is currently a Business Analyst at Workday.

David Byrne ’93: David attended Claremont College after De La Salle and now lives in Los Angeles, where he currently teaches history at Santa Monica College and California Baptist University. He is the author of Ronald Reagan: An Intellectual Biography.

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Jason Geldermann ’95: Jason attended University of California, Davis after De la Salle. He currently lives in Washington, where he is the Vice President of USA Truck Inc.

Jeffrey Martini ’95: Jeffrey attended Los Medanos College after De La Salle, and is currently the Practice Supervisor at Pediatric Oral Wellness.

Josh Quintero ’98: Briella Grace Quintero, second daughter of De La Salle Alumni board member Josh and wife Heather Quintero, was born in the afternoon on October 25, 2019 at John Muir Medical Center in Walnut Creek. She was welcomed by her sister Adalina Rose, Aunt Maria (CHS ’01), and grandparents Ward ‘75 and Phyllis. The family of four is doing well and hopes to see you soon, back on Winton Drive.

Sean Prendiville ’99: Sean, a realtor with Security Pacific, and his wife Jennifer gave birth to Sloan Brielle Prendiville, a beautiful and healthy baby girl, on November 10, 2019.

Stewart Harwell ’02: In January of 2020, Stewart Harwell posted a 14th place finish, out of 4,304 competitors, in the Houston Marathon with a time of 2:18.31. His time was the fastest, out of 640 runners, in his age group from 35-39 years old. With his time of two hours, 18 minutes, Stewart qualified for the 2020 Olympic Trials for the marathon.

David Mojica ’06: David graduated from UC Santa Cruz in 2010, then earned his law degree from Whittier Law School in 2014. He is now an Attorney at Law with the Anton Law Group in Walnut Creek, specializing in Workers’ Compensation Law. David enjoys traveling, reading, keeping up with current events, spending time with friends and family, and playing Warhammer.

Gabriel Polk ’06: Gabriel currently works for Amazon as a product manager.

Daniel "DJ" Pickolick ’07: DJ became a member of the California State Bar Association when he was sworn in by the Honorable David de Alba, presiding judge for the Superior Court of California, County of Sacramento, on November 13, 2019. DJ graduated from the University of the Pacific McGeorge School of Law in 2017.

Derek Noah Perio Jr. ’09: Noah, who most recently played baseball for Acereros del Norte, a Mexican League AAA team, was part of the Mexican National Baseball Team that qualified for the 2020 Summer Olympics.

Tommy Freitas-Osofsky ’11: Tommy graduated from the University from Nevada, Reno in 2017 with a degree in Mechanical Engineering. He currently works for Kimley-Horn and Associates, as a Civil and Mechanical Engineer.

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Isaiah Dargan ’13: Isiah was announced as the Chattanooga Red Wolves Soccer Club second signing for 2020. He is an up and coming talented defender, who recently played for Contra Costa FC in the United Premiere Soccer League, helping the team to a conference championship and second place league finish in 2019. He also played for San Francisco Glens SC of the United Soccer League 2 in 2018.

Isaiah is dedicated to positively impacting the team, and improving as a player, he also enjoys hiking and playing various pick-up games.

Jonathan Falco ’13: Jonathan received a bachelor’s degree from Cal Poly State University, San Luis Obispo in Electrical Engineering in 2017. He works at Lam Research as an Electrical Engineer II.

Michael McAdoo, Jr. ’15: After De La Salle, Michael attended the University of California, Santa Barbara, graduating in 2019. He works at Jones Torru Law as a Project Manager and Logistics Specialist. Currently, Michael is applying for officer candidate school with the United States Navy.

Donald Lofe ’15: MIDN 1/C Donald “Donny” Lofe, USN ‘15 is currently a senior at the U.S. Naval Academy in Annapolis, Md. He is a political science major, focusing his studies on American politics, homeland security, and weapons of mass destruction. With a life-long dream to fly, he applied for and was selected to become a Student Naval Aviator upon graduation and commissioning. He will report to Naval Aviation Schools Command at Naval Air Station (NAS)Pensacola, Flo., in September 2020 and then to Training Wing Five at NAS Whiting Field, Flo., for Primary Flight Training.

He will fly the Beechcraft T-6B Texan II.

Josh McCarthy ’16: Josh has progressed through the amateur golf ranks and in the Summer of 2019 won the prestigious Northern California Golf Association (NCGA) Amateur Match Play Championship. He is a senior on the nationally ranked Pepperdine University men’s golf team, and he is highly rated in the World Amateur Golf Rankings.

Nicholas Perkins ’17: Nicholas attends Purdue University in Indiana. He expects to graduate in the Spring on 2021.

Peyton Omania ’18: Peyton is a member of the Michigan State University wrestling team. The 2018 CIF State Wrestling Champion has elected to take an Olympic redshirt for the 2019-20 wrestling season, to train in hopes of making the 2020 USA Wrestling Greco-Roman Olympic Team at 67 kg. The three-time Team USA member recently collected a bronze medal at the 2019 Greco-Roman Junior World Championships in Tallinn, Estonia, recording a 5-1 record at the championships. After losing in the semifinals, he bounced back to knock off Xin Huang (6-5) of China to bring home the bronze medal. Peyton became the first De La Salle Spartan wrestler to earn a world medal since Franklin Gomez’s silver medal at the 2011 World Championships in Istanbul.

What’s Happening?

Send your news and photos to Lloyd Schine III ’94, Director of Alumni Relations, at SchineL@dlshs.org.

— Log on at www.dlshs.org/alumni.

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In Memoriam

May they rest in peace…with God forever.

Charlie Noland (April 3, 1950 - January 2, 2020)

Charlie Noland, a long-time teacher, golf coach and alumni director here at De La Salle—passed away on Friday, January 2, 2020. Charlie had long-term respiratory issues from an acute respiratory virus he fought while he was still teaching at De La Salle. Charlie’s son Aidan is a sophomore at De La Salle and his daughter Colleen is a Carondelet alum. Charlie’s wife Suellen has been a very good friend of many De La Salle faculty and staff members over the years, and we know she will deeply appreciate knowing that the entire community is praying for Charlie and the family.

Jack O'Leary (February 6, 1934 - March 1, 2020)

Jack O' Leary, former De La Salle faculty member Jack O'Leary passed away on Sunday, March 1, 2020. Jack was a member English department at De La Salle from 1971 to 2001, which included time as the department chair. Upon retiring from De La Salle after a 30-year teaching career, he continued to substitute teach at both DLS and Carondelet. Thoughts and prayers from the De La Salle community go out to Jack's wife Honey, son Joe, daughter Maureen, and the entire O'Leary family.

Julia Aguinaga grandmother of Phillip Tripp, Jr. '15 John Arcidiacono father of John P. Arcidiacono '80 and grandfather of John A. Arcidiacono '23 M. Donald Bellew father of Mike Bellew '87, Chris Bellew '92 and grandfather of Madeleine Bellew (CHS) '18 and Ethan Bellew '22 Margarito Briseno father of Luis AlvarezBriseno '17 Daniel R. Clay father of Matthew B. Clay '92 and grandparent of Abraham C. Clay '17 William F. Desmone '74 Stephen Dewhurst '96 David Dimberio '79 James E. Drennan father of Joseph E. Drennan '84 Thomas Flaherty father of Michael Flaherty ’76 and Kevin Flaherty ‘78 Anna M. Ginochi grandmother of Justin Ginochi '06 and Henry Robichaud '15 Kevin Harrington '83 brother of Gregory Harrington '80 and Brian Harrington '83

* Correction from previous issue

Kathryn Imfeld mother of Walter Imfeld '69 Celeste Marques grandmother of Manuel Marques IV '09 Ketty Nemitz grandmother of Hunter Nemitz '08 Patricia Newton grandmother of Aidan Noland '22 Amanda Cecil Hawkins mother of Joseph Hawkins '78 Charlie Noland former De La Salle coach and faculty member and father of Aidan Noland '22 Barbara Piepho grandmother of Robert Norman '00 and Carter Stone '17 Franklin D. Rockwell former member of the DLS board of trustees and finance committee and father of Franklin D. Rockwell III ‘89 Arleen Russi grandmother of Ryan Thomas '06 and Christopher Russi '07 Jack Salt father of staff member Allison McNell and grandfather of Richard McNell '03, Samuel McNell '08, John McNell '09 and Bradley McNell '12

Lisa Schaeffer mother of William M. Schaeffer '22 and John R. Schaeffer '20 Robert Shoemaker father of Charles Shoemaker '73, Richard Shoemaker '74 and James Shoemaker '76 Leonard Songster mother of Jeffrey Sonster '80 McKenzie J. Thompson '11 brother of Cody J. Thompson '13 * John Peter Toth grandfather of Joseph Toth '08 and John C. Toth '09 Edward A. Vaccaro father of Edward Vaccaro Jr. '79 and Anthony Vaccaro '89 and grandparent of Edward Vaccaro III '08, Robertt Vaccaro '13 and Michael Vaccaro '23 Bill Vanderklught father of John VanderKlugt '83 and Michael VanderKlught '87 and grandfather of Nicolaas VanderKlught '11, Lucas Shapiro '11 and Christopher VanderKlugt '16 David Vizcay '86 Linda Zercoe mother of Bradford Zercoe '08 Carol Zugnoni mother of Sam Zugnoni '78 and Eric Zugnoni '83 SPRING 2020 UNION

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I

New LAPC Brings Excitement and Increased Use

n the Fall of 2019, De La Salle opened the Ladouceur Athletic Performance Center (LAPC) and the impact of the new weight room is already making a difference with the student body. “The LAPC is an amazing new addition to our school,” said football player and wrestler Ben Roe ‘20.

“The conditions are far safer with more room and new equipment.”

“The LAPC is exciting for the students, so it helps increase the vibe when they come in to train,” said Strength and Conditioning Coach Mark Wine. With the new level of excitement and positive vibe for the facility, Wine wants to transfer the tough, gritty, mental approach from the Old Weight Room to the new, modern Ladouceur Athletic Performance Center. He wants to continue building a culture that strengthens each student’s mind to be mentally tough, not only on the playing field, but in the classroom and life.

“Within the walls of the LAPC, De La Salle students are learning how to train correctly and build a mental edge,” said Wine. “They understand how to push through their comfort level, while focusing on techniques and the little details.

These skills can help them focus in the classroom, in a real-world setting, or in the workplace. Once you have a work ethic built into you, it can be applied to any aspect of life.”

The 4,950 square foot facility provides ample space for not only for school athletic programs, but for physical education classes as well. Long-time faculty members Bob Ladouceur and Matt Castello ‘80 are teaching weight training classes in the performance center during the spring semester.

“The students in my weight training classes love the new facility, and there is room to spread out and get the workout in,” said Castello. “The state of the art equipment is impressive and amazing. The students realize what a privilege

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it is to be able to share this space with other P.E. classes and athletic teams.”

The LAPC has 18 rack workout stations with in-laid platforms, nine custom dual/combo racks with connecting cross braces, four custom row/pull cable units, two multi-functional cable units, and a 10’x75’ performance turf area, all in an effort to make workouts more efficient. “With a lot more open space, and more stations, you can move around more efficiently,” Wine added. “We no longer have to break things up, so you can get more of a true team lift, which is important for developing team chemistry.”

Through Coach Wine’s strength and conditioning program, he is hopeful that all De La Salle students are able to gain the experience needed to excel at De La Salle and beyond. “With the design of LAPC, I wanted to provide the students with the ability to train properly, so that when they are finished at De La Salle they can stay healthy and fit as they go through life,” Wine said. With the focus on training the individual’s mind and body, the expectation is that all who train in the facility will gain the knowledge and skills needed to excel at any level.

“Future Spartans will be able to better themselves at an exponentially faster rate than the Spartans of old could,” Roe said. “They will have a wide range of customizable workout routines and will be given the chance to raise their game to another level with the LAPC at their disposal.”

With all new ventures, challenges always seem to follow.

With the new LAPC, more teams are requesting time in the facility, but the “supply” or time, doesn’t meet the demand for access. With brand new machines, Spartan monogrammed equipment throughout, and display monitors in each corner, more teams and coaches are requesting time in the weight

alumni news

room. “We still have a number of teams battling for time in the facility,” said Wine. “But overall the comments from coaches have been positive. They talk about how they are getting more accomplished, being more efficient, and it’s easier to manage and observe trainings.”

But even with the increased space, there are still only a few hours in the day to accommodate all requests. Many of the teams only have time to train after school, which means the facility sees its most use between the hours of 2:15 p.m. to 6:30 p.m.

Team workouts are usually scheduled in blocks of one hour and 15 minutes, allowing on average three workout sessions per day, accommodating six programs daily. With 15 programs and nearly 40 teams in the athletic department, there just aren’t enough hours available to meet requests for access to the LAPC. Coach Wine continues to look for solutions that will expand the use of the facility to accommodate as many teams and students as possible.

Quotes from Coaches

“For the first time in decades, we can fit our entire team into one space. Our average workout time has been cut by an average of 10 minutes, because of the increased productivity we have seen because of the incredible space.”

- Justin Alumbaugh, Head Varsity Football Coach

“The LAPC allows our athletic programs to set new goals and push beyond our previously established standards in the weight room. There’s definitely a buzz here now and our student-athletes are inspired by the new strength training challenges ahead.”

- Derricke Brown, Associate Athletic Director and Head Varsity Soccer Coach

“The Ladouceur Athletic Performance Center has allowed the whole baseball program to work together in one room. It allows the freshman to be with the seniors at the same time. This leads us to build team intent and accountability.”

- David Jeans, Head Varsity Baseball Coach

Brother Maris Is June 1, 2020: Come Join the Fun

The 35th Annual Brother Maris Golf Tournament sold out and raised funds in support dedicated for De La Salle student financial aid last year. Special thanks to Anthony Viscia ’90 and Pacific Funding Group for their title sponsorship and numerous years of support, making this event a success.

The 36th Annual Brother Maris Golf Tournament, hosted by the De La Salle Alumni Association, will take place on Monday, June 1, 2020 at the Crow Canyon Country Club in Danville. This event honors Brother Maris Spillane, FSC, a teacher and golf coach in De La Salle’s early years, and will feature a shotgun start, great contests, and special hole-in-one prizes. The fun will include tee prizes, refreshments, lunch, and end-of-day cocktail reception with a fund-a-need and live auction. Join us in helping to raise funds to support our Spartans of the future.

For information or if you are interested in getting involved or sponsoring, please call Lloyd Schine ’94 at 925-288-8171 or email schineL@dlshs.org.

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De La Salle and Carondelet Summer and Fall Reunions

We had a very busy reunion season this past summer and fall. Over 500 De La Salle and Carondelet alumni and guests came back to celebrate with classmates and friends, while reconnecting with our schools. In addition to class reunions, we also held athletic reunions with a variety of sports, welcoming alumni and families back to campus, either in competition between alumni and varsity players or joining in pre-game events.

We even had our first joint De La Salle and Carondelet Tennis Alumni Reunion at the Carondelet Athletic Complex.

CLASS 2014

RUGBY

TENNIS

BASKETBALL

SOCCER

HOCKEY

Planning is now under way for this year’s reunions and we wanted to keep you in the loop! Besides a number of athletic reunions being scheduled; including volleyball, swimming, and baseball, we are also in the midst of spring and summer reunion planning, including the 50-year golden reunion for the class of 1970, and bringing other traditional class reunion celebrations, ending in 0’s and 5’s, back to the De La Salle and Carondelet campuses to give alumni the opportunity to see all the changes at both campuses, including the new athletic facilities.

Save the Dates:

Class of 1970 Reunion (50 years): May 22, 23, 24 • De La Salle Campus Class of 1975 Reunion (45 years): Saturday, July 25 • De La Salle Campus Class of 1980 Reunion (40 years): Saturday, July 25 • De La Salle Campus Class of 1985 Reunion (35 years): Saturday, July 25 • De La Salle Campus Class of 1990 Reunion (30 years): Saturday, July 25 • De La Salle Campus Class of 1995 Reunion (25 years): Saturday, July 25 • De La Salle Campus Class of 2000 Reunion (20 years): Saturday, July 25 • De La Salle Campus Class of 2005 Reunion (15 years): Saturday, July 25 • De La Salle Campus Class of 2010 Reunion (10 years): Saturday, July 25 • De La Salle Campus Class of 2015 Reunion (5 years): Saturday, November 28 • Skipolini’s, Walnut Creek

For more information visit our reunion web page at www.DLSHS.org/reunions. We are looking for alumni to help plan this year's events.

Please let us know if you are interested. We want you to be a part of the planning process to make it your best reunion yet. If you are interested, please contact Lloyd Schine at 925-288-8171 or schineL@dlshs.org.

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1130 Winton Drive Concord, California 94518

DE LA SALLE HIGH SCHOOL

DAT ES TO REMEMB ER

•

2020 - 2021

De La Salle Auction “Blue Jean Ball” DLS/CHS College Preview Night – Juniors & Parents Dads & Grads Class of 1970, 50 Year Golden Reunion Baccalaureate Mass and Reception Graduation, Class of 2020 Brother Maris Golf Tournament Class Reunions 1975, 1980, 1985, 1990, 1995, 2000, 2005, 2010 Wednesday, August 12 First Day of Classes for 2020-21 Thursday, September 17 Taste of De La Salle De La Salle Golf Classic Monday, October 19 Open House for Prospective Students Sunday, November 1 Saturday, November 28 Class of 2015 Reunion (5 years) Saturday, April 4 Wednesday, April 22 Sunday, May 3 Fri-Sun, May 22-24 Friday, May 22 Sunday, May 24 Monday, June 1 Saturday, July 25

De La Salle Campus De La Salle Campus De La Salle Campus De La Salle Campus De La Salle Campus De La Salle Campus Crow Canyon Country Club, Danville De La Salle & Carondelet Campus De La Salle Campus De La Salle Campus Diablo Country Club De La Salle Campus Skipolini’s, Walnut Creek

2020 - 2021