The Word Magazine | Spring Semester 2020 by dsha9

DSHA BLACK HISTORY MONTH MASS PG. 13

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VOL. 50

NO. 2

MAGAZINE

Divine Savior Holy Angels High School S PONSORED

BY THE

S ISTERS

OF THE

D IVINE S AVIOR

4257 North 100th Street | Milwaukee, WI 53222 All Girls Makes All the Difference | dsha.info

Divine Savior Holy Angels High School is a Catholic college-preparatory high school for young women that excels at developing the whole person. Sponsored by the Sisters of the Divine Savior and grounded in their mission to make known the goodness and kindness of Jesus Christ, we develop our students into capable young women of faith, heart, and intellect who accept the gospel call to live lives that will make a difference.

2019-20 BOARD OF DIRECTORS EXECUTIVE COMMITTEE Andy Lampereur, Chair Financial Consultant

S. Grace Mary Croft, SDS, DS ’56, Sponsorship Coordinator Sisters of the Divine Savior

Sharon deGuzman, Vice Chair Baird Advisors; Robert W. Baird & Co.

Frank Probst, Sponsorship Coordinator Sisters of the Divine Savior

Mike Hodan, Treasurer Wells Fargo Advisors

Katie Konieczny, DSHA ’92, President and Ex-Officio Divine Savior Holy Angels High School

John McDermott, Secretary Rockwell Automation, retired

MEMBERS Craigh Cepukenas | Artisan Partners

Mary Jo Layden | Community Volunteer

Pedro Colón, JD | Wisconsin Circuit Court for Milwaukee County

Susan Lueger, PhD | Challenger, Gray & Christmas, Inc.

Cathleen A. Ebacher, JD | Community Volunteer

Katie Daily Pickart, DSHA ’84, PhD | Community Volunteer

Maureen Goetz, DSHA ’96 | Children’s Hospital of Wisconsin

Christopher Swain | Special Spaces, Inc.

S. Mary Lee Grady, SDS, DS ’58 | Sisters of the Divine Savior

JoAnne Sabir | Juice Kitchen, Sherman Phoenix

Molly Hegarty Kanter, JD | Centro Legal

Moe Tarantino | Community Volunteer

Peggy Kelsey | WEC Energy Group

Judie Dalum Taylor, DSHA ’87 | DUECO/UEHC

Joseph Kerschner, MD | Medical College of Wisconsin

A D M I N I S T R AT I O N Katie Konieczny, DSHA ’92, President Dan Quesnell, Principal Sally Gramling, DSHA ’79, Senior VP of Finance & Administration 1 S P RING 2 020

DS H A AU C T I O N | F O R E V E R P L A I D, 1 9 5 0 s E D. Poodle skirts, polka dots, and saddle shoes, oh my! The DSHA Forever Plaid Auction, 1950s edition, took place on March 6. The Stop-the-Auction portion of the evening supported funds for scholarships for the fifth year in a row. The community came together, raising their paddles in the amount of $223,500 for scholarships alone. It was a night to party on checkered floors while sipping milkshakes, but more importantly, a night to celebrate, honor, and push forth the DSHA mission. The night was made possible by an exceptional group of parent and student volunteers. DSHA extends an extraspecial thank you to the group of auction chairs who worked for months to make the night happen. Pictured above (left to right): Environment Chair Cindy Thota; Director of Volunteer Engagement & Special Events Lisa Pavlovich Bozic, DSHA ’00; Engagement Co-Chair Karen Acara; President Katie Konieczny, DSHA ’92; Acquisitions Co-Chairs Katie Terrien, DSHA ’93, and Natalie Rifelji; Engagement Co-Chair Megan Wigchers; and Underwriting & Advertising Chair Jenny Mulcahy. DS H A WORD M AG A Z I N E

Father Daughter Dinner Dance | Dashers and dads or special father figures had a blast dancing the night away at the Pfister Hotel on January 18. A tradition dating back to 1938, this event includes a dinner and two live bands to provide the tunes! Pictured: Mo Reardon, DSHA ’20, is accompanied by her brothers Nick (L) and Dan (R). The Reardon’s lost their father, Dan, in 2017; this annual DSHA event was an extra special night for these siblings to honor their father in style!

TA B L E O F C O N T E N T S The Word Magazine is published for and about the 4

Letter from the Editor

students, alumnae, parents, faculty, administrators, and

Letter from the President & Principal

friends of Divine Savior Holy Angels High School. Your

Spring Highlights

feedback is always welcome; contact VP of Marketing

Spring Fine Arts Highlights

& Communications Molly Shea at SheaM@dsha.info.

Winter & Spring Athletic Highlights

Faith | Black History Month Mass

Heart | School Spirit & the Class of 2020

EDITOR-IN-CHIEF:

Intellect | Student Connection, Engagement, and Support During Online Learning

Molly Shea, VP of Marketing & Communications

Dashers Dialogue on Racial Injustice

C R E AT I V E D I R E C T O R :

Faculty Focus | Scott Fleischmann Retires

Faculty Focus | Martha Parks Retires

Faculty Focus | Jackie Krawczyk Retires

S TA F F W R I T E R :

Donor Profile | Katie Carney Dahm, DSHA ’90

Madeline Zukowski, DSHA ’1 1, Marketing &

Class of 2020 | Class Speakers

Class of 2020 | College Matriculation

Class of 2020 | Medalists

President Katie Konieczny, DSHA ’92; Alumnae Director

Alumnae Serving on the COVID-19 Front Lines

Danielle Jerominski Rabe, DSHA ’08; Principal Dan

Alumnae News

In Memoriam

Alumnae of the Year Award Nominations

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Alex Mora, Director of Graphic Design &

Marketing Projects

Development Writer ADDITIONAL CONTRIBUTORS:

Quesnell; Senior Director of Development Stephanie Ziemke

LETTER FROM THE EDITOR

The Word Magazine is currently on a twice-per-year publishing calendar, each issue representing a semester. The goal of this magazine is to share the happen ings, highlights, and stories within our community — a celebration of students, alumnae, faculty, and staff. This particular issue posed a challenge: how do we cover a semester where many of these typical highlights did not occur; photo opportunities were few or lost; a senior class was in mourning; the community was separated due to COVID-19; and during this separation, our country was entering into a renewed awakening in the fight for racial justice following the tragic death of George Floyd. The answer to “how?” is fully rooted in the DSHA mission, and the stories that reflect developing young women in faith, heart, and intellect. Content for these issues is typically planned months in advance. Changes tend to occur along the way; however, for this particular issue our content plan shifted significantly at multiple points: first, during the move to online learning; second, when it became clear the semester would close virtually; and finally, as our DSHA community began dialoguing around the active fight against racism.

Molly Shea VP of Marketing & Communications Editor-In-Chief

The stories that came into play at each turn felt important to honor. As we looked at what to cover and how to cover it, certain pieces remained from the original plan — Black History Month Mass, retiring faculty, donor profile, and alumnae news. Other stories required a shift — graduation speakers and semester highlights. And then new narratives emerged and were rolled into the plan at various points over the past few weeks to suit the evolving nature of the semester: virtual learning at DSHA, alumnae serving on the frontlines, and community dialogues surrounding race and racism. Finally, some stories from the original plan have been moved to the upcoming 2019-2020 DSHA Annual Report. As the magazine has landed in its current state, you will note two particular themes: Theme 1 | Student Connection, Engagement, and Support This issue intends to showcase the way the DSHA faculty and staff focused on educating the whole person throughout the entire semester. Upon the decision to move into online learning, the theme of “Student Connection, Engagement, and Support” drove all faculty and staff decisions related to student coursework and programming — at both school-wide and individual student levels. It was understood that the success of online learning would be fully dependent upon students feeling seen and known, cared for and connected — in faith, heart, and intellect. This would continue to play out after the official close of the semester when students and faculty continued to dialogue on systemic racism and the responsibility of the DSHA community. Theme 2 | A Celebration of Seniors The class of 2020 has faced immeasurable loss this spring. Their final semester of high school was meant to be a milestone season of celebration amidst the sisterhood formed over the previous four years. Completing high school was intended to be honored with all-school Masses and Senior Production; final on-stage performances and post-season athletic victories; all while cherishing final moments with teachers and friends. The intention of celebratory culmination, instead, suddenly vanished without preparation or closure. The Word Magazine is typically intentional about representing all four classes within its pages — freshman through senior. However, given the loss this class has faced, and the way they have responded to the challenge, we have chosen to feature seniors throughout these pages when possible. We hope you take a few moments to enjoy the stories of DSHA at this unique point in time. And we thank you in advance for any COVID-related changes that have occurred since the printing of this publication on July 15. If you leave with one thing, we hope it is this: the DSHA mission is at work developing young women of faith, heart, and intellect — whether in constant or in crisis.

DS H A WORD M AG A Z I N E

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L E T T E R F R O M T H E P R E S I D E N T & P R I N C I PA L

We are currently mid-July and preparing in full-swing-mode to re-open our doors in the fall in the most safe and responsible manner possible. We cannot wait to be back together with our students and our TSC — even if that means some significant structural changes in order to do so. While we have connected virtually over the past few months, we have missed the daily interactions with each student, each teacher and staff member so dearly! As we reflect on the spring of 2020, we have learned much that we carry into our planning for the fall; our community is strong and our mission is unchanging, regardless of the vehicle used to carry it out. And while we are fully focused on the upcoming semester, it would be a miss if we did not stop and reflect on some of the beauty that we knew would rise from the ashes of a semester unlike any other. We entered the 2019-20 school year with expectations of another fantastic year — one intended to look a certain way with carefully thought out curriculum and student learning outcomes; program offerings to both support and challenge our Dashers; and school-wide goals that fell within a new five-year strategic plan.

Katie Konieczny, ’92 President

Halfway into March, we were well on our way to seeing the vision for the year play out exactly as planned, and beginning to look forward to the celebrations that come with a nice, clean, end-of-year wrap-up. Mid-way into the semester, the social distancing circumstances surrounding COVID-19 required a transition into online learning in a matter of days leaving us with an elevated appreciation for our both our purpose and our people. A mission tested. We speak frequently about our mission; we believe so fully in the importance of educating young women in faith, heart, and intellect that it drives everything we do, every decision made. With the mid-March pivot to online instruction, the DSHA TSC — without complaint and fully focused on what is best for our girls with the whole person in mind — moved into swift action to ensure the student learning outcomes for the year would be fulfilled, and that every girl would feel connected to the community. All members of the TSC held a role, and each person’s role required an immediate change along with evolution as the weeks passed. It was a true picture of the Body of Christ coming together for the good of our girls, and a reminder that our mission is sound regardless of circumstance. The expression of this body reached beyond the end of the school year as the TSC continued to engage with students in conversation surrounding racism within our country and community.

Dan Quesnell Principal

A vision made possible. Our vision is this: DSHA will be #1: recognized as the premier choice for a girl seeking to grow into her full potential as a woman of faith, heart, and intellect. Our vision is both current and forward-minded. As we looked toward next school year, we began to understand that that many of our families may have increased financial need due to circumstances surrounding COVID-19. We shared this need with our wider community, with a special request to our alumnae. The call was to join us for the COVID-19 Global Day of Giving (known to us as Dasher Day) in early May. Our initial goal of raising the amount of two full scholarships nearly doubled. Alumnae gifts spanned the width of the country — from California to Massachusetts — reinforcing their belief in the DSHA vision. We are so incredibly grateful. All girls, in fact, makes all the difference. On May 1, members of TSC canvased the greater Milwaukee area, delivering signs, graduation cap tassels, and red and gold roses to each member of the DSHA Class of 2020. Much to our surprise, many of the girls — who did not know we were coming — were donned in plaid skirts and their college shirts. To be fair, May 1 was college decision day. However, seeing so many seniors in their beloved Dasher plaid was a clear indication that even as our girls prepare for what is next, the opportunity of the here-and-now still mattered deeply as they finished up their final semester of high school. This gesture of wearing plaid, unprompted by a dress code, was a reminder of the unique culture of our all-girls’ community. We hope that it has been a life-giving and life-changing experience for each girl set to graduate — regardless of how our beloved seniors were required to finish. We will miss them so and look forward to celebrating their graduation in the coming weeks.

To learn more about DSHA’s semester of online learning, visit dsha.info/online.

DS H A WORD M AG A Z I N E

SPRING HIGHLIGHTS

1 | VO LUNT E ERING AROU ND THE JU KEBOX On March 6, The DSHA Forever Plaid Auction, 1950s edition, would not have been possible without a crew of student volunteers. Please join us in thanking these young women for giving of their time on this special night—all to help further the mission of DSHA. Pictured are four of the many Dasher volunteers from the event: Anissa Hernandez, DSHA ’22; Xitllali De La Torre-Sanchez, DSHA ’22; Sophia Rifelj-Hammernik, DSHA ’22; Samantha Flores, DSHA ’22. 2 | “ M ER-MAK ING”A D IFFERENCE More than 150 students, faculty, staff, and others from the DSHA community streamed in and out of the Chris and John McDermott Gymnasium on the morning of February 21 to give blood, thanks to volunteers from Versiti. After giving blood, donors were able to enjoy juice, water, and snacks — including an ice cream bar — with the satisfaction of knowing they “mermade” a difference and saved lives. (Little did they know they’d be helping so many affected by COVID-19). Pictured, Megan Mikolajewski, DSHA ’20, donates blood with a smile. 3 | D UX F EMINA FACTI (WOM EN LEAD) Over 50 students from all different levels of the DSHA Latin program had much success at the Wisconsin Junior Classical League (WJCL) Latin Convention at the end of January. They spent days in classical competition and learning, winning first place in spirit and second place in points overall in the large school category. In addition, Ima Willoughby, DSHA ’23, placed in the top 10 for her scores on general Latin knowledge tests, and Camille Deslongchamps, DSHA ’21, was elected to the WJCL Board. Pictured, the group poses for a photo in their togas. 4 | CARE ER E XP LORATION Sophomores and juniors were able to see confident, strong women in careers that fit their interests during Carla Olle, HA ’60, Career Day. The day started with a keynote address from Dr. Kristina Ropella, the dean of the Marquette University Opus College of Engineering, and then students were able to hear from alumnae and other females from the community—physicians, physical therapists, teachers, lawyers, those with communication professions, and so many more. The goal of the day was to help students explore their futures and see themselves in the professionals around them. Pictured, Therese Pickart, DSHA ’85, founder and owner of Pickart Dental, shares information about a career in dentistry with students. 5 | G I RL S + RO BOTS FIRST Team 1732, a robotics team made up of girls from DSHA and boys from Marquette University High School, qualified for the FIRST World Championships in Detroit at the end of April. The team placed second at the Midwest Regional Competition in early March, and ranked 4th out of 54 teams. There are 7 weeks of competitive play from late February through early April before the World Championship, and Team 1732 was about to start Week 3 events when further play was cancelled due to COVID-19. Pictured are the girls from DSHA on Team 1732.

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6 | CE LE B RAT I ON OF CAT H OLI C S CH OO L S As a major part of its Catholic Schools Week celebration, DSHA celebrated Mass as a school community. Fr. John Burns presided over the Mass, which celebrated DSHA’s Catholic identity, values, and beliefs. Pictured, Kierra Pruitt, DSHA ’20, takes communion during the Mass. Catholic Schools Week at DSHA also included Bible trivia, a collection day to purchase affordable feminine hygiene products for those in need, a seniors vs. staff basketball game, and a blessing for faculty and staff who were celebrating milestones at DSHA. 7 | A VOI CE FOR T H OS E W H O CA N N OT SP EA K More than a dozen DSHA students, Director of Salvatorian Service Stephanie Monson, and Dean of Student Affairs Ruby Brock traveled to Washington, D.C. at the end of January for the National March for Life. They joined tens of thousands of teens and adults who marched on Capitol Hill to protest abortion and honor the lives of the unborn. The night before the march, the DSHA group attended the national prayer vigil at the Basilica of the Immaculate Mary, with other youth, 300 priests, 40 bishops, and several cardinals to pray and celebrate Mass in preparation for the march. 8 | G R8 LE N GT H S Claire Kuehn, DSHA ’20, was one of more than 100 students that had 8+ inches of hair cut as part of the annual Gr8 Lengths project. Hair was donated to the non-profit organization Children With Hair Loss, which provides hair pieces to hundreds of children who have hair loss due to various medical conditions. Thanks to members of the DSHA Student Council, who organized the event, and Studio 890 of Elm Grove and Brookfield, more than 1,000 inches of hair was donated! 9 | CA LLE D TO M A KE A D I FFE RE N CE On February 28, the school community, including the school’s Salvatorian sisters and priests, held a celebration and blessing for the DSHA seniors, who were about to embark on Vocare. Vocare, a Latin word meaning “to draw forth” or “to call,” is a two-week service immersion experience and the capstone of a senior’s service experience at DSHA. Instead of attending school, the seniors served for two weeks at various service sites within the Milwaukee community — community outreach sites, and sites that cared for the elderly, those with special needs, and children. To read more about their Vocare journeys, visit dsha.info/voices.

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FINE ARTS HIGHLIGHTS

1 | AG E NT 86 AND AG ENT 99 In late February, DSHA’s theatre department produced Get Smart — the hilarious comedy romp through the spy-goof genre of the classic 1960s TV show. The show follows Agent 86 Maxwell Smart and his female partner Agent 99, who is the more logical of the two. The two agents work together to prevent various threats. Although Smart’s lack of competence made the agents’ tasks seem impossible, they manage to save the day. Between the cast members and technical crew, more than 30 DSHA students were involved in the production. Pictured is Hannah Bruckman, DSHA ’20, talking on her spy-gadget boot phone. 2 | W E AR E O NE BODY The Angelaires (pictured) surprised the student body with a virtual recording of We Are One Body, the community’s favorite song to sing at all-school Masses. It was sent to students on Easter Sunday to lift spirits. That came after the group’s first place finish in the ensemble category at the Wisconsin School Music Association Regional competition. They qualified for the WSMA State Ensemble festival, which was cancelled due to growing concerns amidst COVID-19. 3 | AWARD-WO RT HY ART Eight DSHA students received Scholastic Art Awards at the start of the calendar year. The Scholastic Art Awards are given to students whose art work embodies originality, technical skill, and the appearance of personal voice or vision. Five DSHA students received Honorable Mention awards; Anna Andres, DSHA ’22, and Carolyn Ashe, DSHA ’20, received Silver Keys; and Elena Wilson, DSHA ’20, received a coveted Gold Key. Andres, Ashe, and Wilson had their work displayed at the Milwaukee Art Museum during the month of February. Pictured is Wilson with her Gold Key award-winning piece.

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4 | M US I C W I T H A V I E W The Divine Strings ended the month of February in a beautiful fashion — playing at the Milwaukee Art Museum. They played Disney favorites, as well as music ranging from The Beatles to Bach underneath the art museum’s wings — a wonderful view with even better music! 5 | P OW E RFUL TA LE N T Six DSHA students competed as vocal soloists and earned first place awards at the Wisconsin School Music Association’s Regional competition. Lizzie Dondlinger, DSHA ’22; Erin Fricker, DSHA ’22; and Rachel Visser, DSHA ’22, competed in the classical solo competition. The three of them, as well as Hannah Bruckman, DSHA ’20, and Mia Hartounian, DSHA ’22, competed in the musical theatre competition. In addition, Erin Fricker and her sister Ellen Fricker, DSHA ’20, performed a classical duet. Although they all qualified for the state competition, it was cancelled due to COVID-19. However, they were able to submit video performances for feedback from the association. The girls had much success at the state competition. Dondlinger and Erin Fricker took home first place titles for both their classical and musical theatre solos; Bruckman achieved a first place finish in the musical theatre solos competition; both Fricker sisters received a first place rating for their duet; and Visser was awarded perfect scores for her classical and musical theatre solos. In addition, 12 instrumental soloists and the Divine Strings competed at the WSMA regionals. Three soloists qualified for the state competition: Ahnna Faust, DSHA ’22, on piano; Cam Lasota, DSHA ’22, on violin; and Ellie Toyama, DSHA ’22, on violin. They will participate in state competition virtually, submitting videos of their solos for evaluation by a judge. Pictured is Erin Fricker performing her vocal solo piece.

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W I N T E R AT H L E T I C H I G H L I G H T S

BASKETBALL The varsity basketball team finished their Greater Metro Conference season in second place, with a record of 14-2 and an overall record of 19-3. They won the WIAA Regional Championship defeating Fond du Lac (84-57) and Watertown (57-56, thanks to a last-second three-point basket by Alyah Garcia, DSHA ’20). The team then claimed the WIAA Sectional, winning against Appleton East (74-63) and West Bend West (6344). They were set to play in the WIAA State Championship semi-final game March 13 but the WIAA cancelled the state championship tournament due to COVID-19.

NOTABLE RECOGNITIONS: • 3rd Team All-Area + 1st Team All-Conference: Jadin O’Brien, DSHA ’20 • Honorable Mention All-Area + 2nd Team All-Conference: Alyah Garcia, DSHA ’20 • 2nd Team All-Conference: Alexa Jarecki, DSHA ’21 • Honorable Mention All-Conference: Jackie Jarosz, DSHA ’20 To learn more about the team’s run to the state championship tournament, and the effects of COVID-19 on the end of their season, look for the 2019-2020 DSHA Annual Report published later this year.

GYMNASTICS The gymnastics co-op team, which includes three DSHA students, took fourth place in the Greater Metro Conference meet February 21. They then moved onto the WIAA Sectional meet February 28, where Lizzy Zeidler, DSHA ’22, placed 17th in all-around sectional competition, while Oriana Ognar, DSHA ’22, placed 20th. In addition, Ziedler placed 32nd on the uneven bars, and 16th in vault. Ognar placed 33rd on the floor, 33rd on the beam, 28th on the uneven bars, and 32nd in vault.

ICE HOCKEY The ice hockey co-op team, which includes eight DSHA students, finished in fifth place in the Eastern Shores Conference, with a 2-3-2 conference record and a 7-13-4 overall record. They were the fourth seed in the WIAA State Tournament, defeating the Cedarburg co-op 3-2 in the WIAA Regional Final to move onto the sectional semi-final. In the semi-final, they lost to the number-one-seeded Beloit Memorial co-op 1-0.

NOTABLE RECOGNITION: • Honorable Mention All-Conference: Jordan Bonk, DSHA ’21

SKI The varsity ski team took first place in the Midwest High School Ski Conference with an undefeated record of 6-0. They finished second in the WIARA Wisconsin State High School Ski & Snowboard Championships February 15-17. During their time at state, Abby Horning, DSHA ’21, finished 3rd overall; Kate Nonn, DSHA ’22, finished 12th; Alex Nonn, DSHA ’20, finished 13th; and Katie Delcore, DSHA ’22, finished 21st. Horning and Kate and Alex Nonn were selected to represent Wisconsin in the US Ski & Snowboard Eastern Ski Championships. Horning placed first in the Slalom Run to help Wisconsin gain a third-place finish.

NOTABLE RECOGNITIONS: • 2nd Team All-Conference: Abby Horning, DSHA ’21; Alex Nonn, DSHA ’20; Kate Nonn, DSHA ’22

• Honorable Mention All-Conference: Katie Delcore, DSHA ’22; Halle Quadracci, DSHA ’21

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S P R I N G AT H L E T I C H I G H L I G H T S

S P R I N G AT H L E T I C S P I V O T S T O V I R T U A L P R A C T I C E S Following Governor Evers’ extension of the Safer-at-Home order through the end of the school year, the WIAA voted to suspend spring athletic competitions and tournament series on April 21. Virtual coaching was allowed to continue until the final day of the state tournament for each respective sport. Because of a combination of restrictions by the WIAA and the City of Milwaukee, DSHA spring athletic teams were allowed only five days of summer contact. Although the teams could not meet in person frequently and all competition was cancelled, they stayed active remotely — bonding as teammates and sharpening their skills.

LACROSSE The team met virtually every day to discuss their goals and successes, ending with stick work and an update from the team captains. There were also workouts two times per week over Zoom. Senior captains: Cate Reilly, DSHA ’20; Megan Mikolajewski, DSHA ’20.

RUGBY While their chance at another national title was not realized this season, the DSHA Rugby Team was still committed to working hard. The players received 4-5 workouts per week and texted their coaches when they had finished for the day. The team also met over Zoom two times a week to review film. Senior captains: Georgia Barczak, DSHA ’20; Jackie Jarosz, DSHA ’20; Soraya Keiser, DSHA ’20; Lucy Mueller, DSHA ’20.

SOCCER Players had access to virtual fitness training 5 days a week, following the daily routines of a local Division 1 soccer team. The team met three times a week to strength train on Zoom; technical workouts were posted online to practice dribbling and shooting skills. Of note, congratulations to 14-year Varsity Soccer Coach Kevin Roethe who will begin as a faculty member of the DSHA Science Department this fall! Senior captains: Maddie Luna, DSHA ’20; Maggie Mullen, DSHA ’20; Alex Nonn, DSHA ’20; Jill VanTreeck, DSHA ’20.

SOFTBALL The team met together for 20-minute Zoom workouts three times a week. Players also worked on dozens of coach-created at-home practice drills focusing on skills like hitting and catching. Varsity Softball Coach and DSHA Social Studies Faculty Tom Montgomery also shared online drills and resources with his team. Senior captains: Mary Kaupp, DSHA, ’20; Emma Kerschner, DSHA ’20; Brooke Mackey, DSHA ’20; Emma Urban, DSHA ’20.

TRACK & FIELD The multiple track and field coaches worked together to keep their team motivated. Different coaches and their groups — for example the pole vaulters, jumpers, and distance runners — each met at least once a week over Zoom. All groups had a minimum of one scheduled workout each week with many athletes going above and beyond to prepare for the next time they would be in competition. Senior captains: Jadin O’Brien, DSHA ’20; Kiley Robbins, DSHA ’20.

Congratulations to Jadin O’Brien, DSHA ’20, for being named a Statewide WIAA Scholar Athlete for 2020 — the first athlete in Dasher history to receive this statewide honor. O’Brien has earned ten varsity letters between basketball, cross country, and track & field. She is a two-time state champion in the 300m hurdles, and a state champion in the 100m hurdles. She has earned 1st Team All-Conference in basketball for 3 years, and has been the basketball and track & field MVP for 3 years.

DS H A WORD M AG A Z I N E

FA I T H F E AT U R E

D S H A C E L E B R AT E S B L A C K H I S T O R Y MONTH WITH ALL-SCHOOL MA SS

LIFT EVERY VOICE AND SING The traditional hymn, Lift Every

At the forefront of DSHA’s mission is forming students in their whole person — in faith, heart, and intellect. To share in this Catholic Christian faith, all-school Masses offer a place for the entire student body to come together as one in community.

Voice and Sing, was sung toward the end of Mass. Also known as the Black anthem, the song was written in 1919 by James Weldon Johnson as

These all-school Masses are often a commemoration of special events

a prayer of thanksgiving to God for

like Catholic Schools Week or the closing of the school year, or church

freedom and faithfulness. The final

feasts such as Our Lady of Guadalupe. In February, the community

verse is sung as follows:

celebrated two all-school Masses: Ash Wednesday Mass, and the newly annual Black History Month Mass in conjunction with Black History Month and DSHA’s Multicultural Week.

God of our weary years,

The Black History Month Mass was planned and organized by the Sisters

God of our silent tears,

of Culture Club (SOC) and supported by Campus Ministry. Students from the club led the school in gospel music and performed a prayer and worship dance.

Thou who has brought us thus far on the way;

Gratitude and Persistence; Strength and Blessing

Thou who has by Thy might

“The Black History Month Mass was a great honor,” said Mamaa Yorke,

Led us into the light,

DSHA ’20, one of the student leaders of SOC. “It was an opportunity for the Sisters of Culture Club to express a culmination of our culture and faith through song, dance, and proclamation. Singing the song Lift Every Voice to and with the school allowed us to express the gratitude and persistence of the Black experience; it also serves as a song of gratitude to God for giving us strength and blessings.”

One Body with Diverse Gifts

Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we met Thee, Lest, our hearts drunk with the wine of the world, we forget Thee;

“We celebrate Black History Month with a Eucharistic liturgy because ‘liturgy’ means thanksgiving,” adds Theology Faculty Lisa Metz, who also serves as the SOC club moderator. “We are deeply thankful for all of our students at DSHA, and our Black students deserve the opportunity to see images, hear voices, and pray words that are reflective of their

Shadowed beneath Thy hand, May we forever stand, True to our God,

culture. The universality of our Catholic faith gives us the belief that we are indeed One Body. We all benefit when we celebrate and give thanks

True to our native land.

for our diverse gifts.”

B L A C K H I S T O R Y M O N T H AT D S H A | F E B R U A R Y 2 0 2 0 Throughout February, and supplemental to curriculum, students participated in Black history trivia, the DSHA Student Diversity & Inclusion Council held a Dasher Dialogue on “If we’re all Dashers, why do we need to celebrate Black History Month?”, and Black history achievements were highlighted during daily announcements.

A Multicultural Celebration In addition to Black History Month Mass, other events included a cultural food fair; an assembly for students to share personal stories of identity and self-love; Open Mic Night — a celebration of diversity through various forms of art; and a Multicultural Dance.

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1 | Fr. Peter Patrick Kimani of St. Sebastian Parish of Milwaukee presided over the Black History Month Mass, with DSHA chaplains Fr. Dennis Thiessen, SDS, and Fr. Patric Nikolas, SDS, assisting. 2 | Laetitia Faye, DSHA ’21, (front) and Moira Gonzales, DSHA ’20, were altar servers during the Mass. 3 | Members of the Sisters of Culture Club shared gospel music throughout the celebration with Angelaire Makayla Hughes, DSHA ’21, (first row, far right) leading the choir. 4 | Raised hands from the school community join Fr. Peter Patrick Kimani and Fr. Dennis Thiessen, SDS, in blessing the participants of the Civil Rights Pilgrimage, which was to take place this summer. The pilgrimage was cancelled due to COVID-19. (Learn more on page 23.)

DS H A WORD M AG A Z I N E

SCHOOL-SPIRITED FUN WITH A PURPOSE

B Y

M A D E L I N E

Z U K O W S K I ,

t’s a picture the DSHA school community sees at the end of almost every all-school assembly; the three Penny Dashers ask the most anticipated question; the one seniors wait three years to hear: “Seniors, seniors, what’s your number??!!??” And the answer comes in soundwaves so loud it will leave your ears ringing: “2-0, 2-0, 2-2-2-0!!!” It’s no doubt the DSHA Class of 2020 has been robbed of — or are stuck waiting for — many end of the year milestones, like shouting this cheer as a group. But one tradition of school spirit they did not lose out on: becoming Empress Crown champions.

FR IEN D L Y C O M PE T I T I O N Sponsored by the DSHA Student Council, Empress Crown — named in part to represent the female version of the Emperor Penguin — is a whole-school, year-long competition between classes. The goal of the competition is to foster a spirit of community; to celebrate class and school pride, encouraging participation from everyone in all-school

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D S H A

’ 1 1

DSHA has several aspects that set its high school experience apart from other schools: its all-girls environment; the special relationships between students, faculty, and staff; and its Catholic mission rooted in the goodness and kindness of Jesus Christ. But, there are other things that build the Dasher community that may not be as well known to our wider audience — aspects that are the essence of fun with the purpose of creating community. While COVID-19 and social distancing tested the tight-knit community at DSHA, Dashers maintained a sense of school spirit and unity thanks in part to the Empress Crown competition, a school-wide engagement opportunity which allowed students to stay connected while apart, and the DSHA Class of 2020 to shine even while missing some of the coveted end-of-high-school milestones.

events and activities, Student Council-sponsored or otherwise.

whole school year, both during busy months and the “doldrum” days.

Classes are awarded points based on the percentage of participation in certain events that span the width of the DSHA whole-person experience. Events might be for-fun-only like dressing up on special theme days; or they may have a greater purpose such as raising the most money in the Penny Wars that support the Lenten or Advent project; bringing in the most food during collections days; attending Dasher Dialogues, and so on. 100 points are granted to the class that has the highest percentage of participation; 75 to the class with the second highest percentage of participation; 50 for the third, and 25 for the last.

“School spirit is not just for grand assemblies,” he said. “Spirit can be shown in small ways as well. A Tuesday in January can have as much spirit as the Friday before homecoming.” And it all serves a purpose of creating the extra special sisterhood that is created amidst the walls of DSHA.

As for the class that collects the most Empress Crown points by the end of the school year, they receive their own spirit week, often times complete with something extra special, like a bounce house, pizza party, or an ice cream sundae bar — just for them.

S C HO OL PRID E IN CONS T ANT A N D C RIS IS According to School Counselor and Student Council Advisor Dave Lynch, the Empress Crown competition promotes school spirit throughout the

Although the Empress Crown competition started in-person throughout the first semester, it continued with tweaks as DSHA transitioned to online learning in mid-March. Lynch encouraged participation through daily themes on Microsoft Teams, the online platform DSHA has utilized to facilitate student and teacher connection. Students were asked to post pictures or GIFs based on the theme of the day, such as crazy sock day, favorite memory from the school year, or wear your uniform day. This action allows them to see their classmates, and interact with one another’s posts. “Empress Crown unifies classes around a common goal and helps make ‘we’re all on the same team!’ more concrete,” said Academic Dean Heather Mansfield.

H E A R T F E AT U R E

“We look forward to the Empress Crown opportunities, because when we become united and participate, we have a sense of pride in each other,” said Leena Bekhiet, DSHA ’20, one of three Penny Dashers. “If Empress Crown disappeared, so would that pride, as well as the opportunity to have fun with our peers.”

also a Penny Dasher, says that her class has been in tune with each other since the very beginning.

“Mr. Lynch was passionate about maintaining Empress Crown during our time apart,” Bekhiet continued. “Those normal, same things we use to do at school — we need those now more than ever,” she said.

W HY SO S E RIOUS ? While the seniors took school spirit seriously, it was also the connectedness of the DSHA community that kept the school community alive throughout COVID-19, Bekhiet shared.

WOULD CONTINUE

The continuation of the Empress Crown competition did in fact maintain a sense of normalcy and sent a message about staying positive even in the midst of crisis.

“We are such a tight-knit community,” Bekhiet said. “Not just any school would continue spirit days and be passionate about it. It takes a special type of community to do that.”

A SPECIAL TYPE

“Although it feels like this period will last forever, other classes (freshmen – juniors) will return to school,” Bekhiet said. “School spirit and the drive to win Empress Crown must continue and must progress throughout your years at DSHA.”

Both Lynch and the Penny Dashers agree that among this special community, school spirit is a necessity.

It has for the DSHA Class of 2020, and having an Empress Crown competition in the midst of COVID-19 was something they could still rely on, and something for which they could rally together.

“We’ve lost so much because of this quarantine,” Lareau said. “We can’t have a senior prank or anything like that, but we won this. We maintained our champion status.”

“DSHA has a lot of rigor and difficult coursework,” Bekhiet said. “It’s super important to have some sort of excitement to balance the hard work and stress out.”

“It really sets us apart,” said Bekhiet. “It proves that we’re a special and strong class, winning for four years.”

This commitment to maintaining a balance between working hard and having fun with a purpose is a piece of what DSHA means when it promises to develop the whole person. Like Bekhiet said, girls come to DSHA not just for the academics and faith formation, but for fine arts, athletics, friendships, and yes, school unity that is rallied through the work and spirit that the DSHA Student Council works so hard to maintain throughout the year. According to Bekhiet, while the community practices social distancing, it’s that much more important for the leaders of school pride to step up their game.

According to Bekhiet, teachers and administration have commented that the class of 2020 is different in a good way, united in their actions with a sense of care for one another. Jonna Lareau, DSHA ’20,

“It’s important to us that our classmates are still excited about DSHA, about coming back next year, and more importantly, about being a part of this awesome community,” she said.

SPECI AL S E N I O R S T A N D I N G The class of 2020 is the only class in the seven-year history of Empress Crown to win the competition more than once. They’ve been able to enjoy a class spirit week since 2017, and as of May 16, they became the first class to four-peat the competition.

“WE ARE SUCH A TIGHT-KNIT COMMUNITY. NOT JUST ANY SCHOOL S P I R I T DA Y S A N D B E PA S S I O N AT E AB O U T IT . IT TA KES OF COMMUNITY T O D O T H AT . ” — Le e na B e khiet, DS H A ’ 20

EMPRESS CROWN 2019-2020 STANDINGS: Seniors: 4250 points Freshmen: 3775 points Juniors: 2460 points Sophomores: 2325 points EMPRESS CROWN POINTS ARE AWARDED FOR: Attending Dasher Dialogues Bringing in the most food/clothing/ school supplies/money during collection days Attending guest speakers Dressing in theme during spirit week/days Winning the powderpuff football game Winning grade vs. grade pep rally competitions Bringing in Dash-a-Thon quota Participating in Gr8 Lengths And so much more!

DS H A WORD M AG A Z I N E

Student Connection, Engagement, and Support During Online Learning By Molly Shea

A DSHA education is more than facts, concepts, coursework, and a rigorous college-prep curriculum. It is about young women finding a place that affirms they are created in the image and likeness of God. It is about being known by teachers, counselors, pastoral staff, administration, and the sisterhood that is only possible in an all-girls environment. It is about finding passion and purpose in the company of a supportive, Catholic community. Over the course of the spring semester of 2020, DSHA learned that while better together, this unique education — at its true core — is still possible when required to be physically apart because of a dedicated faculty and staff, unwilling to settle in order to meet students in their evolving needs.

PART I:

THE

STAT E

THE

STUDENTS

n Thursday afternoon, March 12, the entire TSC (all faculty and staff) gathered in the Robert and Marie Hansen Family Fine Arts Theatre to discuss what had quickly become a national news story. COVID-19 felt foreign to most the week prior, but was now very likely going to affect the day to day of how students, faculty, and staff would interact and move forward in the coming weeks.

FOCUS ON STUDENT LEARNING OUTCOMES “Here is what we know,” shared Academic Dean Dr. Heather Mansfield to the group. “If — and likely when — we move into online instruction in the coming days or weeks, we are going to focus on student learning outcomes. These will not change. How we accomplish this is going to change and that is okay.” Mansfield went on to share the vision that she and the academic administration had been discussing earlier in the week while monitoring the fluidity of circumstances: these pre-determined goals for each department, each class, would require a shift in terms of how they would be accomplished, but students should complete the semester with the same general knowledge and understanding of concepts as previously planned.

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“These outcomes will drive all of our choices around content and materials,” she shared. “We may not be able to cover everything that would have been covered. Decisions will be made by prioritizing intentional, focused-learning experiences versus work for the sake of keeping students occupied.” But this would only happen if all decisions were filtered through the established theme set for the balance of the semester: Student Connection, Engagement, and Support. The following day, Friday, March 13, was the last day of classes on campus for students across Wisconsin; after four days

I N T E L L E C T F E AT U R E

of planning, online learning began at DSHA on Wednesday, March 18.

that had become a systemized, intentional rhythm.

CONNECTION MATTERS

Because these natural protections were no longer present, faculty and staff moved quickly to create new frameworks based on the anticipated and evolving needs of students.

The verbiage assigned to the theme of Student Connection, Engagement, and Support was new with the move to online learning. However, the concept was naturally at play during business-as-usual school due to the constant collaboration between the academic, student services, campus ministry, and applied wellness departments — each interacting with students in a consistent, dependable, and daily rhythm. This ongoing connectivity encourages student engagement across the landscape of DSHA offerings — both with one another and the TSC. It also allows faculty and staff the ability to inherently and proactively understand and address student needs. The goal being this: no students will fall through the cracks; and if a need is known, DSHA will do everything in its power to meet that need. During a typical semester, it might look like this: a usually engaged student has been noticeably quiet and seemingly tired in her English class for the past couple of weeks, nor has she turned in her latest assigned paper. Her teacher asks if everything is okay and if there is anything she/he can do to help. The student says she is fine, yet this does not sit well with the concerned teacher. The teacher then reaches out to a dean who might then either meet with the student directly, or contact a counselor or pastoral staff to help gain a better understanding of how to best serve this girl and re-establish her connectivity to her coursework and the community. These types of conversations inherently occur throughout the year when operating in business-as-usual mode. However, leading into a season of online learning — coupled with the stress and uncertainty of COVID-19 at the time — Mansfield was proactively aware that being physically serparated would change the natural protections

“THEY SAW THE NEED, H AV E P U T I N T H E E X T R A TIME, AND BUILT THE SYSTEM TO ADDRESS IT. IT SPEAKS TO THE CREATIVITY AND

ABOVE AND BEYOND

DEDICATION OF OUR

Applied Wellness Faculty Joanna McQuide, DSHA ’93, and Rachel Uihlein, spent the first part of the year working out a new and evolving structure to the applied wellness experiences that had become a part of each student’s course requirements beginning in the fall. These in-school experiences gave students structured choice to meet their individual needs across the following areas: social, emotional, spiritual, contextual, diversity, and physical.

F AC U L T Y A N D S T A F F AS

In adapting their programming to the online setting, with the goal of student connection, engagement, and support at the forefront, McQuide and Uihlein quickly realized the needs they had been used to meeting had drastically changed in a matter of days. “We found ourselves wanting feedback from students, but also from our collaborators — what do they feel students might need right now that is different from a few weeks ago,” McQuide shared. To attain this feedback, McQuide and Uihlein sent a weekly survey to students requesting insight specific to the circumstances surrounding online learning, with a particular emphasis on connectivity and overall wellness. This data — thanks to a statistically high student participation rate — allowed for a plan to address student needs at both an individual and school-wide level. Thus, the State of the Students (SOS) team was born.

A CALL FOR SOS “The team began because we knew we needed a larger group to steer the wellness ship during this season; we wanted to bring everyone to the table

A WHOLE RIGHT NOW.” — Academic Dean Dr. Heather Mansfield

at the same time,” McQuide said of the team that consisted of herself, Uihlein, Mansfield, Dean of Student Affairs Ruby Brock, DSHA ’92; Director of Campus Ministry Kathleen Cullen Ritter, DSHA ’05; Director of Student Services, Equity, and Engagement Lisette Rodriguez-Reed; along with all school counselors. Mansfield adds, “This was completely initiated by Joanna (McQuide) and Rachel (Uihlein). They saw the need, have put in the extra time, and built the system to address it. It speaks to the creativity and dedication of our faculty and staff as a whole right now.” The SOS team met virtually each week, diligently discussing information from the surveys as well as other student needs that surfaced throughout the previous week. If an individual student had a unique need, a plan was discussed and action steps were set into motion. If connectivity data was trending a certain direction for the overall student body, this was shared with faculty and addressed at a community-wide level. “Having an element from every area and collaborating in this way — all together in one place on a regular basis is new, but we see the long-term benefit. We hope to continue with SOS once school resumes in the normal setting,” McQuide shares of her post-COVID-19 vision for this team and the purpose it serves. (cont.)

DS H A WORD M AG A Z I N E

PART II:

REDEFINING

NECESSITY

t is common phrase, first shared by Plato, that necessity is the mother of invention. Perhaps the SOS team and the theme of Student Connection, Engagement, and Support have been the inventions in this case. But what defines the necessity, particularly as it shifts in a time of crisis? For the DSHA faculty, necessity moved beyond job requirements and into the space of deeply caring for girls outside of a predefined and contractually agreed upon structure. In a time of separation and uncertainty, needs shift — for both students and faculty. And teachers selflessly stretched the bounds of both creativity and expectation in order to keep students motivated and connected to both coursework and community. One such example of a redefined necessity lies in the DSHA mathematics department.

Kiley Robbins, DSHA ’20, and Mathematics Faculty Libby Wissing, DSHA ’10, connect on a Teams call prior to Robbins’ AP Statistics test in mid-May.

TELL ME MORE Mathematics Faculty Libby Wissing, DSHA ’10, currently teaches AP Statistics, Intro to Statistics, Calculus, and Honors Trigonometry/Pre-Calculus. On the surface, math is cut and dry; right or wrong. But to observe Wissing teach is anything but. She’ll pose a question, a student responds, and rather than saying “yes, great job” or “not quite, give it another shot” one might hear her prompt: “tell me more about that.” As she digs into the student’s thought process, both she and the student learn about the student’s understanding of concepts. The result is student growth in knowledge and confidence in the safety of an all-girls classroom. So how has this translated into a virtual environment? Wissing has brought it back to “tell me more.” The weekend prior to online learning, she sent an email to her students as she was processing her own thoughts and emotions surrounding the uncertainty. “It felt important to let them into my world — the weird and scary and unknown,” she said. “I wanted to tell them

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we are feeling this as adults, too.” She went on to share suggestions about getting outside and getting creative in reaching out to friends. Thus, girls started to “tell her more”; to share their gratitude for her words and their thought processes on the unknowns; their questions about class, but also their general fears surrounding COVID-19 and the loss that especially seniors were facing.

A TONE OF CONNECTION It began as a letter to herself to assist in processing her own uncertainties, but it set the tone for the balance of the semester. Because of the student response following her first email, and the lines of communication that it opened, Wissing took to writing a weekly communication aside from any curricular instruction. She also began to incorporate some non-academic Zoom meetings for each specific class — things like “show and tell” or “bring something you have owned for half of your life.” “Teachers and students are missing the little interactions before and after class. These (virtual non-curriculum) interactions help fill that gap,” Wissing shares. “If I can connect with students on a human level, I know they will be more likely to stay engaged in their work,” she shares. “If they feel disconnected to me as their teacher, they won’t connect to the classroom.”

DELIBERATE COLLEGE-PREP Because an intentional student connection had been established, Wissing was able concurrently focus on the job at hand — teaching college-prep mathematics: same concepts; new structure. “We put a deliberate focus on understanding concepts versus homework,”

Wissing shares. “For the seniors, we also focused on preparing the girls for the type of calculus they would see in college.” In an effort to yield the pre-established student learning outcomes (set at the beginning of the year), the amount of problems per assignment were reduced, and students were encouraged to dig into truly understanding the material through concentrated work focused on conceptual comprehension vs. quantity of homework. “I let them know I was cutting the amount of homework to keep things manageable, so ‘please make sure you are putting in the effort to understand what you have been given,’” she shares. To guide her students, Wissing created video lessons and was available for group or individual discussions with students each day. Another change was the move to open note quizzes and tests, which she argues have helped aid students’ preparation and understanding of material.

“ T E AC H E R S A N D STUDENTS ARE MISSING THE LITTLE INTERACTIONS BEFORE AND AFTER CLASS… IF I CAN C O N N E C T WITH STUDENTS ON A HUMAN LEVEL, I KNOW T H E Y W I L L BE MORE LIKELY TO STAY ENGAGED

AP IN THE TIME OF COVID

IN THEIR WORK.”

Wissing’s AP Statistics class required some special attention in an effort to assist students in preparation for their upcoming exam. Due to the worldwide nature of the coronavirus, the AP College Board made some swift and deliberate changes to how testing would occur globally. And while this was necessary and best for students, it required in a shift in preparation.

— Mathematics Faculty Libby Wissing, DSHA ’10

“AP decided they were going to cut content assessed on the exam to reflect material likely covered by most teachers prior to March,” Wissing shares. Being ahead of the game, her class would only have one new chapter to cover. “Because of this, I was able to spread out that final chapter over some additional time during the initial transition to online learning and get it in before spring break.”

Wissing is one example from a teaching faculty that has evolved the way it is connecting with students. They do this because it matters — the girls matter; not because it is a job.

Following spring break, she mapped out a five-week content study plan for students including goals and expectations based on new information shared by the AP College Board. Wissing also created an optional study guide with the intention of providing resources without overwhelm.

THE STUDENT RESPONSE Kiley Robbins, DSHA ’20, is a student in Wissing’s AP Statistics class and also a member of the DSHA Track & Field Team that Wissing helps coach. Robbins will attend UW-Madison in the fall on a track scholarship and feels prepared thanks to not only the teaching and coaching of Wissing, but the connection they have as well. “Ms. Wissing has been one of my favorite teachers during this time. She is always checking on us; she is willing to FaceTime or text — it’s not even just classwork. She has been so encouraging,” Robbins shared as she was three days away from taking her AP Statistics exam in mid-May. “In her class you want to learn. She makes hard work fun. If I’m struggling I can easily go to her. She makes sure I’m on track, and that makes me work harder.” “She has been willing to accommodate my learning style and pace during this time and it has helped me grasp concepts,” she says. “I feel so prepared for the (AP Statistics) test because of the way she has helped us review — together and individually. I’m actually excited to take the test.”

ALL IN THIS TOGETHER

“Living through a pandemic requires flexibility, but math is the reverse of that,” Wissing shares. “Math isn’t changing — maybe that is a comfort. But it’s the opposite of this world we live in now. I don’t have opportunities to incorporate the current happenings into my lessons (in the way a social studies, English, or science class might be able to.)” Wissing concludes, “If I’m not connecting with students on what we are all experiencing together, they aren’t going to want to watch a video lesson of me talking about sequences and series.” So that is what they do — connect, support, and engage with students. Because this necessity, though redefined, is still a necessity to each teacher. And the willingness to redefine beyond obligation is simply because their students matter.

DS H A WORD M AG A Z I N E

DASHERS DIALOGUE ABOUT RACIAL INJUSTICE BY MADELINE ZUKOWSKI, DSHA ’11

In the wake of recent racial injustice and a push to educate fellow classmates to eradicate racism, the DSHA Student Diversity & Inclusion Council has—and are in the midst of—developing a plan to engage students. Between organizing a virtual Dasher Dialogue in early June following the death of George Floyd, to ensuring important conversations continue, the council knows the community is listening and feel it is their responsibility to help make a true difference. Ahmaud Arbery. Breonna Taylor. George Floyd. These names have become part of the community and country’s vernacular. Protests erupted all over the world while DSHA students were at home, participating in virtual learning. For many, DSHA marks a safe space to work out feelings and talk through current happenings with their friends or faculty members. Because of the social distancing required due to COVID-19, many students reached out to each other and faculty members virtually, looking for a way to discuss the recent events. Enter the DSHA Student Diversity and Inclusion Council.

Dialoguing With Other Dashers The DSHA Student Diversity and Inclusion Council, student-led and run, is made up of a dozen or so students who are passionate about promoting and celebrating diversity, equity, and engagement

within the DSHA community. They are best known around the school for running and organizing the monthly Dasher Dialogues, conversations that create a safe, open, and respectful place for students to share their thoughts and opinions, and ask questions on topics like immigration, cultural appropriation, and mental health, among others. The killing of Floyd and ensuing conversations surrounding systemic racism called for a Dasher Dialogue. The council sprang into action, organizing a dialogue over Zoom on June 9. Topics of discussion included the effects of systemic racism in the community and wider world; the death of Floyd and protests that arose from it; and the importance of educating oneself on racism and the effects of it in the country. Seventy-six faculty, staff, and students joined the conversation. “I think the Dasher Dialogue went well,” said Dami Awosika, DSHA ’21, one of the senior leaders of the council and moderator for the conversation. “We were able to talk about how the current movements affect us personally, and how systemic racism and privilege transfer into our school life. It was great to see all kinds of different people and even teachers add adequate input, offer solutions, and express their feelings.”

Justice For George Awosika first asked students to share their reactions to the death of Floyd. While she said she was

T H E W H E N A N D W H Y O F T H E S T U D E N T D I V E R S I T Y A N D I N C LU S I O N C O U N C I L 2015-2016 | The council was created when former World Languages Faculty Jim Wilkinson became the first Diversity and Inclusion Coordinator. Wilkinson reached out to the student body to ask for volunteers to create the committee. The first year, 15 student volunteers planned in-school diversity and inclusion events, including Dasher Dialogues, which began in the spring of 2016.

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2018-2019 | At this time, the council became a part of the wider DSHA Student Council, whereas they had previously operated independently. This also gave them a consistent schedule within the co-curricular S P RING 2 020 structure.

2020-2021 | Currently, 12 students serve on the committee. In the upcoming school year, they plan to run Instagram live dialogues with students and community professionals focused around current events and how they affect DSHA; plan more in-school diversity events such as Multicultural Week, Black History Month activities, etc.; and feature “wise quotes” from faculty about diversity and inclusion. To see what the council is up to, follow it on Instagram @dshadiversityinc.

“

S OM E O N E D I E S A N D T H E N P E O P L E P R O T E S T F O R A B I T, A N D T H E N T H I N G S G O BAC K T O N O R M A L . T H E U P R I SI N G S W E SE E N OW A R E C O N T I N U I N G , A N D T HAT G I V E S M E HO P E A N D H E L P S M E T O SE E T H E L IG H T AT T H E E N D O F T H E T U N N E L .” — Laetitia Faye, DSHA ’21

taken aback, she wasn’t shocked. Laetitia Faye, DSHA ’21, added that she was saddened that another Black person had to be killed before others started to realize that changes need to be made.

includes having guests on Instagram live, both current students and community professionals, to engage with the audience and converse about feelings in and around school in an informal environment.

“It seems like a cycle,” she said. “Someone dies and then people protest for a bit, and then things go back to normal. The uprisings we see now are continuing, and that gives me hope and helps me to see the light at the end of the tunnel.”

Awosika also hopes to hear from the community with regard to the topics they would like to discuss when Dasher Dialogues are held in-person again.

Students Become The Teachers While the conversation was dominated by students, as is the goal of the Dasher Dialogues, the faculty and staff were given an opportunity to listen and learn.

“It’s important to discuss the situations in school, our feelings, and embrace our power to be heard,” Awosika said over Instagram live June 23 when discussing her hopes for the future. “Even if our Instagram live discussions only reach a few people, it’s that many more people whose voices are being heard.”

Some white faculty and staff asked questions on how to better support students of color, as well as family and friends. Awosika added that she has had hard conversations with her little siblings. “I remind them that Black is beautiful,” she said. “Telling them that they are worth something and they are going to be something, despite what others might say, is so important.” The importance of educating oneself on the issues, regardless of skin color, was stressed throughout the conversation. Madeline Cesarz, DSHA ’21, asked where she should start, with countless articles, websites, and resources on social media and elsewhere on the internet. The chat feature on Zoom quickly filled with books, movies, and podcasts that could be used as education tools with recommendations submitted by students, faculty, and staff.

What’s Next? While this Dasher Dialogue was a starting point in the wake of Floyd’s death, the DSHA Student Diversity and Inclusion Council quickly made plans to continue the dialogue. Celebrated on June 19, Juneteenth commemorates the freedom of all enslaved people in the United States. The council posted a guide on their student-run Instagram as a tool to educate the community about the holiday. In addition, Awosika plans to run mini-Dasher Dialogues on Instagram live, discussing current events and how they affect the DSHA community. The plan

STUDENT DIVERSITY & INCLUSION COUNCIL ROLES AND RESPONSIBILITIES Highlight and celebrate diversity within the DSHA community. Promote a welcoming community while fostering genuine respect for and acceptance of each other’s differences. Help all members of the student body feel safe and heard while at school. Serve as mentors to incoming students of color. Plan monthly Dasher Dialogues and other events (such as Black History Month activities and Multicultural Week) with other groups within the DSHA community. Sponsor and lead the Diversity Conference, a bi-annual conference which brings students from all Catholic area high schools together to engage in best practices surrounding diversity and equity. Work on and learn more about issues of diversity and inclusion within DSHA and the wider community. Serve as a link between the DSHA student body and DSHA administration.

To learn more or for questions about the council, contact Director of Student Services, Equity, & Engagement Lisette Rodriguez-Reed DS H A WORD M AG A Z I N E 22 at Rodriguez-ReedL@dsha.info.

T H E I M P O RTA N C E O F D IA L O G U E A N D LISTENING TO ONE ANOTHER In addition to the Dasher Dialogue you read about on the previous pages, the DSHA community has held additional, ongoing, and intentional conversations to process racial injustice in our systems and society, and to reflect on action steps to take as our community and country heals and moves forward. DSHA stands in solidarity with the Black community and believes that creating space to dialogue about racism and racial injustices is a necessary step in order to act with and fight for love, mercy, and justice as both a community and individuals.

Wishing to Be Where the Civil Rights Leaders Were Two weeks after the death of George Floyd and amidst protests that arose from it, Theology Faculty Lisa Metz and MUHS Diversity Director Rene Howard-Paez met with a group of students who were scheduled to go on the DSHA and MUHS Civil Rights Pilgrimage. The conversation was held on the first day the group would have embarked on the trip — June 10. Students shared thoughts about the events of racial injustice seen in the weeks and months prior, as well as what actions they could take in the upcoming weeks and in the long term to actively support racial justice. The pilgrimage, filled with prayer and reflection, would have led students to historic civil rights places, museums, and monuments across Alabama, Tennessee, and Missouri. Although the trip was cancelled due to COVID-19, Metz and Howard-Paez led the group in discussion surrounding what led them to sign up for the pilgrimage. “I was most looking forward to having the opportunity to walk in my ancestor’s shoes in order to better understand their struggles towards the establishment of civil rights,” said Zaria Johnson, DSHA ’21.

2020-2021 All-School Read All incoming and returning students are required to read Just Mercy by Bryan Stevenson over the summer. DSHA chose the book in early spring and announced it as the all-school summer read on May 18. The book will be used as a theme throughout the 2020-2021 school year. This non-fiction book tells the story of Stevenson and his non-profit the Equal Justice Initiative, a law office in Montgomery, AL that defends those who are low-income, incarcerated, or wrongfully convicted. Academic Dean Heather Mansfield is hoping to offer summer book clubs for incoming freshmen to discuss the book and dialogue around events of racial injustices, with conversations led by the DSHA National Honor Society students. Ongoing discussions will occur across all grade levels throughout the upcoming school year.

An Ongoing Commitment to Diversity, Equity, and Engagement In response to recent discussions among the DSHA community about the issue of systemic racism, faculty and staff had multiple discussions over Zoom about how DSHA can continue to work toward intentionally becoming part of the solution. The TSC were asked to reflect on how they fit into DSHA’s Diversity, Equity, and Engagement strategic plan, which includes improvements like access to AP and dual-credit classes for underrepresented students, improving the intercultural competency of the entire community, and creating a culture that ensures all students feel valued. Additionally in 2018-2019, DSHA worked with Derute Consulting Cooperative to hold focus groups to help inform the DEI strategic plan. A summary of recommendations from the focus groups included: a curriculum audit and review, additional teacher and administrative staff training, additional opportunities for structured student dialogue, and a complete visual audit of the school environment. To learn more about Diversity, Equity, and Engagement at DSHA, visit dsha.info/diversity.

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DASHERS USE THEIR VOICES TO FIGHT SYSTEMIC RACISM Among the rise of conversations surrounding systemic racism and racial injustices this spring and summer, two young DSHA alumnae have found their voice in the national spotlight.

Tamia Fowlkes, DSHA ’18 | Meet the Press – NBC News On June 5, Tamia Fowlkes, DSHA ’18, was featured on Meet the Press: College Roundtable, moderated by Chuck Todd of NBC News. The discussion centered around the dueling public health crises of COVID-19 and systemic racism. Fowlkes is a rising junior at UW-Madison studying political science and journalism. She currently serves in a virtual fellowship at NBC; she is an Andrew Goodman Foundation Ambassador; and she also holds two additional internships at the Big Ten Voting Challenge and the Wisconsin State Journal. Fowlkes was nominated to interview for this opportunity by her professors at UW-Madison independent of her NBC fellowship. During the roundtable, she and two other college journalists interviewed NAACP President Derrick Johnson. Fowlkes specifically asked Johnson: “How do you think students and campuses can leverage weight and power when they are asked to address racial injustices and microaggressions on their campuses without money or support in a general sense? And how do we make a change in a different way than in 1968 and end up where we are now to ensure that the change we make is lasting?” To view the full clip posted on June 8, visit NBC News on YouTube.

Ameera Pearsall, DSHA ’20 | National Public Radio Following the death of Ahmaud Arbery, National Public Radio asked its audience to write a poem about his death — to help “shine a light on what's been going on in our country that helps push us toward change and explores what's to come: chaos or community.” Lines from various submissions were pulled and formed into one collective poem entitled Running For Your Life: A Community Poem for Ahmaud Arbery. Ameera Pearsall, DSHA ’20, answered this call. Several lines from her submission were chosen to form the collective poem published by NPR. On June 17, she was interviewed by WUWM — Milwaukee's NPR — to read her work in full. She was also asked to further reflect on why she decided to write the poem, the death of Arbery, and the call to fight systemic racism. To listen to the full interview, where she encourages listeners that “we can choose to do better,” visit WUWM.com.

For the Next Unarmed Black Person by Ameera Pearsall For the next unarmed black person gunned down in the streets. For the next unarmed black person unfortunate enough to meet someone who saw threat before they saw human. I am sorry.

I am sorry that your life has become a metaphor. I am sorry the only song they know to sing for you is tragedy. Sorry they have made you more than what you were; more than what you

were ever meant to be. Sorry I cannot ask what you would have wanted. Sorry my fingers are stained with ink while a sidewalk exists that is stained with your blood. I am sorry that we all know your name now; that we will forget it far too soon. I am sorry that your story was written for you; that we have made you the hero of a battle you never got to choose. I am sorry they still insist that justice is blind when we know she just does not exist for us.

I am sorry that we cannot do more; that all I can do is write this poem; that I do not know enough to do more.

I am sorry that it doesn’t matter that I am sorry. I am sorry that I have made this about me. I am sorry that this is not enough; will never be enough. I am sorry. I am sorry. I am sorry. *Highlighted lines indicate phrases published in the NPR poem. DS H A WORD Mcommunity AG A Z I N E

FA C U LT Y F O C U S

CARING FOR THE WHOLE STUDENT Q & A with Retiring Science Faculty Scott Fleischmann

n the two decades that retiring Science Faculty Scott Fleischmann has been a part of the DSHA community, he’s taught nearly every science course offered. While current students know him as an anatomy and physiology expert who shows up consistently at their games, plays, and concerts, they also know him as a patient and helpful teacher who loves to see his students succeed in his class and beyond. Fleischmann has valued helping his students become passionate about current and future science endeavors through numerous co-curriculars. And he has loved his time accompanying students on excursions that help them become well-rounded in their interests, whether that be the marine biology science trip in Hawaii, or the DSHA Drama Club trip in New York City. While looking forward to his retirement, the summary of his parting could be this: he will miss the science, but he will truly and deeply miss his work alongside of his students and colleagues.

Q: You’ve spent almost your entire career at DSHA. Why choose an all-girls, Catholic school? A: When (former Principal) Sr. Virginia Honish, SDS, DS ’55, hired me in 1999, I didn’t really plan on teaching at DSHA for my entire career. But after my first year here, I realized I wouldn’t want to teach anywhere else. Our students are amazing; they want to work hard and learn. They look out for each other and care about their school. That is truly unique. Working in a Catholic school, we enjoy a religious environment with daily prayers twice a day, as well as Mass and service opportunities. Daily interactions were very different in the other schools in which I taught for the first 4 years of my career. At DSHA, you can talk about God and Catholic social teaching. When

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going through difficult times, having class prayers and discussions can be very beneficial. These reasons brought me back to DSHA year after year. Q: You are proud of the dedication of DSHA’s faculty and staff. What faculty members have inspired you and why? A: Over the past 20 years, I have had the opportunity to work with so many great colleagues. Three people from DSHA who made huge impacts on me all had similar characteristics and loved their careers: Sue Reidy (former Science faculty, who passed away in 2015), Tim Grandy (former English faculty), and Sr. Virginia. They worked many years without complaining and always focused on the good of the students. They took the time to talk with

S COT T FLEISCHMANN AT-A-G LA NCE: Years at DSHA: 21

you whenever you saw them. They cared about me as a friend and colleague. Q: At one point you were thinking about medical school. When did you decide to go into teaching, and what factors played into that? A: Growing up, I wanted to be a doctor. After my first semester at UW-Milwaukee, I realized that a medical career was not for me. The pre-med students I knew all had very driven, type-A personalities. I am more relaxed and knew it would be challenging. The next semester, I continued studying and considered a career as a research scientist. However, I really needed to interact with people more than a research career would allow. I had some great science teachers during high school who really inspired me. I decided that teaching would be a great way to utilize my passion for science while working with people. Pursuing a career as a science teacher was definitely the best choice for me, and I have never regretted my decision. Q: What do you hope students have gained from the classes you’ve taught?

tion of the structure and function of the body. Also, as health issues arise in their families, I hope they will have a better understanding of the issues and interact with healthcare providers regarding those issues. Q: What is your favorite DSHA memory? A: My favorite memories are going to the theatre and music productions; watching our talented athletes compete; and interacting with students on field trips. Through these things, students were able to showcase their talents and I was able to see their personalities outside of the classroom. Q: Is there anything else you’d like to mention? A: During retirement, my wife and I are planning to travel and experience new cultures and foods. Trips we plan on taking first are to Iceland as well as New Zealand. We also plan to participate in medical mission trips to the Caribbean, Central or South America. So between volunteering, traveling, and some substitute teaching, I think I will stay very busy.

A: I have been teaching anatomy and physiology for the past six years. For students planning on a career in healthcare, I hope they gain an understanding and appreciation of the human body and how every part has a purpose. Hopefully this class provided a good foundation for their future science classes. For students not planning on a career in healthcare, I hope they gain an apprecia-

Classes taught: • Freshman Introductory Chemistry and Physics • Biology and Accelerated Biology • Chemistry • Environmental Science • Earth Sciences: Geology, Oceanography, Astronomy, Meteorology • Anatomy and Physiology (dual-credit college-level course) Clubs, activities, and trips moderated: • Science Club • Healthcare Occupation Student Association Club • SMART (Students Modeling a Research Topic) Team including trips to the American Society for Biochemistry and Molecular Biology Annual Conference • Marine biology trips to Hawaii What he will miss most at DSHA, besides his students: The faculty and staff; lunches with the science department; talking to the custodial and maintenance staff; and enjoying DSHA events with the TSC. Favorite quote: "Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less." - Marie Curie Family: wife, Michelle; son, Thomas, and daughter, Abby, Fleischmann DSHA ’20; goldendoodles Orion and Cassie Education: • BS in Secondary Education and Biology, Minor in Chemistry, UW-Milwaukee • MA in Teaching, Aurora University

M R. FL EI SC HM A N N , T H A N K YO U F O R … . “...your passion and drive to help others and achieve your goals. This gives me the motivation to accomplish my goals while keeping in mind the good of others. Thank you for being compassionate, caring, and a great father to look up to.”

“…expanding my interest in the human body and its functions. Because of you, my desire to enter the medical field after college has increased immensely. Your enthusiastic spirit in the classroom and dedication to the students at DSHA will be missed!”

- Abby Fleischmann, DSHA ’20

- Laetitia Faye, DSHA ’21

“…showing me what it means to have a job you love and to be truly passionate about what you are doing, and inspiring me to do the same.” - Lily Cantwell, DSHA ’20 DS H A WORD M AG A Z I N E

FA C U LT Y F O C U S

¡SÍ SE PUEDE! Q & A with Retiring World Languages Faculty Martha Parks

orld Languages Faculty Martha Parks is a staple of her department at DSHA, and has been since her arrival more than a decade ago. A native of Quito, Ecuador, she teaches Spanish with a passion and understanding that is invaluable — to both faculty and students alike. She strives to develop a confidence in her students’ abilities and an appreciation for both language and culture. In addition to her dedication in the classroom, she has given countless students the opportunity to immerse themselves into the Spanish culture outside of the classroom. She coordinated a service mission trip for Spanish students to the Working Boys Center in Quito, Ecuador for 12 years. She also had a desire to put Latina students on the map at DSHA, and therefore worked to organize and grow the Furia Latina Club, which celebrates and promotes Latino culture. Though she is retiring, she has left her mark on the place of DSHA in ways that matter to the mission.

Q: What is ¡Juntos! ? What inspired you to coordinate ¡Juntos! after the founding teacher left DSHA?

work where the need is the greatest — washing dishes, helping to prepare meals, or teaching students and adults.

A: ¡Juntos! is a mission program; it is not like a trip to Spain or Italy. Every summer for the last 14 years — except for the last two years — I take 10-12 DSHA students at the end of the school year to serve the poorest of the poor in Ecuador for two weeks. The mission, the Working Boys Center in Quito, Ecuador, is run by my aunt, who is a BVM (Sisters of Charity of the Blessed Virgin Mary) and Fr. Halligan. We are led by American volunteers, some of whom are former DSHA students who have spent a year or two in service after they graduated from college. I am from Quito and I’ve known the mission for 50 years; I connect with the people working at the site and see the need for the day. Students

I brought the name ¡Juntos! to the program; in Spanish, it means “working together.”

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Q: What has it meant for you to be able to provide an experience like ¡Juntos! for DSHA students? A: It is such a fulfilling experience for them. It makes me happy to see that my hard efforts in teaching them from August to May have paid off. Once we get there, they cannot use English, only Spanish. It is also fulfilling for them. They find compassion and caring; they come back with a sense of gratitude. They

might complain that they can’t go shopping over the weekend, but those at the mission are complaining because they don’t know when they’re going to eat next. It gives them perspective that lasts. The mission really touches their lives quite a bit. After they come back, they go into their communities and talk about what they have experienced and learned. While I am leaving, my hope is that the mission of ¡Juntos! lives on, because it’s done so much for the students. Q: Tell us why the phrase Sí se puede (yes you can) means so much to you and your teaching style? A: I am a native speaker of the language, and when students hear me speak my normal speed of Spanish on the first day of class, they are so scared — especially those who are taking the upper level classes. They say they can’t do it. In my classroom, we do away with that. We start with “Yes, I can; of course I can.” We’re in this together.

Sí se puede is the logo of my class. I end lessons with that phrase; it gives students confidence. Once they know they can do it, the confidence just flows and they are not as scared. Q: What do you hope students have gained from the classes you have taught?

my job right. I don’t hope my students have learned; I know they have learned. And I hope future Spanish students experience the rigor my students have.

MART H A PAR KS AT-A-G LA NCE:

The students are accomplished, they learned, and now they are confident to move onto other levels of Spanish.

Classes taught: • Spanish I and III • Spanish for Spanish Speakers I and II

Q: What is your favorite DSHA memory?

Clubs, activities, and trips moderated: • ¡Juntos! service trip to Ecuador • Furia Latina (worked with the student founder of the club and helped it grow)

A: I used to translate the music of the day into Spanish—like Shakira and Selena Gomez—transfer the words into the correct tenses and everything. The students would sing along and dance along. They gave it their all; they would shout out all of the verbs and jump up and down for the different tenses. They really got into it. Q: Is there anything else you’d like to mention? A: I was an elementary and junior high teacher for a while, but I am grateful that I ended up teaching at an all-girls high school where the commitment to teaching is outstanding. I am proud to finish my career here. I belong at DSHA because I put my heart there, and I taught with ganas (desire). I am certainly retiring with a bang—I will always remember my last semester of teaching virtually!

Years at DSHA: 14

What she will miss most at DSHA, besides her students: The friendships and relationships she has built with her colleagues, as well as the prayerful community surrounding Campus Ministry. Family: son, Brandon; daughter, Isabel, 4 grandchildren; 10 nieces who are DSHA alumnae (Parks taught 9 of them!) Education: • BS in Education, Special- ization in Bilingual Education (Spanish), UW-Milwaukee • Certification in Spanish, Mount Mary University

A: I have been a rigorous teacher from the beginning until now. I receive emails from former students telling me the concepts I used to teach them are easy to apply to their current Spanish studies. I don’t hope I did my job right; I know I did

SEÑORA PA RKS, T H ANK YO U F O R … “…all the joy you added to my life — from dancing around your classroom singing about Spanish grammatical concepts, to making my classmates and I run in place whenever we seemed low on energy. You’ve inspired me to want to return to Ecuador; I think about ¡Juntos! all the time. You’ve made sí se puede my life motto.” - Bonnie Raechal Beres, DSHA ‘19

“…your faith in my ability to improve my Spanish. Thank you for always pushing me to learn more and work harder, because my Spanish has improved exponentially due to your teaching. Thank you for the funny stories, catchy songs, and how you always say sí se puede! Gracias! - Riley Halpern, DSHA ‘21

“…pushing me to do my best and teaching me the importance of understanding language with an open mind and heart.” - Tori Koch, DSHA ’21

DS H A WORD M AG A Z I N E

FA C U LT Y F O C U S

WALKING WITH STUDENTS Q & A with Retiring School Counselor Jacky Krawczyk

ince retired School Counselor Jacky Krawczyk has been at DSHA, she has helped two generations of Dashers with many uncommon and common social, emotional, and academic challenges; and she has celebrated alongside of them in their victories. She has been a clear communicator and problem solver, working collaboratively with faculty, students, and parents to do what is best for her students. In addition, colleagues in the DSHA Student Services department refer to her as the glue that has kept the department together and running smoothly. In the 26 years she has spent as a familiar face around the halls, her role as a school counselor has changed from an administrative, behind-the-scenes role to working face-to-face with students — a role she cherishes and will miss next school year.

Q: You’ve been at DSHA for nearly three decades. What kept you coming back year after year?

excited or scared freshmen to alumnae? How does it feel to know you’ve made an impact on students?

A: There’s always new people, new students, an energy in the building, and so many different things going on.

A: I see many giggling freshmen and watch them become more and more confident and sure of who they are as they take on many roles inside DSHA. I find it exciting when students come to me for future advice, especially about college. For example, Cassie Scheidt, DSHA ’21, was looking for the correct path to take in college, and I helped ignite a fire in her when she discovered business was the path for her. I love seeing girls have that “ah-ha” moment and move forward with their dreams.

The girls are really what keep me coming back. They are great, and all so unique in their own way. I see the girls come in as freshmen and I meet with them for the first time, and then again mid-sophomore year for course selection. I then see them turn into juniors, choosing and thinking about what is next for them, and then senior year when they make a college or university selection. I get to see the students’ progress and walk with them throughout their development. Q: What is like to see the transformation of girls from

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Knowing that I made a small difference is really rewarding. Even helping girls with issues in their personal lives and giving them advice with how to rectify or approach a certain situation. Giving advice on a Friday and hearing what

happened on Monday. All the personal victories they experience are victories for me too. Q: You are a product of an all-girls education. How has your all-girls education influenced you throughout your life? A: I went to St. Mary’s Academy in Milwaukee, which no longer exists, but it was a great school. When I went to Marquette for college afterwards, I was over-prepared. My all-girls experience gave me confidence, a voice, and great friends (I was an only child). Back in that day, it was a little different. It was before the women’s liberation movement, and going to an all-girls school taught us that our voice was valid and important. It helped as we became young women and mothers to feel very confident. I have never felt inferior in any way being female. My all-girls school encouraged me to embrace my strength and my identity. The students at DSHA learn many of the same lessons. There is undoubtedly a great value to all-girls education. Q: What do you hope students are equipped with before they leave DSHA? A: I think the DSHA Qualities of a Graduate are important; that we teach them to become believers, self-advocates, critical thinkers, communicators, and leaders. But most importantly, I hope a strong theological and faith foundation is instilled in them. I want them to be good people who work for the greater good of the community and world. As I’m writing letters of recommendation for the juniors, I see in many of them that ability to think

about those less fortunate. I think that is so important.

JACKY K R AWCZ Y K AT-A-G LA NCE:

Q: What is your favorite DSHA memory?

Years at DSHA: 26

A: I feel my best moments are celebrating the accomplishments of my students. Taylor Robinson, DSHA ’19, comes to mind. I remember when she told me she had received a scholarship to go to Mount Mary University, and how much joy we both felt. It was great to see a wonderful young woman who had struggles come out on top.

Role: School Counselor

I also really enjoy when former students stop in and give me updates on the wonderful things they are doing. Perfect ACT scores are always exciting; I’ve seen a couple of those. I was also always blown away by the speeches given at graduation.

Clubs, activities, and trips moderated: • Sisters of Culture • Best Buddies • Senior Retreat What she will miss most at DSHA, besides her students: Connections with the faculty and staff; the energy in the building; the family atmosphere; the variety from day-today; and never feeling bored. Favorite quote: “Don’t let the fear of striking out keep you from playing the game.” -Babe Ruth

Q: Is there anything else you’d like to mention? A: It was a tough decision to retire. DSHA is such a great place. My friends always used to ask me if I would ever retire. And I guess it took a pandemic to get me to that place. It’s been a wonderful run, and I’ve been so fortunate to be part of a wonderful department and a school that has been so good to me throughout the years. I am so thankful I’ve been able to do a lot of work with the girls; that has meant the world to me.

Family: Husband, Gary; sons, CJ, Matt, and Brad, and daughter, Kim; 6 grandchildren Education: • BA in Psychology, Marquette University • MA in Educational Psychology, UW-Milwaukee

M RS. K RAWC Z YK , T H A N K YO U F O R … “…always making time for me. Whether you were busy or not, you always managed to get back to me and check in on how I was doing. I’m grateful to have had such a caring counselor throughout my four years. Know that I will always keep you in mind as I head off to college.” - Paola Pena, DSHA ’20

“…your continuous support, kindness, and love. You have helped so many students, including myself, and DSHA will not be the same without you. Happy retirement!” - Taylor Robinson, DSHA ’19

“…greatly impacting my experience at DSHA. You always fit me in. Your wisdom and experience helped guide me through class offerings and influenced my college major. When there was an unresolved issue, you supported me. You were always willing to help me inside the classroom and out.” DS H A WORD M AG A Z I N E 30 - Cassie Scheidt, DSHA ’21

DONOR PROFILE

MONTHLY GI VING BECAU S E O F THE D S HA D IF F ERE N CE BY MADELINE ZUKOWSKI, DSHA ’11

Current parent and alumna Katie Carney Dahm, DSHA ’90, is no stranger to giving back to DSHA — she has served on the DSHA Alumnae Board and planned the most recent reunion for her former DSHA classmates, among other roles. But she doesn’t just give back through her time; she

Katie Carney Dahm, DSHA ’90, second row far left, attended the 2018 Mother Daughter event with her eldest daughter Delanie Dahm, DSHA ’21, first row second from left. They spent the day with DSHA friends: Riley Halpern, DSHA ’21, and her mother Emma Gillette, and the Cyganiaks — mother Ann; Ellen, DSHA ’19, and Julia, DSHA ’21.

atie Carney Dahm, DSHA ’90, has great memories from her time at DSHA: playing on the soccer and tennis teams, wearing her white dress at graduation, dancing the night away at Father Daughter, spending time in the senior lounge, and hanging out with her friends “in an unshowered, makeup-free, casual environment.” And while the senior lounge no longer exists, Dahm is having fun watching her two Dashers, Delanie Dahm, DSHA ’21, and Tobie Dahm, DSHA ’23, play tennis, be academically competitive alongside their classmates, and make friends that will very likely last a lifetime. But a big part of making sure her daughters – and other young women in the Milwaukee area — can take advantage of everything a DSHA education encompasses includes this: an ongoing and intentional commitment to financially support the school that has given her so much.

also gives back financially, month by month. Her reason for doing so is simple — her life wouldn’t be the same without DSHA.

A PLEDGE TO MAKE AN IMPACT Dahm, a math teacher at Christ King School in Wauwatosa and a realtor for Firefly Real Estate, learned early on how to handle her financials — to give, but also to save. When her paycheck arrives, she thinks back to what her father taught her: parts of her paycheck are to be designated for certain costs. Part of her designated costs is her financial gift to DSHA. She pledges a certain amount to the DSHA Annual Fund, and then pays off the pledge monthly. While a one-time payment of a large amount is a big

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“

D S H A I S A N O N - N E G O T I A B L E . . . I T ’ S A L W A Y S G O I N G T O B E I M P O R TA N T W H E T H E R M Y K I D S A R E T H E R E O R N O T. I T N E E D S T O R E M A I N S O M Y G R A N D K I D S A N D O T H E R K I D S I N T H E M I L W A U K E E A R E A C A N H AV E T H E

“

S A M E O P P O R T U N I T Y.

— Katie Carney Dahm, DSHA ’90

bullet to bite and might feel like a big sacrifice, she said, she hardly notices the absence of the amount she pays monthly. “Give it a shot for a year. See if you miss it,” Dahm said. “I don’t miss it. If everybody (gave a little amount monthly), they wouldn’t miss it a bit, but it would make a big impact on DSHA.”

A LITTLE GOES A LONG WAY The numbers-minded person that she is, Dahm explained it in this way: if 20 people gave at least $5 a month, that’s a total of $1200. “Think about what $1200 could do for just one girl,” she said. It doesn’t take giving large amounts to make a difference, she emphasizes. Although she may never be able to donate something like the Quad or a new wing of classrooms, her monthly donation becomes a part of a collection of gifts from people in similar financial situations. “Whether the funds go toward a tangible thing or to the general mission of DSHA, we can’t just rely on large donors,” she said, noting that large donors, although smaller in number, are important for the financial stability of DSHA. “Everybody has to partake in some way.”

“DSHA is a non-negotiable,” she said. “It’s always going to be important whether my kids are there or not. It needs to remain so my grandkids and other kids in the Milwaukee area can have the same opportunity.” That’s essential for Dahm: supporting the continuation of the school not just for her own family, but for all the other families who want to give their girls the best education in Milwaukee at one of the few standing all-girls schools. “There’s something to be said about supporting the environment of all-girls,” she said. “(Your time at DSHA) is the greatest four years of your life in terms of foundations. You make instant connections and friends for life.” Giving that to every girl is a product of giving financially to DSHA. It’s our social duty, Dahm said. “Milwaukee needs to sustain all-girls schools,” she said. “It’s our responsibility to maintain all-girls education in Milwaukee.”

A DASHER EVERY DAY

HOW TO GIVE

As her social circle widens, said Dahm, she’s been asked for money left and right from hundreds of worthy causes. And it’s hard to say no.

Everyone who wishes to give to DSHA has the opportunity to give monthly. Visit dsha.info/give and set your monthly gift under the recurring gift section, or pledge an amount and select in how many months you’d like to pay it off in installments.

When choosing what causes she gives to, she asks herself one question: “If I took this out of my life, would life be different?” When it comes to DSHA, the answer is absolutely yes. Dahm, a second generation Dasher (her late mother is Paula Boucher Carney, DS ’64), says she encounters something about DSHA every single day, whether it be finding community connections through DSHA, catching up with old classmates, or talking with her daughters.

Questions? Contact Senior Director of Development Stephanie Ziemke at ziemkes@dsha.info or 414-616-2807.

DS H A WORD M AG A Z I N E

Graduation Speakers A Message from the Class of 2020

Perhaps the most important milestone to mark the accomplishment of completing high school and moving toward adulthood is graduation. And at DSHA this also includes the prayerful celebration of Baccalaureate Mass. At the time of printing this magazine, these significant events have been postponed from the traditional Memorial Day weekend date due to COVID-19. They have been rescheduled with the intention of celebrating both Baccalaureate Mass and graduation over the weekend of August 1. Three young women from the DSHA Class of 2020 will be speaking to their class, TSC, family, friends, and loved ones at graduation. Their speeches would typically be repsented within the pages of the spring semester edition of the The Word Magazine. However, due to the delayed timing of graduation, and the goal to keep their graduation speeches confidential until the big day, they have each decided a to write a letter to commemorate their DSHA experience and those who have been a part of it.

Spirit of the Class of 2020 Jackie Gehringer, DSHA ’20, was chosen by her classmates to speak at graduation as the Spirit of the Class of 2020. She was selected for representing the essence of her class and what it truly means to be a Dasher — welcoming and caring for all, and for serving as a thread to bind the class of 2020 together.

Class of 2020 Valedictorians Two young women from the DSHA Class of 2020 have earned the opportunity to speak at graduation as class valedictorians. Anna Klempay, DSHA ’20, and Lucia Pechloff, DSHA ’20, have worked diligently for four years toward holding the highest unweighted GPA in their class — an impressive 4.02 — while taking a minimum of four AP/accelerated/dual-credit/honors classes, as well as exhibiting good behavior.

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Jackie Gehringer, DSHA , 20 Class of 2020 Spirit of the Class University of Minnesota, Class of 2024 Area of study: Journalism

Dear TSC, Words cannot even begin to express the gratitude we all have for you. When I was a freshman, I had no idea what to expect from the teachers and staff at DSHA. To say I was intimidated would be an understatement, but my fears and worries quickly disappeared after meeting the kind and caring people you are. One of my favorite things about the staff at DSHA is the variety of personalities. Whether it was Mr. Berens’ monotone, dry humor; Mr. Pavlovich’s booming voice in the hallway; or Mrs. Armbruster’s friendly “hellos” every morning; you all made each and every day worth it. And no matter how it was displayed, you all showed us a warm and welcoming environment with caring smiles. However, your true compassion and understanding was revealed when we weren’t together. While we were all stuck at home during quarantine, feeling stressed and lacking motivation at times, you all took the extra step to remind us of the support we have. I personally was blown away by the amount of faculty members that reached out to me directly. During a time that felt hopeless and confusing, the DSHA TSC members were the ones who reminded me: “I got this. We got this. We can get through this together.” As we enter into the next phases of our lives, we will hold onto the little things you did for us. The small talk in the hallways; the reminders of our skirts being too short or our sweatshirts being out-of-uniform; the morning prayers — and so much more — will always hold a special place in our hearts. We will miss so much: going to Student Services and always having a lifesaver; seeing Mrs. Thiele and Ms. McKeown in the library and immediately lowering our voices; and trekking up the stairs to the fourth floor to see Ms. Uihlein or Mrs. McQuide for Applied Wellness. We’ll miss the lunches in various teachers’ rooms and the inside jokes that came from those lunches. And although it’s heartbreaking to think we will never have you all again to teach us or help us out with our problems, it has been an honor and privilege to have you in our lives these past four years. We will forever be grateful for the faculty and staff at DSHA. We will never forget the amount of support we received from all of you. With love, Jackie Gehringer

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DS H A WORD M AG A Z I N E

Anna Klempay, DSHA , 20 C l a s s o f 2 0 2 0 Va l e d i c t o r i a n University of Notre Dame, Class of 2024 Area of study: Chemical Engineering

Dear Class of 2020, Wow! Four years have come and gone in the blink of an eye. Needless to say, our time at DSHA presented us with some of the craziest but most rewarding experiences of our lives, and I’m sure many of you have been reflecting on these times as we come to the end of our senior year. Although we may feel as if we’re missing a sense of closure without the traditional end-of-the-year festivities, everything we have learned at DSHA has prepared us for times of turbulence like this one. We have learned how to be leaders. Even when we face seemingly insurmountable challenges, we know how to take things one day at a time and how to work as a team to get through those days together. We have learned how to ask for help when we struggle along the way. From study halls spent in ALPHA to Dasher Times spent in Student Services, we know there is no shame in seeking guidance — and having the courage to do so will only make us stronger in the end. We have learned that our faith is one of our most important assets in navigating the complexities of everyday life. Time and time again, God has given us the courage to venture forth into unknown territory with complete trust in His ability to protect us in the face of fear. We have come to see the true power of prayer, the beauty in forming a personal relationship with God, and the difference we can make if we keep our faith close to our hearts. We have forged a sisterhood out of this time, united as One Body in Christ, and there’s no force stronger than that. Yes, these past four years have been crazy, and I can assure you that the next four will be full of a new set of challenges, obstacles, and roadblocks that will test our strength as well. However, DSHA has taught us that we can do anything we set our minds to, even in the face of adversity. Apply for those leadership positions, even if the odds are stacked against you. Consult your mentors when you need an extra push, even if it seems scary at first. Pray often, even if it seems that God is absent. Trust me, He’s always there. But above all, consult your sisters in times of need! We really are One Body in Christ, and we really do not stand alone. We will always be here to support you as you take on the road ahead, and I, for one, can’t wait to see the incredible things we do. Congratulations, ladies! Here’s to the class of 2020! Anna Klempay

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Lucia Pechloff, DSHA , 20 C l a s s o f 2 0 2 0 Va l e d i c t o r i a n Marquette University, Class of 2024 Area of study: Pre-law

Dear Class of 2020, It is the year 2016. Leaves gracefully fall from the trees, and they softly crunch under your shoes as you walk across the pavement. You carefully adjust the straps of your backpack and smooth out your new plaid skirt. You are about to begin your freshman year, and your heart trembles with anticipation. The unknown may make you feel anxious and scared, but I want you to know that you will become more confident in yourself with each passing day. I am here to help guide you as you begin this new chapter of your life at Divine Savior Holy Angels. Be true to who you are! Let your opinions and values in life help show you the way when making decisions. Be honest with yourself, and do not change your appearance or personality in an attempt to please those around you. You are strong, smart, and capable of achieving anything and everything. Love yourself and be kind to yourself, for you are enough. I ask you to be open to new experiences even if they seem intimidating at first. Do not be afraid to go outside of your comfort zone. The activities you join and opportunities you pursue may spark something within you and lead you to explore different possibilities. Find yourself. Find what makes you feel passionate. Find what grants you happiness. Attending high school also allows you to branch out and foster lifelong friendships. Even though picking a seat in the cafeteria may seem frightening as you maneuver through a crowd of unknown faces, do not get discouraged. Take a chance! Be brave and sit next to someone! Use each moment as a way to start conversations, laugh, smile, and talk about the silliest of things. Who knows? The person that you eat lunch with today may end up becoming one of your closest friends tomorrow! Know that you are not alone! We are all facing our own challenges and insecurities and can lean on each other for comfort. Do not hesitate to reach out to your families, your teachers, and your classmates. They want the best for you and are there to support you. All you have to do is ask. When in doubt, I hope that you keep these suggestions in mind. Remember that you will always be able to conquer your fears and persevere. You are what makes this world beautiful! A voice from the future, Lucia Pechloff

DS H A WORD M AG A Z I N E

CLASS OF 2020

College Matriculation

This fall, 169 members of DSHA’s beloved class of 2020 will head all over the country, looking forward to new experiences and endless possibilities in their best-possible-fit school. Cheer on the class of 2020 as you glance at a snapshot of where our seniors will land this fall—colleges and universities that complement their strengths, priorities, aspirations, and goals.

JUMP AROUND! Almost 20 percent of the class of 2020 will be heading to the University of Wisconsin-Madison next fall. 31 students will be Badgers, up just by 1 student since last year. This class is the 4th highest class total from DSHA since 2001.

55 DASHERS (33%) ARE HEADED TO CATHOLIC COLLEGES OR UNIVERSITIES 13 students to:

Marquette University

6 students to:

University of Notre Dame, Saint Louis University, Xavier University

5 students to:

Creighton University

4 students to:

Loyola University Chicago

2 students to:

Alverno College*, Mount Mary University*, University of St. Thomas

1 student each to:

Boston College, University of Dayton, DePaul University, Fordham University,

Franciscan University of Steubenville, Marian University, Providence College, Regis College, Saint Mary’s College*

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*All-women’s colleges.

$15,597,230

RE P ORT E D SCHOL A R S HIP DOL L A R S OFFERE D TO T HE M E M BE R S OF T HE CL ASS OF 2020!

HERE ARE JUST A FEW OF THE M ANY DASHER SCHOLARSHIPS TO CELEBRATE: M A RQ UE T T E UNI VERSITY U RBAN SCHOLA R Karen Escoto-Castro | Marquette University This full-tuition scholarship recognizes academically-promising students from diverse backgrounds in Milwaukee-area high schools. The scholarship is awarded to five MU students in each incoming freshman class.

N AT I ON A L M E RI T FI N A LI STS The National Merit Scholarship Program annually recognizes the academic achievements of U.S. high school seniors as determined on the basis of their achievement levels on the PSAT. Of the 1.5 million students from 22,000 high schools who entered the competition, less than one percent of seniors nationwide earn recognition as a finalist.

B L E SS E D VI R GI N MARY SCHOLARSHIP Elizabeth Klingsporn | Loyola University Chicago This half-tuition scholarship is awarded to one faculty-nominated student from each B.V.M. high school* in the United States, Canada, and Puerto Rico. * Holy Angels Academy was a BVM-sponsored school prior to merging with Divine Savior High School in 1970.

G A N NO N WO MEN’S LEAD ERSHIP PROG RA M Eileen DeGuire | Loyola University Chicago This annual scholarship of a significant amount is given to 10 women of each undergraduate class at Loyola University Chicago. This four-year progressive program engages students in the development of leadership, service, and research.

Moira Gonzales | University of Nebraska – Lincoln Anna Klempay | University of Notre Dame Brooke Mackey | University of Notre Dame Anna Wozniak | Boston University

UNI VE R S I T Y O F WISCONSIN- MADISON POW E RS K N A P P AWARD

Jadin O’Brien | University of Notre Dame | Track and Field Kiley Robbins | UW-Madison | Track and Field

Mae Hurtado-Thiele | UW-Madison

Jordan Schifano | Southern Illinois University | Tennis

Maggie Guerrero | UW-Madison

Emma Urban | Washington University in St. Louis | Softball

These scholarships are given to attract, support, and develop the abilities and potential of academically-talented and outstanding individuals from underrepresented groups. In addition to the structured support provided by the programs, recipients also receive a competitive financial award.

Kieran Zalewski | UW-Madison | Rowing

THE DSHA C OLLEGE ADMISSIONS MISSION STATEMENT: The college admission process involves a plan for the future, a range of options, and a good dose of uncertainty. It can be exciting, daunting, and empowering. Our College Counseling Office at DSHA works to assist students in identifying their strengths, aspirations, priorities, and goals through a process that involves self-reflection, critical thinking, and realism. This enables us to support students in charting a course to find their best possible post-secondary fit(s).

DS H A WORD M AG A Z I N E

Medalists 2020

The DSHA Medalist tradition dates back to 1921 when the first daughter of an alumna graduated from Holy Angels Academy. Medalist graduates are members of a family that has had multiple generations of women graduate from Holy Angels Academy, Divine Savior High School, or Divine Savior Holy Angels High School. Traditionally, these graduating seniors are recognized at the annual DSHA Medalist Ceremony following the Baccalaureate Mass prior to graduation. At this ceremony, a medal is awarded to each young woman. One side of the medal depicts the DSHA seal; the other side lists the school and graduation years of the graduate and her alumna mother, grandmother(s), and/or great-grandmother(s).

C O N G R AT U AT I O N S TO T H E 2 0 2 0 M E DA L I S T G R A D U AT E S A N D T H E I R FA M I L E S !

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Ella Anich Grandmother: Elisabeth Kamps Cook, HA ’56 Mother: Mary Cook, DSHA ’90

Mia Bando Mother: Kathryn Frank Bando, DSHA ’88

Sally Christenson Grandmother: Eleanor Grogan Christenson†, HA ’44

Colleen Czarnecki Mother: Halligan Parks Czarnecki, DSHA ’91

Eileen DeGuire Grandmother: Claudia Cherney DeGuire†, DS ’57 Step Grandmother: Susan Riordan, HA ’60

Grace Dugan Great-Grandmother: Esther Murphy Dietz†, HA ’37

Annika Fitterer Mother: Lisa Eldridge Fitterer, DSHA ’86

Cecilia Garcia-Velez Mother: Mary Dunn Garcia-Velez, DSHA ’85

Amy Gehringer Grandmother: Lorayne McKee Gehringer, HA ’47

Jackie Gehringer Grandmother: Lorayne McKee Gehringer, HA ’47

Leah Giese Mother: Theresa Makovec Giese, DSHA ’85

GroganM AG A Z I N E DSGrace H A WORD 40 Mother: Anne Rice Grogan, DSHA ’88

Maura Hodan Mother: Kathleen Heffernan Hodan, DSHA ’84 Grandmother: Anita Conrad Heffernan†, HA ’41

Riley Honkamp Grandmother: Susan Gingrass Honkamp, DS ’64

Grace Kozina Grandmother: Margaret Hessel Kozina, DS ’62

Lauren Lancaster Mother: Jennifer Kobach Lancaster, DSHA ’89 Grandmother: Gail Hanlon Kobach, DS ’64

Elsa Mager Mother: Melissa Wahmhoff Mager, DSHA ’93

Murphy Mellowes Grandmother: Kathleen Donahue Jennings, HA ’57 Great-Grandmother: Margaret Murphy Donahue†, HA ’25

Margaret Mullen Grandmother: Dorothy Dreis Kliebhan, HA ’46

Megan Novotny Mother: Anne Novotny, DSHA ’85 Grandmother: Julianne Soener Novotny†, DS ’62

Kaitlyn O’Hair Grandmother: Judith Mueller O’Hair-Regan, HA ’55

Erin O’Neil 41 S P RING 2 020 Grandmother: Janice Ryan Miller, DS ’63

Mary Rose Otten Mother: Janet Andrea Otten, DSHA ’85

Maura Reardon Mother: Jane Moore Reardon, DSHA ’89

C O M M E M O R AT I O N O F G E N E R AT I O N S Over the course of her four years, each medalist receives a necklace and commemorative charms to celebrate the generations of Dashers in her family as follows: • Fall of Freshmen Year | Each medalist receives a necklace chain and a DSHA seal charm. • Fall of Sophomore, Junior, and Senior Years | Each medalist receives one charm, starting with the charm that depicts the school of her closest relative: either DS, HA, or DSHA. Once all schools are represented, medalists receive a cross or a penguin charm as a filler. • Seniors upon Graduation | Each medalist receives a commemorative medal listing the school and graduation years of herself along with her alumna mother, grandmother(s), and/or great-grandmother(s). In addition, each graduating medalist receives a rose charm for her necklace.

Kaitlyn Schwarz Great-Grandmother: Mary Mack Fischer†, HA ’35

Elizabeth Sklenarz Mother: Jane Brauer†, HA ’70

Libby Tallmadge Mother: Kim Krolikowski Tallmadge, DSHA ’86 Great-Grandmother: Marion Behling Tallmadge†, HA ’21

Willow Teipel Grandmother: Kathleen Duffy Teipel, HA ’65

Lizzie Wroblewski Mother: Amy Cordes Wroblewski, DSHA ’87

Theresa Yatchak Grandmother: Mary Ida Haas Mahler, HA ’48

M E DA L I S T S P E C I A L E V E N T S Medalist Luncheon | Held in the fall, this event allows medalist students and their medalist relatives to enjoy each other’s company, take a commemorative photo, and participate in the DSHA Medalist Ceremony where each girl receives her necklace charm.

Jenna Ziolkowski Mother: Lisa Dentici Ziolkowski, DSHA ’86

Baccalaureate Mass | Graduating medalists are honored during this special Mass. Each medalist and her alumna mother, grandmother(s), and/or great-grandmother(s) are called to the stage where the graduate will receive her final charms. In addition, each alumna of HA receives a lavender rose with a yellow ribbon; each alumna of DS receives a red rose with a white ribbon; and each alumna of DSHA receives a yellow rose with a red ribbon. DS H A WORD M AG A Z I N E 42

The Heroes Among Us By Madeline Zukowski, DSHA ’11 As the entire world celebrates its frontline heroes, DSHA has women in its ranks of alumnae who deserve to be honored among this special group of people — people who are putting the needs of others before themselves. These Dasher heroes among us carry with them the Qualities of the DSHA Graduate, instilled in every student by the end of their high school career. Now, more than ever, these qualities make a huge impact — both on the DSHA alumnae and those they are serving.

During this time of crisis, the community has looked to, and continues to depend on, the frontline heroes. The setting of their work may differ from person to person — they may work in hospitals, directly in the community, or in places with vulnerable populations — but they all have a passion and drive to help their neighbors, even as it presents a risk to their own well-being. Dozens of DSHA alumnae are these heroes. And while we honor just a few of them on these pages, they all embody what it means to be a Dasher — a confident, capable woman making an actual, tangible difference in the world for good. They are believers. They draw on their faith that was strengthened at DSHA, and lean on this faith during this difficult time. They are self-advocates. They assess their strength and abilities, and do their part to help whenever and however they know they are capable. With courage, they fight for what is right — for their patients and themselves— even in the midst of risk and unknowns. They are critical thinkers. Even though their job responsibilities and roles have evolved, they adapt quickly and intelligently, making choices of life and death each day. They are communicators. They hear from those who are struggling; they respond and they share in those struggles. They communicate using both strategy and empathy, grace and truth. They are leaders. In constant collaboration with others, they proactively fight to stop the spread of COVID-19 and the effect it has on all members of the community. While the DSHA Qualities of a Graduate were established in these frontlines alumnae during their time at DSHA or its founding schools, we are learning from them each and every day, even as they continue to discover new information themselves. They show us what it means to carry oneself with confidence, to selflessly help others, and to trust in our values and beliefs — even and especially when times are tough. We are proud to call these alumnae a part of our community. Fred Rogers is famously quoted for saying, “When I was a boy and would see scary things in the news, my mother would say to me ‘Look for the helpers. You will always find people who are helping.’” These alumnae are quick to point to others who are helping, the people they find in their line of work that inspire them. But they deserve the recognition as well. They are the helpers. And for that, we are immensely grateful.

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Pictured is Princess Jones, DSHA ’05, a registered nurse at Children’s National Hospital in Washington, D.C. She is celebrated in a May 1 #FrontlinesFriday post on DSHA’s social media accounts. To read about other DSHA alumnae who are serving on the frontlines, visit DSHA on Facebook @DSHAHighSchool, or Instragram @dshahighschool. Search the hashtag #FrontlinesFriday for additional stories of hope and inspiration from the Dasher community.

A L U M N A E F E AT U R E

Samantha Erschen Thurner, DSHA ’05 Chaplain | Aurora West Allis Medical Center While physicians and nurses care for the physical health of their patients, Sam Erschen Thurner, DSHA ’05, cares for their spiritual and emotional health in her role as chaplain at Aurora West Allis Medical Center. With COVID-19 restrictions in place at health centers, many ill patients cannot be with their loved ones. Aurora has helped patients connect with their closest family and friends through Zoom calls on tablet or table computers, Thurner shares. When a patient is nearing death, Thurner provides end of life prayers and spiritual support to the patient and his or her family. In addition, she runs them through a life review process that helps alleviate depression near the end of a person’s life through reminiscence. Thurner is also part of a spiritual care team for her fellow healthcare members, many of whom are working long hours due to the virus. She is there to provide support for them 24/7 through phone or virtual support groups. As part of her role to care for her fellow healthcare workers, she is assisting in the construction of “Respite Rooms.” In these rooms, healthcare workers can take a break and rest in silence. The room is filled with prayers, reflections, and thank you cards, some of which were donated by DSHA students and community members. Thurner said she sees the good during this difficult time from DSHA students who have sent cards that express appreciation. “Everyone is working very hard and the messages sent by students provide affirmation of the work people are doing on the frontlines of this pandemic,” she said. Thinking back to her DSHA days, Thurner said she developed critical thinking skills that now help her to “bend, adjust, and pivot to the varied situations,” as well as a passion for service. “I learned to serve God through others at DSHA, and I continue to do that in my daily work as a chaplain,” Thurner said. “I feel extremely called to be doing this work.” She is inspired by the Aurora staff’s support of one another and their passion for caring for others, despite the risk of COVID-19 and isolation from family and friends. Thurner says there are so many stories from Milwaukee area hospital systems of hope and love. “We need to remember to take a moment to step aside from the anxiety to notice all the places that God is working in our hospitals, our communities, our country, and our world,” she said.

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T h e H e r o e s Am o n g Us

Jennifer Cueto Gequillana, DSHA ‘89 Registered Nurse | Ascension SE Wisconsin “Whatever your patient needs, that’s what you’re there for.” Jennifer Cueto Gequillana, DSHA ’89, (pictured far left), a nurse directly serving COVID-19 patients, is all about meeting patient needs. Normally a pool nurse at Ascension Elmbrook Memorial Hospital, she has been deployed to Ascension’s St. Joseph’s Hospital as a member of the pandemic float team since the hospital started to see an inflow of patients with COVID-19 signs and symptoms. “COVID-19 has affected patients both physically and mentally. They have fevers, are short of breath, have lost their appetites, and many of them are visibly scared and lonely,” Gequillana said. Gequillana cares for positive-tested COVID-19 patients who are not on ventilators, but are considered stable. She administers medication, takes vitals, and most importantly, is someone “[her patients] can talk to.” When she’s not working, she’s quarantined herself, staying far from family and friends to protect them. Spending time apart from her whole family, even her husband, has been difficult, she shares. Her husband and adult son periodically drop off groceries for her, and talk with her while practicing social distancing. While she is able to FaceTime or talk over Zoom with friends and family, she uses much of her free time to reflect. Because she has spent time alone and with those who are severely sick, she’s learned to lean on her faith. “Working as a nurse during this pandemic has really taught me a lot about myself,” Gequillana said. “I realized how strong my faith is and how much I have to rely on it to continue to feel strength and hope.” This importance of faith is one lesson of many she felt was emphasized at DSHA, but she also learned other skills that apply to her profession, including the value of self-esteem. “I know that DSHA has helped me develop a strong sense of self with the confidence needed to deliver the best care,” she said. But she is not fighting this pandemic alone; in fact, she says it takes a village to deliver excellent care. She receives great support from her colleagues both inside and outside of the hospital, including her sisters Josephine Liezl Cueto Sampang, MD, DSHA ’97 (pictured far right), an ophthalmologist at Aurora Health Care, and Jane Cueto Leh, MD, DSHA ’93 (pictured center), an anesthesiologist at Froedtert and the Medical College of Wisconsin. However, she not only sees the good inside of the medical field; she finds hope in the individuals who are making masks and delivering meals and flowers to the hospitals. She is grateful for the members of fire departments and law enforcement who are going out of their way to celebrate the little moments of joy, and sponsors and grocery stores who are supplying free food to those in need. Gequillana understands that familiar slogan “we’re all in this together,” and that means doing whatever she can to assist others. “I am really grateful to be a nurse during this time,” she said. “I am proud to be able to help wherever the help is needed.”

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Candice Gaenslen Beecher, DSHA ‘04 Patrol officer | West Allis Police Department

While Candice Gaenslen Beecher, DSHA ’04, isn’t directly a member of the medical community, she still plays a vital role in flattening the curve of COVID-19. She continues to respond to calls from those who need help. This has always been her responsibility, even before the pandemic hit — but now she puts herself at risk every time she assists someone in the community. To prevent herself and those vulnerable around her from exposure to the virus, she wears a mask and gloves. The West Allis Police Department has established a number of protocols as well; her squad car and equipment are disinfected at the start and end of her shifts, and any time she will be in contact with anyone who has tested positive for COVID-19, she is alerted. Beecher has done her part to stop the spread of COVID-19 in two ways: first, she transports those who are sick or may appear to have COVID-19 symptoms to the hospital. “Working hand in hand with paramedics and staff at the hospitals, and seeing them work tirelessly during this pandemic, has been truly inspirational,” Beecher said. Second, Beecher has been responding to a “surplus” of calls regarding large gatherings where she orders the groups to disperse, despite the frustrations of the some of the community members. “Once we reiterate the reasoning behind the regulations, the citizens of West Allis typically respond well to our orders,” she said. While working on the frontlines of the pandemic is tiring and difficult, she found that her work has helped her define her skill set, from responding to stressful situations to working together with medical personnel and other first responders. She has also relied on the skills DSHA taught her: critical thinking and effective communication. However, she finds the sense of faith DSHA instilled in her has been most important during this time, and helps her continue her work. “During this pandemic, officers are responding to people in crisis,” Beecher said. “Whether it’s related to dealing with the hardship of losing a loved one, or dealing with financial struggles, or the struggle with being isolated which is causing a rise in mental health issues, having my faith to guide me keeps me going.” And even though we are apart, we can stand together to fight the pandemic, she noted. “Our ability to adapt, to care for, and work with one another is key to doing our part to help stop the spread of COVID-19,” she said.

DS H A WORD(cont.) M AG A Z I N E

T h e H e r o e s Am o n g Us

Anna Nicole Stein, DSHA ’12

Registered Nurse | Aurora Sinai Hospital When the medical surgical unit at Aurora Sinai Hospital in Milwaukee became the floor for those being admitted to the hospital and being tested for COVID-19, Anna Nicole Stein, DSHA ’12, was asked if she wanted to switch units to prevent exposure. She refused to do so. Stein watched as the unit she once knew, usually bustling with people, become a floor of isolation carts. She became a nurse who wore full on personal protective equipment (PPE), trying to connect with other departments across the hospital remotely. She became the person meeting patient and family needs while limiting her time being physically present with her own loved ones and patients to prevent transmission of the virus. “Although the hustle and bustle of my previous norm may have been stressful at times, nothing compares to the unknown of caring for patients with a virus we know so little about and the fear of transmitting it to others,” Stein said. However, she’s thankful she’s able to work in medicine during this time. “I really value being able to see the realistic impact of the disease in our community,” Stein said. “And I love to see the ability our healthcare system has to rise above the virus as I see patients heal and recover.” It’s no doubt that Stein works intimately with others, and she credits her decision to do so to DSHA. DSHA instilled in her a passion for serving others, specifically those in her community, she said. “What I think is most important during this time of crisis has been my faith, which DSHA helped me to explore and solidify,” she said. “My faith assures me that I can persevere through any difficult circumstance and that there will always be light after darkness.” This light will be a slow return to a sense of normalcy. Stein said she will never take the “normal” days for granted again, nor will she look at an N95 mask in the same way. When she returns to normalcy, so will the rest of the world. No longer will family members of ill patients struggle to stay away; no longer will hearts cover windows of homes to show appreciation and love because we can’t express it in person; and no longer will we have to stay at home to protect those most vulnerable. But until then, said Stein, “our unity is essential.” “The good is that we are all in this together.”

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Sister Betty Vetter, SDS, DS ’61 & Sister Virginia Honish, SDS, DS ‘55 Sisters of the Divine Savior | Salvatorian Sisters Residence, Milwaukee Sister Betty Vetter, SDS, DS ’61, and Sister Virginia Honish, SDS, DS ’55, may be considered part of the vulnerable population in regards to the COVID-19 virus, but that is not stopping them from helping the people at-risk around them. Sr. Virginia is the Coordinator of the Salvatorian Sisters Residence, an assisted living facility for the retired Sisters of the Divine Savior, a part of St. Anne’s Salvatorian Campus. Her job revolves around ensuring that the residence, and those who work in the residence, are following guidelines mandated by the CDC and the Wisconsin Department of Health. “All in all, we are doing what needs doing,” Sr. Virginia said. “Since the population we are working with is ‘the frail and elderly,’ we are taking every precaution possible to keep everyone safe and healthy.” For example, Sr. Virginia oversees the employees who have their temperatures taken at the start of the work day and wear masks throughout the day; she encourages communication via notes and cards since the residents cannot have in-person visitors; and she organizes the process of serving 200 meals to the sisters’ doors, since they cannot eat in the dining hall. Sr. Betty Vetter is one of the volunteers who helps serve meals, specifically on the weekends. As a registered nurse, she is also keeping up-to-date on the situation surrounding the virus and its frequent changes. Because she is aware of the most recent news, she educates the other sisters. She has written safety practices for places like the Salvatorian Sisters Residence; she has also created procedures to follow if one of the sisters were to contract COVID-19. She has also communicated regularly with caregivers and the retired sisters. “Having (procedures) written out and in place will make (everyone’s) work clearer and hopefully easier in knowing what and how to do things,” Sr. Betty said. In addition to this, she is a medical resource for any of the sisters if they cannot see their doctors at this time. While her fellow sisters are on her mind, her fellow healthcare workers are too. She has gathered a team of eight sisters who are assembling more than 2,000 disposable masks for medical facilities who need them. A natural leader throughout her career in medicine, Sr. Betty has become a leader in the midst of this crisis, a trait she developed during her senior year at DS. “The school emphasis was quite different in 1961 than it is now, but it was still about preparing young women for college and to be leaders in whatever way they would be able to do so,” she said. Just like she is helping in the way she can, Sr. Betty has seen many examples of people reaching out to others in their time of need. “I hope that these experiences have been able to deepen people’s faith and experience of God in their personal lives,” she said. “I hope the good things coming out of this experience continue to be part of people’s lives as we move on.”

DS H A WORD M AG A Z I N E

ALUMNAE NEWS

1 | Kori Ashley, DSHA ’05, was named a judge on the Milwaukee Circuit Court by Wisconsin Governor Tony Evers on June 8. The 33-year-old will start on the bench on September 11. Ashley is a graduate of DePaul University and the University of Wisconsin Law School. In 2012, she joined the Wisconsin state bar. She worked in criminal defense at Alex Flynn & Associates for three years before joining Legal Action. While at Legal Action, which provides free legal services to low-income people, Ashley worked in the area of victims’ rights, and helped community members expunge their criminal records and tickets which hindered them from employment and/or housing opportunities. As a part of her work, she won a court case that requires the State’s Crime Information Bureau to remove from a person’s background report arrests that do not result in a charge or conviction. These arrests are often used by landlords and employers as reasoning to deny housing or employment. Ashley will replace retiring Judge Dennis Cimpl and face election in 2021.

2 | In collaboration with other Wisconsinites, Marianne Szymanski Hartounian, DSHA ’85, and her daughter Mia Hartounian, DSHA ’22, worked for two years to create, co-write, and pass a bill legalizing children’s lemonade stands. Wisconsin Governor Tony Evers signed the bill into law November 25. The law allows anyone under the age of 18 to run lemonade stands on private property without a permit. 3 | Renata Schlomann, DSHA ’16, a swimmer at UW-Whitewater, made a splash at the Wisconsin Intercollegiate Athletic Conference Swimming and Diving Championships in mid-February. She was named the WIAC Women’s Swimmer of the Meet, and placed first in the 50-yard freestyle, the 100-yard freestyle, the 100-yard backstroke, and two relay competitions. She broke UW-Whitewater’s school record for her three individual events. 4 | Maryjo Strum Bartsch, DSHA ’74, sponsored a school in Guatemala through School of the World, a non-profit with local communities in Guatemala, Honduras, and Panama with the mission of building schools in poor communities. She attended the dedication ceremony for the school she sponsored in 2019.

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NEW BOOKS BY OR ABOUT DSHA ALUMNAE A number of DSHA alumnae have become authors — or had a book written about them — since our last publication. This fall, DSHA will dedicate a special section in the school’s Marie Esser Hansen Library to its alumnae authors, publishers, and subjects of books.

“If there's a book that you want to read, but it hasn't been written yet, then you must write it.” — TO N I M O R R I S O N

Do you know of a book or author we should include? Contact Alumnae Director Danielle Jerominski Rabe, DSHA ’08, at RabeD@dsha.info for more information.

1 | A second collection of poems to call her own, Joanne Esser, DSHA ’77, published Humming at the Dinner Table — poems full of great memories, and portraits of people and places — in November 2019. To purchase the collection of poetry, or read more from and about Esser, visit finishingpress.com. 2 | Claire Hubley, DSHA ’18, has written her first book: RX: Earth: How a Healthy You Requires a Healthy Planet. The book provides knowledge on the hidden effects of climate change on overall health, motivating readers to take actions to improve their lives by supporting the planet. Her book will be available to order from Amazon in July 2020. To learn more, visit Claire’s author page on Instagram or Facebook @clairehubleyauthor.

3 | After her father passed away in March 2018, Natalie Sanchez, DSHA ’18, wrote and published The Language of Loss, which tells her own story of grief along with sharing others’ stories of loss. It speaks to the power of hope, purpose, discovery, and growth in the face of heartache. This book was published in April 2020 and is available on Amazon. To learn more about her work, visit her author page on Facebook @nataliesanchezauthor.

4 | In April 2020, Mary Newby, DSHA ’13, published her book Get with the Program: Computer Science Education Opportunity and Accessibility. Sensing a need for computer science education opportunities for students, Newby writes about the challenges of and suggestions to implement computer science education, as well as the role of teachers in the computer science field. This book is for everyone interested in computer science — teachers, students, schools, and parents alike — and can be purchased on Amazon. To learn more about the book, visit her author page on Facebook at @marynewbyauthor.

5 | In 2018, Annie Weiss, DSHA ’03, ran the Ice Age Trail faster than anyone ever has, running 1,200 miles in 21 days, 18 hours, and 7 minutes. Her husband, Brian Frain, wrote See You at the Terminus: Breaking Barriers and Testing Limits on the Ice Age Trail, published in July 2019, based on her journey. The book can be purchased on Amazon. DS H A WORD M AG A Z I N E

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BIRTHS

1 | Stephanie Mullervy, DSHA ’96: son, Declan Ernst Mullervy born December 10, 2019. Declan joins big brother, Colin (2). 2 | Nyama Sillah Doyle, DSHA ’01: daughter, Sienna Nyambe Doyle born January 3, 2020. Sienna joins big brother JJ (2).

3 | Ashley Greene Lincoln, DSHA ’02: daughter, Jacqueline Ripley Lincoln born on September 24, 2019. She joins big brother Kirby (3). 4 | Katie Thill Zidek, DSHA ’02: son, George Gerard Zidek born January 2, 2020. George joins big sister Fiona Joan (2).

5 | Liz Procknow Gabriel, DSHA ’03: daughter, Mabel Rose Gabriel born August 25, 2019. Susan Celentani Eoloff, DSHA ’04: daughter, Sophia Margaret Eoloff born February 7, 2020. Sophia joins big brothers Anthony (4) and Joseph (2). 6 | Annie Cullen Olivares, DSHA ’04: daughter, Hadley Mae Olivares born February 1, 2020. Hadley joins big brother Cullen (7) and big sister Abigael (3). Elizabeth Strunk Steinhafel, DSHA ’04: daughter, Eloise Margaret Steinhafel born February 28, 2020. 7 | Rebecca Goosen Giombi, DSHA ’05: daughter, Maria Frances Giombi born June 16, 2019. Maria joins big brother Marco (2).

8 8 | Dana Harkness Minning, DSHA ’05: son, Henry Daniel Minning born October 13, 2019. Henry joins older siblings and twins Cal and Liv (5).

9 | Lauren Reiter Glaser, DSHA ’06: son, Charlie Glaser born April 18, 2020. 10 | Alyssa LaBarbera Buth, DSHA ’09: son, Anthony Robert Buth born on December 5, 2019. Anthony joins older sister Gianna (2).

11 | Maggie Shelledy McAsey, DSHA ’10: son, Henry Robert McAsey born March 20, 2020.

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ALUMNAE NEWS

MARRIAGES

Emily Dempsey, DSHA ’99, and Nathan McGinn were married October 5, 2019 in Estes Park, CO. Jill Berka Watry, DSHA ’02, and Ryan Waltry were married December 9, 2019 in Las Vegas, NV. 1 | Theresa Hofschulte, DSHA ’10, and Patrick Lee were married October 12, 2019 in Milwaukee, WI. 2 | India Alcorta, DSHA ’11, and Daniel Asmuth were married September 14, 2019 in Appleton, WI.

SEND US YOUR NEWS AND PHOTOS! We want to know what’s happening in your (or fellow alumna’s) life: a degree earned, a new job or promotion, move to a new city, marriage, new family member, an honor received or volunteer work. Let us know about get-togethers, memories and other adventures! Share with Alumnae Director Danielle Jerominski Rabe, DSHA ‘08 at RabeD@dsha.info or 414.616.2808. DS H A WORD M AG A Z I N E 52

IN MEMORIAM

Alumnae

W H O H AV E PA S S E D S I N C E O U R L A S T P U B L I C AT I O N :

Jean Horky Klopatek, HA ’39: February 21, 2020

Catherine Knoernschild Rowan, HA ’53: February 12, 2020

Mary Schauble Willis, DS ’62: January 14, 2020

Bernice Garvens McGregor, HA ’39: April 11, 2020

Georgianna Gill Moorbeck, HA ’53: February 13, 2020

Carol Kupfer Young, HA ’63: February 28, 2020

Elizabeth Hahn Karolzak, HA ’43: March 8, 2020

Ruthann Schaefer Koehler, DS ’53: April 8, 2020

Diane Doucette Mancini, DS ’65: January, 13, 2020

Joan Knoernschild Hargarten, HA ’44: January 23, 2020

Diane Gross Krueger, DS ’54: January 9, 2020

Mary Noelke Nesius, HA ’65: February 23, 2020

Mary Pat Wilson Connell, HA ’44: March 24, 2020

Pat Farrell Unti, DS ’55: January 6, 2020

Patrice Garrity Muskatevc, DS ’70: March 25, 2020

Mary Lu Boemer Davis, HA ’45: February 16, 2020

Marianne Daleidon Terkel, DS ’56: December 23, 2019

Kathleen McCartan, DS ’70: March 30, 2020

Dolores Hahn Schendt, HA ’46: March 25, 2020

Evelyn Sheridan, HA ’56: January 31, 2020

Mary Dunn, DSHA ’71: March 11, 2020

S. Margaret Mary Janke, SSND, HA ’48: April 8, 2020

Barbara Traxel Herrmann, DS ’59: February 1, 2020

Catherine Hacker Jahn, DSHA ’73: January 14, 2020

Victoria Glanz Steffes, HA ’50: December 26, 2019

Geraldine Lunz Solomon, HA ’59: March 27, 2020

Joyce Peters, DS ’51: February 23, 2020

Mary Theis Parker, DS ’61: January 11, 2020

ETERNAL REST GRANT UNTO THEM, O LORD, AND LET PERPETUAL L I G H T S H I N E U P O N T H E M . M AY T H E I R S O U L S , A N D T H E S O U L S O F A L L T H E FA I T H F U L D E PA R T E D, T H R O U G H T H E M E R C Y O F G O D, R E S T I N P E AC E .

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Alumnae of the Year 2 0 2 0

•

Do you know of a fellow alumna who deserves to be recognized by DSHA for accomplishments and/or service in her area of expertise? We are currently accepting nominations for the alumnae awards that will be given in the fall of 2020.

D S H A

A L U M N A E

O F

T H E

Y E A R

A W A R D

C R I T E R I A :

Yo un g Al u mn a of the Year

A l u m n a o f th e Year

Ju b i l ar i an o f t h e Ye a r

E l ig ible C la sse s: 20 0 5 - 2019

Eligi bl e Cl a ss e s : 2 0 0 4 - 197 1

This award recognizes established and future leaders among DSHA's young alumnae. The award honors an alumna for achievements in her career and/or public, community, or parish service activities which may be especially exceptional given her age. Criteria for this recognition include one or more of the following:

This award is given to a woman whose daily life reflects the Christian values and ideals nurtured at DSHA. She must exhibit strength of character and show social and/ or individual progress achieved by conscious, intelligent devotion to desirable goals. She is an inspiration for other women. She shows a strong awareness of human problems and has measurably contributed toward their alleviation in private and/or public life by exhibiting leadership in her community or field.

E l i gi b l e Cl a ss e s : Grad u ated i n 1970 o r E a r l i er

Demonstrated leadership capability • Substantial indication of a commitment to service of others • Leadership/potential for distinction in the long term • Positive role model for current DSHA students and other young alumnae • Substantial commitment to school and its mission • Professional achievement of distinction for a young woman

This special award recognizes a woman whose daily life reflects Christian values, ideas and strength of character. As a leader in her community, she has exhibited a strong awareness of human problems and her contributions toward their alleviation is an inspiration to other women.

To nominate a fellow DS, HA, or DSHA alumna for one of these awards, visit dsha.info/AlumnaeNomination and fill out the submission form by September 1, 2020. For questions, contact Alumnae Director Danielle Jerominski Rabe, DSHA ’08, at RabeD@dsha.info.

A L U M N A E W E E K E N D 2 0 2 0 U P D AT E At this time, the originally scheduled Alumnae Weekend 2020 is postponed due to the uncertainties surrounding COVID-19. We are working on plans to celebrate the classes ending 0s and 5s at another time. We will continue to share information with our alumnae community as decisions are made along the way. DSHA Alumnae of the Year recipients will still be honored in the fall of 2020.

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Divine Savior Holy Angels High School S PONSORED

BY THE

S ISTERS

OF THE

D IVINE S AVIOR

4257 North 100th Street | Milwaukee, WI 53222 All Girls Makes All the Difference | dsha.info

Non Profit Org. U.S. Postage PAID Permit 2221 Milwaukee, WI

Congratulations, D S H A

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C L A S S

O F

2 0 2 0 !

The Word Magazine | Spring Semester 2020

Articles inside

Alumnae News

Faculty Focus | Scott Fleischmann Retires

Alumnae Serving on the COVID-19 Front Lines

Faculty Focus | Jackie Krawczyk Retires

Class of 2020 | Class Speakers

Class of 2020 | College Matriculation

Faculty Focus | Martha Parks Retires

Donor Profile | Katie Carney Dahm, DSHA ’90

Dashers Dialogue on Racial Injustice

Letter from the President & Principal

Intellect | Student Connection, Engagement

Spring Fine Arts Highlights

Heart | School Spirit & the Class of 2020

Faith | Black History Month Mass

Spring Highlights

Letter from the Editor

Winter & Spring Athletic Highlights