2013 Fall/Winter Beacon

HARBOR DAY SCHOOL 3443 3443 PACIFIC PACIFIC VIEW VIEW DRIVE, DRIVE, CORONA CORONA DEL DEL MAR, MAR, CALIFORNIA CALIFORNIA 92625 92625 || HARBORDAY.ORG HARBORDAY.ORG || FALL/WINTER FALL/WINTER 2013 2013

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CHARACTER COUNTS IN LARGE AMOUNTS ...............................................PAGE 10

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EARTHWATCH ............................................................PAGE 1 6

IN THIS ISSUE

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WRITING WORKSHOP.............................................PAGE 04

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CONTENTS

FEATURES

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HEAD OF SCHOOL

HEAD’S MESSAGE .....................................................PAGE 03

Dr. Daniel Greenwood

STUDENT SPOTLIGHT .............................................PAGE 08

DIRECTOR OF COMMUNICATIONS

Noelle Becker IN THE ARTS................................................................PAGE 1 4 WRITERS

THANKSGIVING PROGRAM ..................................PAGE 21

Chatom Arkin Noelle Becker Nicole Nelson

PROFESSIONAL DEVELOPMENT .......................PAGE 22

EDITORS

GOOD READS .............................................................PAGE 24

Noelle Becker Stacy Bierlein Susan Johnson ('88)

OUTDOOR EDVENTURES ......................................PAGE 20

IN MEMORIAM ............................................................PAGE 26 DESIGN LADIES’ EVENT ..........................................................PAGE 28

Eric Neuner | RPIstudios

SEAHAWK ATHLETIC NEWS ................................PAGE 29

PRINTING

Rosemont Press, Inc. ANNUAL FUND...........................................................PAGE 30

————————————————————— SPRING BENEFIT.......................................................PAGE 32

©2013 HARBOR DAY SCHOOL (ALL RIGHTS RESERVED) No part of this publication may be reproduced without permission from Harbor Day School.

MISSION Harbor Day School provides an academically challenging, well-balanced education in a nurturing, family-centered environment. Our traditional, yet innovative, curriculum develops eager, confident learners who think creatively and work collaboratively. Developing self-reliance, building strong moral character, and encouraging social responsibility are hallmarks of a Harbor Day education.

NON-DISCRIMINATION Harbor Day School does not discriminate on the basis of race, creed, color, religion, sex, sexual orientation, disability, age, national or ethnic origin in the administration of its educational policies, admissions policies, or other programs administered by the School.

HEAD’S MESSAGE DR. DAN GREENWOOD HARBOR DAY: A COMMUNITY OF CHARACTER

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DR. DAN GREENWOOD

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he Pillars of Character, Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship, have infused themselves into the fabric of our community. These virtues have always been present, but they have never been so visible or intentional as they are now. They have also never been as important as they are now.

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ur community showed great caring towards uring these trying times, we come to realize each other and the families of those beloved how important it is to be a community members of our community that we lost of character — a community that trusts one this year. Gary Ski’s passing after almost 20 years at another; a community that cares about one another; Harbor Day School as the ever optimistic, always a community that will be there for one another. ready with a laugh and forever funny guy, was felt by everyone. Students miss his perennial “you’re a eing a person of character is the most impormiracle” sendoff, teachers miss his jovial demeanor, tant lesson we can impart to our students. and parents miss his uplifting and warm spirit.

As we are fond of saying, character is not something we add to the plate, it is the plate. Walking amela Burke’s unexpected passing further around campus, you will see visual reminders of the required the community to come together six pillars, and you will hear teachers discussing charand show even more care and respect for one acter issues in classes. Most importantly, however, you another. Suddenly one of our great teachers was here will see the members of the community exhibiting the one day and gone the next. The huge hole that was six pillars, especially the adults in the community. The created by her loss was almost instantly filled with a principle way we teach character is to model it and community’s care for each other. While the outpour- make it part of the fabric that holds us all together. ing of care and concern for each other did not entirely fill the void, it comforted us and helped us remember n this issue of the BEACON, you will see the her as the humorous and compassionate teacher who threads of that fabric that weave us together to made special connections with her students and create the great tapestry that is Harbor Day. taught so many students to love to read.

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Dan BEACON — FALL /WINTER 2013

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WRITING WORKSHOP

AT HARBOR DAY —————

BY NICOLE NELSON

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For years, Harbor Day School has enjoyed a reputation for producing graduates with excellent writing skills. The school’s writing program continues to grow, with the recent expansion of Writing Workshop through eighth grade.

BELOW: MRS. KETURAKIS WORKS WITH TWO STUDENTS ON THEIR PATTERN BOOKS.

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ow exactly does Harbor Day achieve its outstanding results in language arts? Teachers praise the adoption of Columbia University’s Writing Workshop curriculum and the opportunity to work with experts in the field.

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irst grade teacher Lynette Vieira is Chair of Lower School Language Arts. She has seen changes and improvements to the writing program through the years.“We always taught writing, but it wasn’t as purposeful as it is now,” Mrs. Vieira says. She adds that the Writing Workshop method helps students not only with their writing, but also with their reading and spelling. In the lower school, lessons on all topics integrate writing. “You can’t separate the subjects. You need to keep weaving things throughout the day,” she says. “It’s fun for teachers, because you’re using your brain.

You’re constantly changing your teaching accommodate your students’ needs.”

Mrs. Vieira participated in workshops led by Lucy Calkins, one of the principal architects of the Columbia University Reading and Writing Project and champion of the Kindergarten through eighth grade Writing Workshop curriculum. Calkins led Mrs. Vieira and other participating educators through writing exercises so that they would first experience them through the eyes of students. The results were impressive. Thanks to funds dedicated by Harbor Day to professional development, all of the school’s writing teachers either travel to New York or attend intensive conferences in California to study how their students works should evolve as they use Writing Workshop in their classrooms.

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WRITING WORKSHOP AT HARBOR DAY

PATTERN BOOK AND CHARACTER COUNTS

Here is a story written during a unit on pattern books.

BE A GOOD SPORT —————————————— BE A GOOD SPORT AND SAY "GOOD GAME!" BE A GOOD TEAMMATE AND PASS THE BALL. BE A GOOD LEADER AND LET EVERYONE GET THE BALL. BE A GOOD SPORT SO PEOPLE PLAY WITH YOU. — LUKE MIRHASHEMI, KINDERGARTEN PAGE 6

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Mrs. Vieira explains that Calkins compares the learning process for writing in this curriculum to going into a lab. Each time the students write, a lesson is part of the plan. The steps of good writing are broken down, and students are given tools to help them master each step. There are “seed journals” for ideas, a “word wall” for tips, and explicit instruction about form, starting with “pattern books” in kindergarten.

One characteristic of pattern books is that they have a surprise ending. Mrs. Keturakis (Mrs. K.) shares her student Ana Cormac’s story: “Parties can be fun because there’s lots of cake. Parties can be fun because there are lots of balloons. There are party hats. Parties are fun because there is everything.”

The children create illustrations for each page, and Mrs. K. shows them that the illustrations help the reader by giving clues.

Mrs. K. compares her job when teaching writing to that of a coach; she tries to coach the students to make their stories more interesting. She appreciates that the program is broad enough to allow teachers to employ their own teaching methods. There’s a lesson each time. She says, “The children apply what’s been learned that day. And the learning is cumulative. What is so amazing to me, as a kindergarten teacher, is that the children remember. They use it, and this is so exciting.”

An important objective of the workshop is to teach students to always keep the reader in mind. Mrs. K. says, “We tell the children that, when you’re a writer, you’re not writing for yourself. A writer writes for an audience, and an audience wants to read something that’s interesting. Each Kindergartner “publishes” an illustrated book that can be read by their friends.

SCOTT ANDERSON SHOWS A DRAFT OF HIS PATTERN BOOK. BEACON — FALL / WINTER 2013

A GLOSSARY OF WRITING WORKSHOP TERMS ———————————————————————————————————————————————————————— ANCHOR CHART: A CHART THAT STUDENTS HELP MAKE THAT SUMMARIZES A TOPIC, USING DRAWINGS AND WORDS. WHEN COMPLETED, THE CHART GOES ON THE WALL. CONFERRING: THIS IS THE TERM USED TO DESCRIBE WHAT HAPPENS WHEN A TEACHER MEETS WITH A STUDENT TO DISCUSS THE STUDENT’S WRITING. GRAPHIC ORGANIZER: SOMETIMES DERIVED FROM THE ANCHOR CHART, OR A MINI VERSION OF IT; IT HELPS REMINDS STUDENTS ABOUT A LESSON. SOMETIMES IT IS IN THE FORM OF A CHECKLIST. OLDER STUDENTS CREATE THEIR OWN GRAPHIC ORGANIZER AS A LESSON IS TAUGHT. PATTERN BOOK: A BOOK (OF ANY LENGTH) WHERE WORDS OR PHRASES REPEAT. FIRST GRADER JACK DONAHOO WORKS ON HIS STORY.

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indergarten teacher Casey Hogan learned about the Writing Workshop when she earned her master’s degree. She suggested starting to use the Writing Workshop plan with kindergartners, and the two teachers collaborated to make that happen. Together, they first taught from Calkins’ books around seven years ago, following the methods as they were described there. The curriculum now extends kindergarten through grade eight.

Eighth grade English teacher Susan Johnson works on continuing the development of students’ writing skills by having them craft longer works: personal narratives, realistic fiction, persuasive writing, and traditional, informative expository essays. All along, students get in the habit of keeping a journal of ideas for topics to write about. Mrs. Johnson explains that the principle of the ideas coming from the students is key, so that they have ownership over the topic.

The language used to describe the process of going from story generation to draft to revision remains consistent through the grades as well. Students are expected to zoom in, develop a small moment, and describe it in detail. Students keep journals, in which they write by hand, for their seed ideas and rough drafts. In the upper school, later drafts are produced on the computer, and the teachers use cloud technology to oversee the progress.

Mrs. Johnson has two children in the lower school (son Parker in kindergarten and daughter Brooke in third grade). With her children, she says, “It’s great for me to see what they’re doing in the lower school too, and how they have the same language. When they tell me, ‘We generated a seed idea. We created a small

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SEED IDEAS: A FOCUSED IDEA THAT CAN BE THE BEGINNING OF A WRITING PROJECT. FOR EXAMPLE, MEETING PRINCESS AURORA AT DISNEYLAND (RATHER THAN THE “WATERMELON IDEA” OF GOING TO DISNEYLAND, GOING ON THIS RIDE AND THAT ONE, HAVING LUNCH, AND TAKING THE MONORAIL TO THE HOTEL…) SMALL MOMENT: SIMILAR TO A SEED IDEA. A SMALL MOMENT IS WHAT STUDENTS ARE INSTRUCTED TO DESCRIBE IN THEIR STORIES. (E.G. “MY TIME WITH PRINCESS AURORA” RATHER THAN “MY WEEKEND AT DISNEYLAND.”) WORD WALL: A CUMULATIVE LIST OF WORDS THAT GOES ON THE WALL THAT STUDENTS CAN REFER TO. ONLY THE BEGINNING GRADES HAVE A WORD WALL. ZOOMING IN: STUDENTS ARE OFTEN REMINDED TO DO THIS IN THEIR STORIES. THEY LEARN TO FOCUS TIGHTLY ON THEIR IDEA, AND TO DESCRIBE IT IN DETAIL.

moment, today.’ I know exactly what they’re talking about. I tell them, ‘We’re doing that in eighth grade too!’ and they’re excited about it.”

Kindergartner Gavin Klein wore his author badge with pride after a writers’ celebration in which the students read to partners. Gavin and his partner JJ Barton read their stories to first grade teacher Mrs. Oliphant, followed by a treat of letter-shaped cookies.

After that positive experience, he asked his mother to buy him a journal to keep at home so he could write more stories.

Mrs. K. acknowledges that the program is laborintensive for teachers. “We are constantly learning and being challenged. It’s not easy. It’s a lot of work—The feedback and comments and going over the reactions with the students every week. But we feel that the time is well spent because they become writers and strong readers.” Now that Writing Workshop is fully implemented kindergarten through eighth grade, it provides teachers with common language to discuss techniques and ideas to streamline the program throughout the students’ entire time at Harbor Day School. With these recent improvements upon an already celebrated program, it is fair to say of students’ writing performance that the best is yet to come. ■ PAGE 7

STUDENT SPOTLIGHT

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TOP DOG An interview with eighth grader and author of the new book, DOXIE,

SAMANTHA “SAMMY” PICKELL —————

BY NOELLE BECKER

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How did your book become published?

I really liked stuffed anWhen I was in fifth grade, The Candy Palace held a imals so I’d write stories writing contest. Our librarian, Mrs. Mailloux, told us about them. My parents about it. I thought it sounded fun and wanted to would get me little try it, so I wrote a story and submitted it. In sixth books that were blank grade, I found out that did really well and my book and I got to write and was going to be published. I was really happy at that illustrate them. I really point. It took awhile because there was another liked that. book that was being published too.

My teachers helped The editing process also takes time. It started out me learn how to write at a thousand words and was cut down. I am still better so that made it really happy with it because the pictures express all even more fun for me. the words we had to take out. Editing was fun, but it My favorite authors was a lot of work. I am used to my teachers telling me also influenced me beSAMMY TAKES A PICTURE WITH to show don’t tell, but in this instance you have to tell cause I really like to STUDENTS AFTER HER BOOK because the pictures will show. That was probably the read. I really like John READING TO LOWER SCHOOL. hardest part for me. I had to reverse my brain and do Green books and the exactly the opposite of what I was used to.

Harry Potter series. Veronica Roth writes dystopian books, and I really like that too. My favorite type of What’s your story book about? book is realistic fiction.

It’s about a dog named Doxie, and he’s new to the neighborhood. He doesn’t know any of the other Do you have any animals of your own? dogs and wants to make friends. The mean bulldog I have two black Labradors named Cooper and Ned. named Bob drives him to the point that he needs to I really like dogs. It helps to write about the things show off. In the end, Bob finds out that talents are that you love. They were part of the influence for this better shared when you have friends to share them particular book. I love animals. with. I really like the message because it describes the bad side of bullying and what it means to be a good What is your advice to other aspiring writers? friend.

There is nothing more daunting than a blank piece of What or who influenced you to write? paper. I always tell myself to accept the challenge, I’ve been writing for a long time. As soon as I learned have fun with it, write about what you know, and to read, I would write about everything that I liked. keep doing it. ■ EACH BOOK SOLD WILL HELP PROVIDE 27 MEALS FOR HUNGRY CHILDREN THROUGH THE SECOND HARVEST FOOD BANK.

FOR MORE INFORMATION AND TO PURCHASE SAMMY’S BOOK GO TO: WWW.THECANDYPALACE.COM. BEACON — FALL /WINTER 2013

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CHARACTER COUNTS IN LARGE AMOUNTS ————— BY NOELLE BECKER —————

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he CHARACTER COUNTSSM program has been infused into the classroom with a strong visual presence. Charts, pictures, photographs, and signs adorn the walls of every classroom and are spread throughout the school buildings.

Immediately as you walk into the front office your eyes fixate on student drawings hanging on the wall displaying the six pillars of character. Creating good citizens for the future is seemingly evident on the exterior, but what is happening inside the classroom?

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haracter development is seamlessly integrated into the curriculum by focusing on the SIX PILLARS OF CHARACTER: TRUSTWORTHINESS, RESPECT, RESPONSIBILITY, FAIRNESS, CARING, and GOOD CITIZENSHIP. Its consistency of language has helped our students and faculty internalize each pillar. Every few weeks a new pillar is discussed and lived out. Modeling and reinforcing are constant objectives. Giving students these tools will equip them with the knowledge and power to be productive citizens in the future. The study of character and its pillars has taken on many forms kindergarten through grade eight.

CHARACTER COUNTS IN THE CLASSROOM

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indergartners have read many books about the power of one. This message of the power of one translates to making a difference to oneself and to those around them. “If you are always trustworthy, you have the power to be believed when there is a conflict,” says Kindergarten Teacher Cassie Keturakis.

Kindergartners are also using a rainbow of respect.

They share when someone does something respectful and glue a colored square of what the good deed was. Students nominate each other when they notice others being respectful. The rainbow grows every time someone is respectful, thus showing the students the positive benefits of their actions. Some of the actions include: BEACON — FALL/WINTER 2013

SAYING SOMETHING NICE. USING GOOD MANNERS. LETTING A FRIEND JOIN A GAME. STICKING UP FOR A FRIEND. NOTICING A FRIEND IN NEED. EATING WITH A FRIEND. BEING A GOOD LISTENER. irst grade students have joined together to create a class “character quilt.” The children included pictures of themselves engaged in activities where they have acted respectfully. During their daily morning meeting, students read literature, hold discussions, and participate in role-playing activities focused on good character. The children also enjoy nominating classmates who demonstrate good character in the classroom or on the playground to be added to their class “Garden of Good Character.”

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CHARACTER COUNTS IN LARGE AMOUNTS

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n third grade, students had an opportunity to think about what respect looks like. They brainstormed how to show respect to their friends, in the classroom, with their parents, outside at school, and even to themselves. After the discussion, students worked with partners to create a Recipe for Respect.

Please enjoy reading the recipe written by Micayla Lynch and Elle O Hill:

Recipe for Respect Rules

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econd Grade is practicing the habits of Character Counts in a collaborative way. Both second grade classes meet together on Friday afternoons to work on the pillar of focus. In September, students examined the pillar of trust by creating a giant chain of trust. Each student spoke about characteristics of people they trusted, why the trusted them, and wrote those examples on strips of paper. Students then connected all the paper strips as links to make the chain. In class the students write their own skits and role-play the different pillars as well. Second graders are learning the tools to be internally motivated to be a person of good character by discovering what it looks, feels, and sounds like to have good character.

SERVES: the world PREP TIME: 24/7

Ingredients: 5 cups of love encouragement dough a sprinkle of kindness 1 cup of helpfulness

Directions: Preheat oven to 405 degrees with fairness. Pound encouragement dough (don't worry if it gets frustrating, that's why it's called encouragement dough). Sprinkle kindness in to a bowl. Stir it all together and add 5 cups of love and 1 cup of helpfulness. Finally, put all ingredients in oven and bake for one hour. Then after it is done, take it out of the oven then....YUM!

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very six weeks, four fourth grade students are chosen by their peers to be a “KOALA OF CHARACTER!” Students receive special recognition for demonstrating the six pillars of character.

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TRRFCC Students can use this acronym to help them remember that people with good character are terrific:

T rustworthiness R espect R esponsibility F airness C aring C itizenship

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sing powerful stories showing the merits and consequences of a particular value or trait has been very effective. Fifth grade students read Wonder by R. J. Palacio, a New York Times bestseller. It is the story of a fifth grade boy, Auggie Pullman, who wants to be treated as an ordinary kid at school despite his severe facial deformity. The book includes chapters written from the points of view of Auggie, his classmates, his sister, and others. These perspectives converge in a portrait of one community’s struggle with respect, fairness, caring, and citizenship.

Literature, as well as history, gives fifth grade students a chance to take a good look at human behavior in light of character. As students read and discuss each story in Literature, they are asked to evaluate the actions of the characters using the six pillars.

are participating in the “Great Cubby Challenge.”

Students are charged with maintaining a neat and organized “living space” at school to demonstrate responsibility. Although this may sound easy, keeping track of their personal belongings and school materials while coexisting with many other students at the cubby area can be challenging for many sixth graders.

Advisors are monitoring the cubby conditions ixth through eighth grade students use their throughout the day and rewarding those advisory advisory class time to really delve deeper into groups that maintain exemplary cubby conditions and what each pillar means. Advisory classes go demonstrate responsibility. Additionally, “Owls” are beyond the academic curriculum, and activities and announced and awarded with a pin during the upper discussions center around the pillar of the month. For school morning meeting every six weeks to recognize example, during the month of December, the sixth that boy and girl from each grade who exemplify graders are focusing on the pillar of responsibility and the pillar of the month. ■

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IN THE ARTS ART | MRS. HAMMOND AND MRS. YAGAR

LEFT: A DISPLAY OF KINDERGARTEN KANDINSKY STYLE PIECES. RIGHT: GAVIN KLEIN EXCITEDLY SHOWS OFF HIS WORK.

KINDERGARTEN In Kindergarten we recycled wood by using scraps from woodshop and painted Kandinsky inspired circle art. We learned how to mix and create colors.

Each artist began with the primary colors and white. It is an amazing tribute to the great Kandinsky.

FIRST GRADE Once first graders developed their drawing skills, they made crazy masks out of clay. They started with a sketch of their “Funky Face” and moved onto the clay slab project. These little artists learned how to attach clay to clay by scoring, carving, and applying glazes. The results are bold and colorful and are proudly displayed in the art room.

LEFT: FIRST GRADE CERAMIC MASKS FINAL PRODUCT. ABOVE: EVA HAUGE AND CONRAD COOK CAREFULLY SCORE THEIR CLAY MASKS.

SECOND GRADE Second graders stepped up to the challenge to create 3-D architectural structures. We began with some chilling stories to set the mood. The class sketched spooky houses that would become our fabulous “Deadly and Dilapidated Dwellings” project. Students had to map out a plan and design before they could begin the actual building. Students used cardboard, wood, glue, foil, fabric webbing, and paint for these spooky structures.

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ABOVE: DEADLY AND DILAPIDATED DWELLINGS ARE DISPLAYED IN THE LIBRARY FOR HALLOWEEN. RIGHT: AUBREY CALLAGHAN PUTS THE FINISHING TOUCHES ON HER STRUCTURE. BEACON — FALL / WINTER 2013

THIRD GRADE In third grade we studied the artist Henri Matisse. The students learned about his life and love for color. The students mixed several shades of the secondary colors, green, orange, and purple. Then they drew live goldfish and made a collage similar to Matisse’s “Goldfish” painting.

This lesson focused on color theory, drawing a moving object, and composition. The students got lots of practice drawing, cutting, and gluing … all of which are important skills that they use in the classroom.

ABOVE LEFT: RICHARD LIN AND ELLA ANVARIPOUR CAREFULLY SKETCH THEIR FISH. ABOVE RIGHT: A FINISHED MATISSE INSPIRED GOLDFISH PAINTING.

FOURTH GRADE We discussed the six pillars of character in class. The students were each assigned a character trait to reflect upon. They wrote down ways that they were able to demonstrate this trait in school and specifically in art class. Then we sculpted a “School of Fish” using recycled water bottles and paper mache. There are six tables in the classroom and each table was assigned a character trait, therefore, the students painted their fish the color of the trait at their table. For example, table 3 is Fairness, so all the fish at that table were painted orange.

The “School of Fish” hangs above the tables in the art room and remind us to work together using respect, fairness, care, trustworthiness, responsibility, and citizenship.

THE FINAL PRODUCT, “SCHOOL OF FISH” HANG ABOVE THE TABLES OF THE ART ROOM.

UPPER SCHOOL Fifth graders studied the works of Van Gogh, creating their own beautifully done versions of Starry Night.

Sixth graders have been studying the Egyptian Pharaoh, King Tut. The students looked at images from King Tut's tomb, and we discussed the mystery surrounding his life and death. The students used scratchboards and drew self-portraits to look like Egyptian pharaohs. We also made picture frames for our portraits using elaborate patterns and metallic paints that look similar to the magnificent gold and jewel encrusted treasures found in King Tut’s tomb.

TOP: THESE DEEP AND RICH COLORFUL DESIGNS HANG IN THE ART ROOM. ABOVE LEFT: A SIXTH GRADE STUDENT DECORATES HIS PICTURE FRAME USING BRIGHT METALLIC PAINTS. RIGHT: A STUDENT USES THE BRUSHES APP ON HER iPAD.

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Students in seventh grade are using the “brushes app” on their iPad’s. They have also been studying color theory in depth and exploring the artwork of French Pointilist artist Georges Seurat. The students have been using their knowledge of color to create a pointillist landscape drawing using permanent markers. They are also working on a monochromatic self-portrait on the iPad. PAGE 15

EARTHWATCH —————

BY NICOLE NELSON

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ABOVE: MRS. YAGAR (FAR LEFT) WITH THE EARTHWATCH TEAM AND VILLAGERS.

wo years ago, the fall fundraiser collected money to support a program to send two Harbor Day teachers every year for five years on trips organized by The Earthwatch Institute. The organization’s mission statement is: “To engage people worldwide in scientific field research and education to promote the understanding and action necessary for a sustainable environment.” This year, art teacher Leslie Yagar traveled to the Indian Himalayas to study bees and butterflies, and first grade teacher Lynette Vieira traveled to the bush outside of Melbourne, Australia to study the habitat of koalas.

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LESLIE YAGAR: BEES AND BUTTERFLIES IN THE HIMALAYAS

LEFT: MARIGOLD PLANTS ATTRACT POLLINATING INSECTS. TOP: LOCALLY FARMED PRODUCE IS BECOMING MORE DIFFICULT TO COME BY. BOTTOM: PINE TREES COVER THE HILLSIDE. RIGHT: ONE OF THE MANY POLLINATING BUTTERFLIES IN TIBET.

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ith their research manager Dr. Pradeep Mehta, Mrs. Yagar and her team studied several parts of the ecosystem comprising India’s Kullu Valley, nestled in the Himalayas. They counted blades of grass and apple leaves on specific branches that will be plotted and recounted through the years. They collected flowers for botanists to later identify. They also counted bees and butterflies using simply their hands and eyes. Working in teams of three, they carefully counted the insects, recording all the information as a baseline. The Kullu Valley is a “data deficit region” —there is not enough information on the insects’ historical numbers. Anecdotal evidence from residents, including Dr. Pradeep who has lived in the area his whole life, indicates the population of bees and butterflies is declining.

Climate change has already started to alter snow patterns, making apple-growing impossible in some areas that previously grew the crop. Additionally, if the ecosystem is disrupted by a sharp decline in honey bees, which are the primary pollinators, no fruit will be produced. This is a concern for the sustainability of BEACON — FALL /WINTER 2013

the apple orchards that are a main source of income for the region. Currently, the farmers have to rent hives in order to have enough pollinators, at the cost of $10-$14 per hive, which cuts into profits.

Mrs. Yagar says that the relatively recent practice of mono cropping, farming only apples, has made farmers more money, but has had detrimental effects on the environment. “Forests were cleared for more farm fields. The new pesticides and fertilizers washed into the streams and got carried down stream into the next state, Punjab, where there is now a much higher incidence of cancers. Plus, the mono cropping has been devastating to pollinating insects like bees,” she says.

Mrs. Yagar hopes to return to India one day, although she wouldn’t expect it to look the same as it did during this trip. She says, “I have no doubt that the Kullu Valley will look very different in thirty years as technology and environmental issues force the economy and culture to adapt.”

Visit Mrs. Yagar’s blog to learn more about the trip and the research and to see photos from her trip: BBHIMALAYAS.BLOGSPOT.COM (CONTINUED ON PAGE 18)

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EARTHWATCH (CONTINUED FROM PAGE 17)

LYNETTE VIEIRA: KOALA HABITAT

LEFT: MRS. VIEIRA HAPPILY HOLDS A BABY JOEY. MIDDLE: MRS. VIEIRA RADIO TRACKING WITH HER TEAM. RIGHT: BEAUTIFUL OTWAY PARK NEAR EARTHWATCH CAMP.

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rs. Vieira is known in the school as an animal lover, and first grade students study Australia. Thus, she was a natural choice to study koalas in their home country.

Her post for this trip was a national park five hours outside of Melbourne, in the Cape Otway Koala Research Area.

There, she helped the Earthwatch team assess koala density. During a Skype session with the whole school, she said that her favorite part of the experience was holding a joey – although she said you had to be careful, because another participant was scratched by a young koala on accident. The work was emotionally challenging at times too. The scientists captured koalas and assessed them. If they were healthy, they were released. Those that were deemed unhealthy or suffering from starvation were euthanized. Sadly, a large majority of the koalas were not released (only six out of 320 captured in three days were released).

Mrs. Vieira explains that the current crisis in the koala population is due to overpopulation and the strong preference of koalas for a particular type of

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tree – Manna gum trees. She says, “Koalas, although quite cute, are not too clever. They won't leave their trees!” This is a problem, because the overpopulation has caused the trees to be stripped of their leaves.

Relocation was an option (with a predicted survival rate of 30%), but the government did not do it. Mrs. Vieira says, “Long range planning is important for proper wildlife management and sometimes the wrong people get involved, like the media and the politicians.”

Being away from her family and the school was hard for Mrs. Vieira, but she hopes that she has inspired some of her first graders to become scientists.

Upon her return, she was excited to share more of her experiences with her class and others at Harbor Day. Some day, she would love to return to the country.

“I would go back to Australia in a heart beat, such a big country and so much to see. It is a beautiful place.

I will definitely go back and try to spend more than two weeks there!”

You can see Mrs. Vieira’s blog at: HTTP://EARTHWATCHAUSTRALIA.BLOGSPOT.COM

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ABOVE: MRS. VIEIRA WATCHES ON AS A KOALA FINDS LEAVES AT THE END OF A BRANCH. BELOW: KOALAS HAVE STRIPPED ALL THE LEAVES OFF THE MANNA GUM TREES.

BEACON — FALL /WINTER 2013

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OUTDOOR EDVENTURES EXPLORING OURSELVES THROUGH OUR EXPERIENCES IN THE GREAT OUTDOORS ————— BY CHATOM ARKIN —————

F

ollowing a standard seventh grade tradition here at Harbor Day School, the seventh graders traveled to El Capitan State Park in early October as part of their Outdoor Education experience.

However, to say this trip mirrored any previous one would greatly undermine its uniqueness. First, this group was scheduled to venture into unknown Harbor Day lands, as the administration had procured a spot for the students at one of the Joshua Tree State Park campsites.

Well, our trip just so happened to coincide with day one of the government shut down, thus sending our group of excited outdoor students north instead of east. Additionally, in accordance with Harbor Day School’s character education program that focuses on six key “pillars” (trustworthiness, respect, responsibility, fairness, caring, and citizenship), the teachers asked the students to take 45-minutes each of the three days of the trip to sit in a serene meadow and reflect on the day’s happenings.

Some slept from exhaustion, some read to escape, and some wrote to capture their feelings. This great metacognitive experience for the kids culminated with a final day of reflection where a teacher simply asked for the kids to, “think of someone this week that has demonstrated PAGE 20

one or all of our pillars of character through his or her actions.” The amazing responses astounded the entire faculty, including the group of Naturalist leaders.

ONE STUDENT RECOGNIZED ANOTHER IN THE FOLLOWING WAY:

Respect

Zack Karro was very respectful during our time of reflection today because he respected the rules that were put forth at the beginning. He asked many kids to be quiet when they talked, thus respecting our teachers’ rules.

ANOTHER STUDENT RECOGNIZED A TEACHER:

Mr. Grogan,

You are an example of respect. From the moment I walked into your classroom, I felt just as respected by you as I do by my classmates. Thank you, Jedi G, for being such an amazing teacher.

Such wonderful reflections from such young kids demonstrate two things: One, Outdoor Education trips work in that they give students the time to enjoy themselves and their surroundings and their own thoughts. Two, these are some great kids. ■ BEACON — FALL / WINTER 2013

THANKSGIVING

PROGRAM

I

n keeping with the school-wide CHARACTER COUNTS℠ theme, students sang songs related to character like, “Character Tango!” The words perfectly reinforced the pillars of character that are being instilled throughout the school. Yet another song was called “Big Heart” and it talked about reaching out to others to give back. The closer for the program was a touching song called “Stop And Think.” It was a gentle reminder of all that we have and how precious our time is together. ■

BEACON — FALL /WINTER 2013

PAGE 21

PROFESSIONAL DEVELOPMENT ————— BY NOELLE BECKER —————

‘‘

‘‘JOHN HUNTER I STRIVE TO GET TO KNOW EACH ONE OF MY STUDENTS SO THAT THEY FEEL COMFORTABLE SHARING AND OPENING UP IN CLASS.

J

ohn Hunter, TEDTalks Presenter, creator of the World Peace Game, and focus of the documentary World Peace and Other 4TH Grade Achievements, conducted an intensive 2-day master class at Harbor Day School this past summer.

Nine teachers from Harbor Day attended along with 12 other teachers from as close as the greater Los Angeles area and as far away as Washington and Massachusetts.

The workshop lead teachers through a series of challenging questions and activities that allowed them to reflect, question, and reform their approach to their teaching method and classroom design. Mr. Hunter’s pedagogical approach forced the teachers to analyze old lessons and plan new ones that centered classrooms and schools on critical and creative thinking and collaboration. Teachers then took their new ideas and reworked curriculum based on the methodology behind Mr. Hunter’s World Peace Game, and they returned to their academic institutions ready and invigorated for the incoming class of energetic and malleable minds.

Harbor Day teachers who attended this master PAGE 22

class were able to implement some of Hunter’s teachings in their curriculum as soon as school began. Upper School English teacher Mr. Arkin had students create dioramas to illustrate their understanding of key ideas in the novel, The Giant Slayer, by Iain Lawrence. This forced each student to think critically and go beyond the story to understand what thoughts and feelings the author was trying to convey. English teacher Courtney Duke took a slightly different approach with her eighth grade students. “I really try to incorporate John Hunter’s methods for dealing with human beings in general. One message John Hunter reiterated was the fact that our ‘relationships with students [is the key] to teaching’. John Hunter also said, ‘If you can touch [the students’] hearts then the mind contacts more and grows deeper’. I strive to get to know each one of my students so that they feel comfortable sharing and opening up in class. In Writing Workshop, I write with my students and share my life stories with them. Then when they write, they are more apt to share their life stories with me.” Hunter’s concepts challenge and stretch the minds of students and teachers alike. ■ BEACON — FALL / WINTER 2013

‘‘

‘‘

ABOVE: THE HARBOR DAY CERT PROGRAM MEMBERS POSE FOR A PHOTO.

CERT IS ABOUT READINESS, PEOPLE HELPING PEOPLE, RESCUER SAFETY, AND DOING THE GREATEST GOOD FOR THE GREATEST NUMBER.

ewport Beach’s Community Emergency Response Team (CERT) has helped prepare 16 Harbor Day employees and and three current parents. By the spring, the school will have a total of 26 faculty and staff members fully CERT trained. The CERT program educates people about disaster preparedness in their local community.

People learn how to put out fires, to conduct proper search and rescue techniques, and to provide medical assistance. CERT is about readiness, people helping people, rescuer safety, and doing the greatest good for the greatest number. Harbor Day School’s Safety Coordinator Sylvanda Edwards, a trained EMT, was part of this course. “The course was excellent in that it provided a solid foundation in emergency preparedness, allowing one to know how best to prepare for and respond to a disaster.

It also empowers you to take action in assisting your neighbors and community at large should the worse occur and immediate first response persons aren’t available,” says Edwards. CERT volunteers are able to assist people in their neighborhoods or workplaces following a catastrophic event. This training is entirely voluntary, and Harbor Day School is the first school in the area to have such a large group of employees certified. ■

N

BEACON — FALL /WINTER 2013

TOP: TEACHER, FRANCESCA DRINO AND COMMUNITY PREPAREDNESS COORDINATOR FROM THE NEWPORT BEACH FIRE DEPARTMENT, MATT BRISBOIS. LEFT: FOURTH GRADE TEACHER MR. JEFF PETERS PUTS OUT SOME FIRES. ABOVE: DR. GREENWOOD LEARNS HOW TO PROPERLY DRESS A WOUND.

PAGE 23

Good Reads If you love reading like we do, you have to check out a few of these recommended books by our faculty and staff.

KATIE ROBINSON LATIN TEACHER —————————————————————

MCELDERRY BOOK OF GREEK MYTHS

BY ERIC KIMMEL (ILL PEP MONTSERRAT)

MYTHOLOGICAL CREATURES

BY LYNN CURLEE “My books are both on mythology and very similarly written and illustrated. I was inspired to purchase and read them by my own sixth graders who are so on fire about mythology. I had forgotten how relevant and alive these stories are! The myths explain why some things exist or how they came to be. Others are just wonderfully entertaining tales of adventure or romance. The illustrations in these books are also exceptional. The drawings are richly colored and boldly show me the very heart of each myth. They pull me deep into the stories.”

beautiful language. ‘I walk through the streets and enjoy listening to wild chatter in French, with the same level of understanding that one has hearing a row of sparrows crowded on a telephone line. Are these people really talking, or are they just singing to each other?’ I love reading books like this.”

WANDA NORDSTROM DEVELOPMENT COORDINATOR —————————————————————

TENDER IS THE NIGHT

BY F. SCOTT FITZGERALD “After reading the novel Z, the story of Zelda and F. Scott Fitzgerald’s tumultuous relationship, I became intrigued with the idea of reading more books by F. Scott Fitzgerald. Tender Is the Night is widely considered to be one of his finest works, and it’s unfortunate that he died before gaining the recognition he so desperately sought.”

CASSIE KETURAKIS KINDERGARTEN TEACHER —————————————————————

PARIS IN LOVE

BY ELOISA JAMES “While reading Paris In Love, I enjoyed the author's comments about the sounds of French on the streets, which is the same feeling I have whenever I hear this PAGE 24

BEACON — FALL/WINTER 2013

SUSAN JOHNSON UPPER SCHOOL ENGLISH TEACHER —————————————————————

NOELLE BECKER AUSTENLAND

THE LAST REPORT ON THE MIRACLES AT LITTLE NO HORSE

BY SHANNON HALE

BY LOUISE ERDRICH

DIRECTOR OF COMMUNICATIONS —————————————————————

“I enjoy reading books with a comic edge, and this book was funny and whimsical. It is a mix of 19th century romanticism and modern day fantasy all rolled into one. I definitely got wrapped up in the main character’s adventures in this semi-imaginary world. The main character leads a fast-paced life in modern day New York City. She is bequeathed a trip to a London resort for Austen-obsessed fans. She begins to play out her dream of meeting her Mr. Darcy, from the book Pride and Prejudice. During her stay she finds herself in many funny and awkward situations along the way.”

“Currently, I’m reading Louise Erdrich’s novel, The Last Report on the Miracles at Little No Horse. Lynette Vieira suggested it to me because she knew I would love the rich character descriptions and exquisite language that Erdrich uses. The story spans many years and centers around the life of an unusual Catholic priest, who serves the Objiwe people on a remote reservation in North Dakota. So far, I’m hooked and really enjoying it!”

MARY ANN MAILLOUX LIBRARIAN —————————————————————

CHATOM ARKIN UPPER SCHOOL ENGLISH TEACHER —————————————————————

THE FAULT IN OUR STARS

BY JOHN GREEN “John Green wrote The Fault in Our Stars, which is a young adult book about a 16-year-old fighting cancer.

Her parents force her to ‘join civilization’ by making her attend a support group where she meets the love of her life: another cancer patient who was an outstanding athlete and is now an amputee. The novel touches on deep concerns of people of all ages, but it especially resonates with youth because it asks essential and universal questions like, ‘will I be remembered, and if so, how,’ ‘will I fall in love, and will it be requited,’ and ‘who am I’? The novel is heartfelt, poignant, and hysterical.”

BEACON — FALL/WINTER 2013

LITTLE LESS THAN THE ANGELS

BY SISTER ANNETTE LANGENDERFER

WINTER GARDEN

BY KRISTIN HANNAH “My book is Little Less Than The Angels, written by my aunt, Sister Annette Langenderfer. It is a memoir of the Sisters of St. Francis forty years of ministry in Chiapas, Mexico. I am excited to finish it so I can talk to her about all of the adventures she had. What a brave, bold woman my aunt is!

My eBook is Winter Garden by Kristin Hannah, which is my book club's choice. It is a great book about motherhood set against the siege of Leningrad. It made me cry more than once! I love books, and I love my Kindle. It is a huge library of all my favorite books, right at my fingertips, that I can carry in my purse!”

PAGE 25

HARBOR DAY SCHOOL REFLECTS ON THE PASSING OF TWO BELOVED MEMBERS OF THE HDS FAMILY

IN MEMORIAM MR. GARY “SKI” SKWARCZYNSKI

MS. PAMELA JO BURKE

T

his year, Harbor Day School experienced the loss of two beloved educators. Even through these challenging times, the Harbor Day community has come together to form such a strong bond with one another. As we begin the healing process, let us remember the fond and humorous memories of these two great individuals.

Memories of Ms. Pamela Jo Burke…

“Most of you knew Pamela as her student, a parent, or a coworker. We are all so fortunate to have known her through these special relationships. I, however, knew Pam long before she was “Ms. Burke”. We met as freshman at Corona del Mar (CDM) High School in 1978, and it was there we became part of a larger group of close friends that still exists today. Our group included other 1978 Harbor Day School graduates Katrina Moiso Lamkin, Carol Griswold, Annie Williams, and Heather Robertson Stone. The great memories from our CDM days are too many to mention, but precious, old photos from that time in Pam’s life have resurfaced recently. As one can guess, Pam’s humor, wit, and beautiful smile are ever-present. After graduating from CDM, Pam and I both headed to USC and were roommates. Needless to say, Pam’s love of color dominated our room! We both pledged Kappa Alpha Theta along with Sheri Simpson Griffin (‘78) and entered college life. I remember us driving home to Newport with a bunch of pledge sisters for a weekend in Pam’s really cool grey VW Rabbit convertible singing The Clash. Being the “responsible” one, she was allowed to bring her car to school freshman year, while the rest of us were not. Pam was also with me when I first met my husband, Fenton. She was a terrific roommate and a dear friend to so many. When it came time to choose our majors, I bounced around a bit, but Pam just knew her calling; she wanted to be a teacher. And it was a perfect fit.”

— SHELLEY PORTER CAREY (’78)

PAGE 26

BEACON — FALL / WINTER 2013

“ Though I only had the chance to work with Pam for a short amount of time, I feel blessed to have had the opportunity.

My first memory of Pam took place during back carpool.

I walked out to see students draped all over her, all clamoring to get a hug. I laughed and said something to the effect of, “Wow, your students must really love you,” to which she grinned with the most beautiful smile and replied, “Oh, these aren’t even my students!” I will always cherish that memory because it really represented who Pam was; someone who loved kids and was loved in return.”

— COURTNEY DUKE

Memories of Mr. Gary “Ski” Skwarczynski… “ Mr. Ski. I still see him around these parts, memories so deeply ingrained that I can’t pass woodshop without feeling his presence. Closing my eyes, I can envision his determined figure bustling around campus, head down, smiling, and high-fiving when he saw a student, fellow faculty member, or parent. How he loved and how he was loved. That is his legacy.”

— WANDA NORDSTROM “ He treasured many things. His family always came first, but Harbor Day was part of his everyday life. He loved this place. He always told his students, “You are all miracles!” But Ski, you are the miracle. Rest in peace, friend! ” — JEFF PETERS “ I have so many great and crazy memories of Ski. He used to burst into the music room in the middle of my class trailed by a group of little kids. He’d lead them through my room while screeching, “I’m the best singer!” leaving all of us laughing as he ran out! He was funny, kind, capable, and always ready to help.... one of the finest people I’ve ever known. He was an easy guy to love.”

— JANET KEMPKE “ Ski left his mark with everyone he encountered. A few years ago, I brought my son to school with me and introduced him to Mr. Ski. Naturally, Ski made him feel special and was goofing off with him. A few weeks later, my son was asked to draw a picture of his family in preschool. There were five people in the picture. When I asked who the fifth person was, he said it was Mr. Ski.” — JAMES GAPP (’81)

BEACON — FALL /WINTER 2013

PAGE 27

LADIES’ EVENT 2013 CO-CHAIRS KAREN COOK AND BIANCA MOSSMAN HOSTED A FRESH, FUN, AND FABULOUS EVENT. SET AT THE NEWPORT BEACH CIVIC CENTER, THE LADIES OF HARBOR DAY SCHOOL ENJOYED SHOPPING, NIBBLING, AND MINGLING WITH GOOD FRIENDS. THE BEAUTIFUL WEATHER WAS A SPECIAL ADDED BONUS TO THE DAY. THIS RECORD-BREAKING EVENT RAISED OVER $95,000! ITEMS PURCHASED FROM THE GIVING TREE SUPPORTED TECHNOLOGY IN THE CLASSROOM, AS WELL AS GAMES AND ACTIVITIES FOR THE UPPER SCHOOL STUDENTS.

1

2 3

6

5

4 1. CO-CHAIRS KAREN COOK AND BIANCA MOSSMAN 2. STUDENT PORTRAITS 3. LOCAL SHOPPING VENDOR 4. REESA EMADI AND POONEH SHAKOORI 5. JOYCE-ANN MAHONEY (’91), KELLY BURKE, AND SALLY BARTZ (’87) 6. BIANCA MOSSMAN, DAN GREENWOOD, AND KAREN COOK 7. DEIRDRE LEWIS AND DEBRA MORTON (’81) 8. THE GIVING TREE 9. LISA BRIGGS AND MARCIE GARNER 10. BRANDY VALDEZ 11. STACIE COOPMAN-FRANEY, JENNIFER YOSHIDA, AND HEATHER PRATT PAGE 28

8 9

7

10

11 BEACON — FALL / WINTER 2013

SEAHAWKSNEWS ————— BY NOELLE BECKER —————

CHAMPIONSHIP WINNERS!

C

ongratulations to our Fifth Grade Girls’ Basketball, Sixth Grade Girls’ Basketball and Sixth Grade Boys’ Flag Football Teams on winning their championship games! Both the Seventh and Eighth Grade Girls’ Basketball Teams tied for 3rd going into the playoffs. They reached the semi-finals.

FIFTH GRADE GIRLS' BASKETBALL FINAL SCORE: 11-8 Team Roster: Shauna Bahri, Morgan Czepiel, Ashley Gehl, Lauren Gehl, Jenna McConnaughey, Jacqueline McNeill, Izzy Morin, Jean Wanlass. Coach – Mr. Chatom Arkin.

SIXTH GRADE GIRLS' BASKETBALL FINAL SCORE: 12-8 Team Roster: Malini Arora, Sophie Beador, Darcy Chung, Alana Karro, Marbella Marlo, Kate Miller, Macey Mullane, Kimaya Reddy, Linden Schmid, Isabelle Searles, Jillian Senk, Madison Seybold. Coach – Ms. Katie Leshinsky.

SIXTH GRADE BOYS’ FLAG FOOTBALL FINAL SCORE: 25-12 Team Roster: Chandler Airth, Nicolas Ayala, Luca Bacci, Sam Cohen, Richard Eusey, Simon Hall, Luke Hatfield, John Humphreys, Jack McKenna, Ben Miller, Rowdie Peets, Ryan Steinke, Reed Stemler, Matthew Strok, Daniel Towers, Geoffrey Von Der Ahe, Jeffrey Walbridge. Coaches – Mr. Mike Coleman, Mr. Jeff Peters.

COMMUNITY SPORTS

T

hird and Fourth Grade boys' community flag football team coached by Ethan Machado came out and dutifully represented Harbor Day School. They made it to the semi-finals.

Jack Cohen, Dylan Cormac, Will Duma, Jameson Dunn, Arya Emadi, Aiden Fischbein, Isabel Gomez, Gabriel Kern, Hutton Ledger, Kyle McConnaughey, Ross Muchnick, Jack Ressler, Luke Rosing, Blake Stern, John Tipton, Hudson Vaicek. ■

THE RESULTS ARE IN! THE CURRENT BLUE-GOLD SCORE IS . . .

BLUE 196 | GOLD 223 BEACON — FALL /WINTER 2013

PAGE 29

EVERY GIFT COUNTS! THE HARBOR DAY SCHOOL MISSION HARBOR DAY SCHOOL PROVIDES AN ACADEMICALLY CHALLENGING, WELLBALANCED EDUCATION IN A NURTURING, FAMILY-CENTERED ENVIRONMENT. OUR TRADITIONAL, YET INNOVATIVE, CURRICULUM DEVELOPS EAGER, CONFIDENT LEARNERS WHO THINK CREATIVELY AND WORK COLLABORATIVELY. DEVELOPING SELF-RELIANCE, BUILDING STRONG MORAL CHARACTER, AND ENCOURAGING SOCIAL RESPONSIBILITY ARE HALLMARKS OF A HARBOR DAY EDUCATION.

THANK YOU to all who have already contributed to this year’s ANNUAL FUND! To date we have raised $520,416, and we are currently at 53% Parent Participation.

If you have yet to give, we hope that you will consider helping us reach 100% parent participation by the 100th day of school, February 25, 2014! We can't thank you enough for your consideration and participation. Our Board of Trustees, Parent Council, faculty and staff have committed 100% and shown their support already! Please join us as we push forward to achieve this goal!

2013-14 ANNUAL FUND LEGACY CIRCLE Mr. and Mrs. Stephen Fry Mr. and Mrs. Lance Jordan

HEADMASTERS’ CIRCLE Mr. and Mrs. Alen Airth Mr. and Mrs. Jeffrey Frieden

FOUNDERS’ CIRCLE Drs. Arash Aftabi and Farnoush Fadavi Mr. and Mrs. Todd Anderson Mr. and Mrs. Philip Cohen Mr. and Mrs. Rob Cohen Mr. and Mrs. Michael Cudzil Dr. and Mrs. Jeffrey Deckey Mr. Jeff Gehl Mr. and Mrs. Ryan Mahoney Joyce-Ann Bishop Mahoney (’91)

Jacqueline Badger Mars 2009 Charitable Lead Trust Graysen and Chandler Airth

Mr. and Mrs. Joseph Ueberroth

EDUCATORS’ CIRCLE Mr. and Mrs. Steven Briggs Mr. and Mrs. Scott Brooks Mr. and Mrs. Paul Casey Mr. Michael Cavner and Mrs. Sarah Hussain

PAGE 30

Mr. Mark Czepiel and Ms. Amy Marie Paul Mr. and Mrs. Jerry Dietrick Mr. and Mrs. Hirad Emadi Dr. and Mrs. Sanjay Grover Mr. and Mrs. Jason Krotts Mr. and Mrs. Cosmas Lykos Mr. and Mrs. JD Montgomery Mr. and Mrs. David Mossman Mr. and Mrs. Chad Peets Mr. and Mrs. Reza Shakoori Mr. and Mrs. Peter Shea Lily and Peter Shea

Mr. and Mrs. Daniel Sonenshine (’87) Mr. and Mrs. Gary Vaughan Mr. and Mrs. Geoffrey Von Der Ahe Mr. and Mrs. Jeffrey Walbridge Mr. and Mrs. James Warmington, Jr.

HARBOR CIRCLE Mr. and Mrs. Jim Abbott Anonymous Ms. Kelly Burke Mr. and Mrs. Henry Chung Edward and Karen Cook Mr. Drew Devine (’88) The Devine Family Mr. and Mrs. Kent Elliott ('84) Mr. and Mrs. Carter Ewing Mr. and Mrs. Ben Francois Mr. and Mrs. Kavous Gitibin Mr. Matt Hill and Mrs. Alle Tithof-Hill

Mr. and Mrs. Timothy Howell Mr. and Mrs. Daniel Kern Mr. and Mrs. Emery Ledger Mrs. Deirdre Lewis Mr. and Mrs. Robert Lewis Mr. and Mrs. Christopher Massey Mr. and Mrs. David Mead Mr. and Mrs. Robert Montgomery Leslie Cashion Montgomery (’84)

Mrs. Debra Devine Morton (’81) Mr. Steven Nataupsky and Ms. Nicole Whyte Mr. and Mrs. Ole Nielsen The O Hill Family Dr. Ledford Powell Mr. Christopher Rodriguez Mr. and Mrs. Reza Rofougaran Mr. and Mrs. Charles Ruck Mr. and Mrs. Robert Searles Mr. and Mrs. Peter Shea, Jr. Mr. and Mrs. Scott Shean Mr. Stephen Thorp and Dr. Stephanie Thorp Mr. Bradley and Dr. Cara Todd Dr. and Mrs. David Wirta

SEAHAWK CIRCLE Mr. and Mrs. Peter Bacci Mr. and Mrs. Phil Belling Shelley Garner Belling (’75)

Mr. and Mrs. Jason Bryden Mr. and Mrs. Nicholas Busick

Mr. and Mrs. Ryan Decker Mr. and Mrs. Michael Fawaz Ms. Debbie Fogel Mr. Connor Johnston ('13) Ms. Sydney Johnston ('16) Drs. Doug and Gigi McConnaughey Mr. and Mrs. Mike McNeill Mr. Ashok Tripathi and Ms. Sheila Swaroop Mrs. Susan Welton Stella, Everett and Quinn Welton

Mr. and Mrs. Jamie Yoshida

BLUE-GOLD CIRCLE Mr. and Mrs. Arash Anvaripour Bank of America Mr. and Mrs. Aaron Bartz Sally Peckenpaugh Bartz (’87)

Dr. and Mrs. Damien Bates Mr. and Mrs. Mark Beder Mr. and Mrs. Ben Blatz Diana Gaede Blatz (’77)

Ms. Julia Blatz (’13) Mr. and Mrs. Paul Bruno Mr. and Mrs. Ryan Callaghan ('90) Kelly Christeson Callaghan ('93)

Mr. and Mrs. John Cashion Tessa and Kate Montgomery

Mr. and Mrs. Angelo Cuneo Mr. and Mrs. Tom Davin The Duma Family

BEACON — FALL / WINTER 2013

Mrs. Patricia Gehl Lauren and Ashley Gehl

Mr. and Mrs. Doug Gottlieb Mr. and Mrs. Mark Harrison ('82) Mr. and Mrs. Bobby Hatfield, Jr. Kristen Coleman Hatfield ('88)

Mr. and Mrs. Bradley Humphreys Mr. and Mrs. Robert Keller Mr. and Mrs. Jack King Dr. Ryan Klein (’83) Dr. and Mrs. William Klein Gavin, Carter, Jensen and Nolan Klein

Mr. and Mrs. Ron Lane Dillon and Max Lane Mr. and Mrs. Jeff Majit Mr. and Mrs. Steve Manolis Jack Cudzil

Mr. and Mrs. Lance Miller Mr. and Mrs. Bahram Mirhashemi Mr. and Mrs. G. W. Mix Mr. and Mrs. Robert Montgomery Tessa and Kate Montgomery

Mr. and Mrs. Peter Morin Mr. Donald Morrow and Ms. Judy Johnson Ms. Alexa Muchnick (’21) Mr. Sean Niknafs and Dr. Sima Mirhashemi Dr. Edward Park Mr. and Mrs. Rob Pickell Mr. and Mrs. Matt Piercey Dr. and Mrs. Ramin Pirnazar Mr. Ryan and Dr. Heather Pratt Mr. and Mrs. John Prichard Mr. Prakash Sakraney and Cynthia Schwarz Sakraney ('75)

Mr. and Mrs. Johnny Schillereff Mr. and Mrs. Alex Stamires (’86) Mr. and Mrs. Brian Stern Target Foundation Mr. J. P. Ueberroth ('18) Mr. Matthew Ueberroth ('15) Mr. William Ueberroth ('13) Dr. and Mrs. Arnold Valdez Mr. and Mrs. Thomas Von Der Ahe Luke, Will, Katherine and Geoffrey Von Der Ahe

Mr. and Mrs. Alex Vorobieff Mr. Kristofer Wilks (’88)

FRIENDS Ms. Maddy Abbott ('11) Ms. Tess Alexander (’11) Mr. and Mrs. Dennis Bear Chandler and Presley Green

Mr. Michael Bear (’05) Ms. Blair Belling (‘03) Ms. Charlotte Belling (’08) Mrs. Patricia Bierlein and Mrs. Patrick Sellenraad Elliott Connolly

Mr. Bobby Briggs ('12) Mrs. Dolly Briggs Tess and Peter Emmel

BEACON — FALL /WINTER 2013

Mr. and Mrs. Ted Carpenter Jake and Reese Simkins

Mr. and Mrs. Tom Chen Ms. Summer Christensen (’13) Ms. Nicolette Cochran (’06) Mr. and Mrs. Stephen Cross Logan Fenner

Mr. Stephen Davenport Christina Davenport

Catherine, Emma and Rowdie Peets

Mr. and Mrs. Herbert Porter Tess and Peter Emmel

Mr. Hamilton Randle (’08) Ms. Kate Randle (’06) Dr. and Mrs. James Rich Carson and Peyton Webb

Mr. Andrew Dialynas (’02) Ms. Christina Dialynas (’05) Mr. Thomas Dialynas (’04) Mr. and Mrs. Matthew Duke Mr. and Mrs. Drew Emmel Christine Porter Emmel ('80)

Ms. Grace Emmel (’11) Mr. Ross Evans (’06) Mr. and Mrs. Read Fenner Fluor Foundation Matching Gift Program Mr. and Mrs. John Fowler John, Chloe and Ava Elliott

Ms. Hayden Furey (’06) GE Foundation Matching Gifts Program Mr. and Mrs. James Gapp (’81) Mrs. Cecile Geary Charlie and Danny Geary

Mr. and Mrs. Robert Getter Mrs. Mary Gleeson Paiton Gleeson

Mr. and Mrs. Todd Godfrey Dr. and Mrs. Sarv Grover Dillan, Davin and Karina Grover

Mr. and Mrs. Jeff Hammond Mr. and Mrs. Robert Hermanns Sofia Stamires

Mr. and Mrs. Gregory Richardson Mr. and Mrs. Michael Riddlesperger Drs. Jose Roque and Jessica Hung-Roque Mr. and Mrs. Myron Rosenbaum Alana and Zackery Karro

Mr. Kavi Sakraney ('10) Ms. Natasha Sakraney ('08) Mr. and Mrs. John Sanders Kate and Ragan Angeloff

Mrs. Laurie Vibert Schofield (’68) Mr. and Mrs. Richard Sebastian Mr. and Mrs. Ben Seybold Ms. Shelley Smith (’01) Mr. and Mrs. Gary Specter Mr. and Mrs. John Stomber Mr. Bradley Stone (’01) Mr. Clayton Stone (’99) Mr. Greg Stone (’04) Mr. Scott Stone (’08) Dr. and Mrs. Richard Taketa Mr. Rick Taketa (’86) Mrs. Sally Taketa Caroline Taketa

Mrs. Rosalee Tithof Berlin Hill

Dr. and Mrs. Shambhu Tripathi Sonali Tripathi

Mr. and Mrs. John Howting, Jr. Mr. and Mrs. Sean Johnson Susan Ihrke Johnson

Mr. Rowdie Peets ('16) Mr. and Mrs. Terry Peets

(’88)

Mr. and Mrs. Wayne Karro Mr. and Mrs. Brendon Kensel Mr. and Mrs. Hudson Kensel Braden and Lauren Kensel

Drs. Russell Klein (’80) and Nicole Nelson Mr. and Mrs. Kambiz Mahdi Mr. and Mrs. Paul Margolis Owen Majit

Ms. Meagan McCullough (‘02) Ms. Halland McKenna (’11) Mr. Hutton McKenna (’08) Drs. Sean Mohtashami and Samira Houshiar Mr. T. J. Morton (’13) Mr. and Mrs. Michael Mullane Mrs. Corinne Muller Ellena Reposa

Mr. and Mrs. Jacob Neushul Mr. Jerry Nourse and Dr. Sherri Worth-Nourse Mr. and Mrs. Brian Oliphant Ms. Catherine Peets ('20) Ms. Emma Peets ('17)

Mr. Rod Turner ('77) Mr. and Mrs. Justin Vaicek Melissa Ingold Vaicek (’85) Mr. and Mrs. Gordon Wanlass ('78) Mr. and Mrs. William Warden Mr. and Mrs. Michael Webb Amy Rich Webb (’85)

Mr. Maxwell Weinberg (’08) Mr. and Mrs. Chris Williams Payton Williams

Mr. Justin Wilson (’06) Ms. Kate Wilson (’03)

HDS FACULTY AND STAFF Dr. Daniel R. Greenwood Mr. Chatom Arkin Mrs. Noelle Becker Mrs. Diane Bjelland Mrs. Carole Blake Mr. Rudy Camarena Mrs. Kellye Cambare Mrs. Violeta Cambra Mrs. Joan Coleman Luke and Brady Hatfield

Mr. Mike and Mrs. Pam Coleman

Mrs. Amelia Cortez Ms. Francesca Drino (’95) Ms. Cara Ducey Mrs. Courtney Duke Ms. Sylvanda Edwards Mrs. Jennifer Fenner Mrs. Anne Foodym Mr. James Gapp (’81) Mrs. Jackie Graham Mr. Jon Grogan Mrs. Stacey Hammond Ms. Casey Hogan Mrs. Pat Huff Mrs. Susan Ihrke Johnson (’88) Mrs. Janet Kempke Mrs. Cassie Keturakis Ms. Katie Leshinsky Mrs. Carole Kredel-Lytle Mrs. Mary Ann Mailloux Mr. Matt and Mrs. Christina Mauser Mrs. Marilou McCarty Mrs. Karen Polkingharn Meier (’79) Mrs. Debra Devine Morton (’81) Mrs. Melissa Mullane Mrs. Marti Murphy Mrs. Mary Nemeth Mrs. Wanda Nordstrom Mrs. Sarah Oliphant Mr. Isidro Panuco Mr. Lorenzo Panuco Mrs. Melissa Perez Mr. Jeff Peters Mrs. Faith Pickett Mrs. Meera Ratnesar Mrs. Alexa Reddin Mr. Jean-Paul Rimlinger Mrs. Katie Robinson Mrs. Kristin Rowe Dr. Sean Rowe (’86) Mrs. Siouxzie Salisbury Ms. Terra Shirvanian Mrs. Marie-France Smith Mrs. Erin Stephens Mr. Mac Stephens Mrs. Meggen Stockstill Mrs. Lynette Vieira Mrs. Alivia Mazura Williams (’99) Mrs. Hannah Wright Mrs. Leslie Yagar Ms. Courtney Zarrilli (’92) Ms. Amy Zucker ——————————————————––––––––—— This list reflects all gifts or pledges received as of December 2, 2013

100% 100

annual fund

2013 – 2014 % 100 challenge: PARTICIPATION IN 100 DAYS! LET US HONOR AND SUPPORT OUR HDS COMMUNITY IN THIS WONDERFUL WAY!

PAGE 31

TICKETS ON SALE NOW! RING BENEF P S S IT D H

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MARCH 15, 2014 2014 SPONSORSHIP OPPORTUNITIES ROCKSTAR ★ $3,000.00+

2 Tickets to “HARBOR DAY ROCKS” 10 Opportunity Tickets T-shirts for your children who currently attend HDS

PROMOTOR ★ $2,000.00

2 Tickets to “HARBOR DAY ROCKS” 5 Opportunity Tickets T-shirts for your children who currently attend HDS

BAND MANAGER ★ $1,000.00

2 Tickets to “HARBOR DAY ROCKS” T-shirts for your children who currently attend HDS

ROADIE ★ $500.00

SPONSOR ★ $150.00

Give our teachers a rocking good time at $150 a head

GENERAL ADMISSION ★ $150.00 *If you are interested in donating items to our Live and/or Silent Auction, Please contact Event Chair, Cari Peets at caripeets@mac.com or Kim Krotts, Acquisitions Chair at kpkrotts@me.com TO SECURE YOUR SPONSORSHIP PLEASE VISIT

hdsspringbenefit★com

1 Ticket to “HARBOR DAY ROCKS” T-shirts for your children who currently attend HDS

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