Beacon Fall Winter 2016 by Harbor Day

HARBOR D DAY AY SCHOOL 3443 P PACIFIC ACIFIC VIEW DRIVE, C CORONA ORONA DEL MAR, CALIFORNIA CALIFORNIA 92625 92625 | HARBORDAY.ORG HARBORDAY.ORG | FALL/WINTER FALL/WINTER 2016 20 16

STUDENT-LED LEARNING. . . . . . . . . . . . . . . . . . . . PAGE 04

DA TIM

PROJECT POPPY. . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 1 0

ATHLETICS — PLAYING THE LONG GAME. . . . . . . PAGE 08

Contents

R DAY S C H O

FEATURES

SINGAPORE MATH ROUNDTABLE. . . . . . . . . . . . . . PAGE 1 2

M AD SU

INTERIM HEAD OF SCHOOL

MUSICAL YOUTH. . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 1 4

Angi Evans (’75) TOGETHER WE CHANGE THE WORLD. . . . . . . . . . PAGE 1 6

DIRECTOR OF COMMUNICATIONS

Noelle Becker

FISH TO FOOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 1 7

DIRECTOR OF ALUMNI RELATIONS ALUMNI SPOTLIGHT. . . . . . . . . . . . . . . . . . . . . . . . . PAGE 1 8

Deb Morton ('81) WRITERS

IN THIS ISSUE

Noelle Becker Isabel Gomez Nicole Nelson Deb Morton Moujan Walkow

A MESSAGE FROM THE INTERIM HEAD. . . . . . . . . PAGE 03 FAMILY TIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 1 9 STUDENT NOTABLES. . . . . . . . . . . . . . . . . . . . . PAGE 20-21

EDITORS

Noelle Becker Pamela Mather Deb Morton Moujan Walkow

HOLIDAY PROGRAMS. . . . . . . . . . . . . . . . . . . . . PAGE 22-23 FALL BENEFIT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 24 IMAGINATION CELEBRATION. . . . . . . . . . . . . . . . . PAGE 25

DESIGN CLASS NOTES. . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 26-33

Eric Neuner | RPIstudios Maxwell Taylor Stroud | RPIstudios

ALUMNI GATHERINGS. . . . . . . . . . . . . . . . . . . . . . . PAGE 34

PRINTING ALUMNI ADVISORY COUNCIL. . . . . . . . . . . . . . . . . PAGE 36

Rosemont Press, Inc.

IN MEMORIAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 37

—————————————————————

ANNUAL FUND. . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 38-39

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.

A Message from the Interim Head of School BY ANGI EVANS

arbor Day School alumni demonstrate that leadership is learned, practiced, manifested, and shared in a cycle that often begins and returns to the Harbor Day community. Our students start developing their leadership tools in kindergarten as they learn to communicate and build self-confidence. Experiences in activities as varied as athletics, stage performances, Harkness conversations, group projects, and outdoor education trips grow leadership skills in our students over their tenure at HDS. We tell our eighth graders that they are the “leaders of the school.” We expect all Harbor Day eighth graders to lead their Harbor Day School family meetings, to partner with their classmates to plan and implement Upper School morning meetings, and to behave as role models for their younger schoolmates.

often think that while we encourage and teach leadership all over our campus, our library is where we incubate many of our leaders. Studies of leaders show that leaders are readers. Famously, Abraham Lincoln read a book a day, Steve Jobs read poet William Blake, and Indira Gandhi loved reading history. Having our library open and in the middle of our school means that our students typically make at least one pilgrimage daily either through or to the library. We nurture readers, and future leaders, by physically holding reading at the center of our school.

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ur alumni often strengthen their leadership skills at high school and college through experiences in clubs, on teams, and in the classroom. Knowing how to speak to adults and organize groups, they are respected in their classes for their self-advocacy and their efficacy in organizing and completing group projects. They often run for elected offices on their campuses. Many of our senior Harbor Day high school and college alumni bring newer alumni under their wings by helping them enter their new schools and get involved in school activities.

ully formed as leaders, many HDS alumni work their way into leadership positions in their professional worlds. It is here that they most often circle back to HDS. Many alumni return to participate in the Alumni Networking Event, speak to groups of students as an Alumni of the Year, help initiate a new program, such as Stephanie Argyros Gehl (‘84) bringing the We Schools program to HDS, and even lead as an administrator like Susan Johnson (‘88) and me (‘75). Harbor Day School takes pride in growing leaders. ■

STUDENT-LED

LEARNING BY MOUJAN WALKOW

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t is an ordinary Friday in Chatom Arkin’s eighth grade literature class. The students come into class, settle into their seats around a large oval table, and Mr. Arkin asks them to begin discussing an article in Time magazine on the purported dangers of online gaming. The students had been asked to dissect the article and assume the role of “devil’s advocate” to the author’s position on the issue. A kind of magic unfolds: the students immediately proceed to have a conversation that they basically moderate on their own with little intervention from Mr. Arkin. The students begin analyzing the author’s choice of words, anecdotes, use of generalizations, implications, and proof or lack thereof. One student begins the discussion by pointing out the lack of citations or reliability for the purported “facts” in the article; another student follows up with her detection of the author’s cultural stereotypes; another student points out the author’s use of exaggerated or aggressive anecdotes to “prove” his position. No one raises a hand to speak. An organic, in-depth discussion continues as students listen to one another, ask one another questions, and link thoughts without interrupting one another. That is the Harkness Method in action. Here at Harbor Day School, when we say we use the Harkness method, we really are referring to a way of learning. We believe students learn best when they collaborate, share, and discover through discussions with other students with different ideas, approaches, and perspectives. The Harkness method, in short, prepares our students for life, as it requires the courage and ability to listen carefully, think critically, speak respectfully, accept and utilize new ideas and knowledge, and empower one another in the process. These abilities translate to superior reasoning and communication skills— skills that are so very critical in today’s competitive markets. Equally important is the development of a true love for learning that students acquire through the wonderful experience of human interaction.

THE HISTORY OF HARKNESS

n 1930, philanthropist Edward Harkness requested that a donation he had made to Phillips Exeter Academy be used to develop a new way of teaching and learning. He wanted to eradicate or minimize the traditional pedagogy of teacher-led lectures, because he did not believe that was an effective method of conveying knowledge to each student in the class. Instead, he proposed the construction of oval tables around which students and teachers could sit and where teaching could be done by way of a tutorial or conference method. In this way, students and teachers would be made equal: they would sit at the same height and could see one another from any seat at the table. His method would place the students as the driving force of their own learning.

LEFT: MR. ARKIN (CENTER) SHARES A LAUGH WITH HIS LITERATURE STUDENTS DURING A HARKNESS DISCUSSION.

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AN EXAMPLE OF A HOLISTIC CONVERSATION-TRACKING DIAGRAM DURING A HARKNESS DISCUSSION.

Mr. Harkness’s goal was to allow every student, even those who were not at the top of the class, to feel encouraged to speak up and to present his or her difficulties. His dream was to give every student the opportunity to reach academic success. It is unlikely, however, that he could have predicted that 85 years later, his method would be changing pedagogy and profoundly impacting students nationwide, including at Harbor Day School. Today, Exeter offers seven on-campus conferences for teachers, allowing them to sit in on summer classes and learn best practices in implementing a discussionbased pedagogy. Last year, according to The Exeter Bulletin, 139 independent schools, 70 public schools, and 16 countries (as far as Australia, China, Paraguay, and Turkey) sent representatives to Exeter. Harbor Day teachers of various subject matters have been participating in such conferences since 2010.

even the exact content of the lesson. When Mrs. Johnson taught English Literature, her students would come to the table after reading a story or thinking about a theme and be prepared to present discussion questions. During the discussion, “the students really would focus on listening to each other so it would become a more organic discussion,” says Mrs. Johnson. Thus, the Harkness method requires the students not only to prepare in advance for the discussion but also to completely engage in the moment. In this way, the students are not passively listening; they are actively engaging in discourse and therefore truly digesting the material. “The Harkness method helps me to know the material because everyone shares their knowledge and we learn from one another,” says eighth grader Kyle Mix. Just as important as speaking up at the Harkness table, however, is drawing out others around you. Students are encouraged to allow their peers to finish phrasing a question or developing an idea before jumping in. They are encouraged to wait a few moments before responding to what the last student said, and to begin their contribution by repeating part of what the previous student said. “I think it’s a cool way to learn what others’ opinions and perspectives are,” says Kyle. “Everyone has something to share,” agrees eighth grader Maddy Seybold. While this method of learning initially can be frustrating for some students, over the course of the academic year, listening skills become more acute as every student realizes the importance that listening plays in a meaningful discussion. By honing their

communication skills, students glean points from discussions that they would not have necessarily gotten from a teacher-led lecture. As Mrs. Johnson observes, “Students are so engaged; they have to be, and can’t hide. [They] have to think critically and think from an alternative point of view, instead of thinking about the answer the teacher wants to hear. This method truly becomes multi-dimensional and student-centered.” This method also fosters the ability to make connections across curriculum. “I love when students make connections between what they are reading and what they have already learned in social studies or science classes. That is a really sophisticated way to analyze something at the middle school level, yet it really comes out in this method,” explains Mrs. Johnson. HARKNESS CROSS-CURRICULUM

s at Exeter, the Harkness method continues to evolve at Harbor Day. Each department adapts the method in a way that fits its curriculum. In math classes, teachers are pioneering ways to present problems in a collaborative framework. In science, teachers are finding ways to fit the Harkness method into a lab setting. In 2012, Meggen Stockstill attended a mathematics course at Exeter, where all the concepts were taught using problembased learning rather than lecture. Her experience caused her to rethink how she could teach Algebra to her students. “The method is different than in

THE PARADIGM SHIFT

s Director of Upper School Susan Johnson explains, the Harkness method creates a “paradigm shift” where the teacher is a “neutral observer.” Students take primary responsibility for driving the lesson forward, asking and answering one another’s questions, and constructing their own understanding of the topic. Teachers may sometimes step in to ask questions, redirect errant discussions, or provide some clarification, but they do not dictate the pacing, interpersonal dynamics, or sometimes

MS. PHAN’S SEVENTH GRADE LITERATURE CLASS DISCUSSES A NON-FICTION ARTICLE.

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”

I love when students make connections between what they are reading and what they have already learned in social studies or science classes. That is a really sophisticated way to analyze something at the middle school level, yet it really comes out in this method.

”

literature classes, where the discussion may be entirely student-led,” explains Mrs. Stockstill. However, the use of problem-based learning still creates a paradigm shift where the focus is student collaboration. As Mrs. Stockstill explains, “Problem-based learning is a pedagogical technique where the discussion of problems leads to new skills and knowledge. So the problem sets the students do as homework often require them to develop solution strategies (alone or collaboratively) without a ‘roadmap’ or ‘recipe’. The goal is help the students become better problem solvers and to develop their ability to think critically, creatively, and collaboratively. Students are encouraged (and expected) to communicate their reasoning and understanding in mathematics and to attack mathematical problems with persistence and patience.” Mrs. Stockstill recognizes that the discussions that occur at the table, in both algebra and geometry, give the students an opportunity to explain and defend their mathematical reasoning. She explains that “in both classes, students share multiple methods for solving problems (or doing a geometric proof), and in this way they develop a deeper understanding of the concepts.” By realizing there is more than one way to solve a problem, students feel empowered and consequently, more confident. “The added benefit of collaborative learning is that no student feels like she is on an island,” explains Mrs. Stockstill. Students who may be struggling can seek assistance from their peers; top students can help others who don’t yet understand. Similarly, the Harkness method is finding its way in science classes. New to Harbor Day and the Harkness method, science teacher Deniz Beal attended a Harkness conference at Exeter in June, and has been implementing student-led

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ALGEBRA STUDENTS WORK TOGETHER TACKLING A CHALLENGING ALGEBRAIC EQUATION.

learning in her science classes. Mrs. Beal explains that the method “relates so well to science because it is something we naturally do in science – it’s all about collaboration.” For example, her eighth grade students were asked to come up with ways to teach different concepts to the class and to create demonstrations that would illustrate the concepts. “The lesson was completely in their hands; they got so much out of that over a teacher-directed lecture where they take notes,” explains Mrs. Beal. “In this way, the students internalized and connected with the material instead of merely memorizing the information,” Mrs. Beal adds, enthusiastically. Mrs. Beal observes that often the students’ discussion of a concept leads to the discovery of the answer. “As a teacher, you have to let go,” she explains. As Mrs. Beal reflects, “Authentic learning

happens because they are not just taking what the teacher wants them to say or expects them to do; they are finding it on their own, which is what scientists do in the field.” BENEFITS OF COLLABORATIVE LEARNING OUTSIDE THE CLASSROOM

he Harkness method fosters a sense of collaboration and encouragement that continues when class is over. When visiting Harbor Day, one finds in every setting – be it the classroom, the library, the halls, or outdoor spaces – students and teachers engaged in an authentic willingness to give and receive information, share and challenge ideas, and build something together even when there is disagreement. This is because Harbor Day’s education focuses not only on teaching what to know but also on learning how to think. Thus, students do not operate merely as audience members listening to information conveyed to them; rather, they are deemed explorers to discover the world in which they live. By connecting to others and reflecting upon information, they can comprehend complex ideas more fully. Every discussion, then, becomes an opportunity to take an interest, take responsibility, and make things happen. ■

SEAHAWKSNEWS PLAYING THE LONG GAME

success

BY ISABEL GOMEZ

suc *cess | [sek’ses] | noun: the accomplishment of an aim or purpose

o have that many victories in one season is incredible. For most people, Harbor Day’s fall sports results are the definition of success. After all, we won, didn’t we? But if you were to ask Physical Education teachers Mr. and Mrs. Coleman what their definition of success is, you might be surprised by how much deeper it goes.

t is not by mistake that the HDS Character Pillar banners hang in the gym alongside our championship banners. All of the pillars (CARING, CITIZENSHIP, FAIRNESS, RESPECT, RESPONSIBILITY, and TRUSTWORTHINESS) are developed

in some way in Physical Education [P.E.] and after-school sports. According to Mrs. Coleman, “it’s all about the pillars – the pillars are pervasive throughout our program.”

rom right at the beginning of a Harbor Day student’s experience (even in kindergarten testing!), P.E. is an important part of the curriculum. It is a place where students learn new skills (like jump roping and throwing/ catching), make new friends, and have fun. But two of the most important lessons that Mr. and Mrs. Coleman teach the younger HDS students are to try their hardest and to persevere. According to Mr. Coleman, “We want [students] to try to do their best. It doesn’t matter what the skill or activity is; we want them to work and improve.” Mrs. Coleman is also thinking about more than just the athletic skills of her young students. She wants students “to be able to stick to it and persevere [because] this is an important skill that students will use for their whole lives.”

n addition to learning to try their hardest and persevere, Harbor Day P.E. students and athletes learn important people skills. According to Mr. Coleman, “There’s so much interaction between people no matter what the activity is. A lot of life skills, communication, working together, and collaboration come out in P.E.” For example, when we play “capture the balls,” team handball, or volleyball, students work together to strategize and support one another. In “capture the balls,” one person might create a distraction so the other person can grab a ball and win a point. In volleyball, we depend on one another to set up a play and hopefully get a spike over the net. This requires communication, trust, and teamwork. “It’s a contest, but that’s not the most important thing. The interaction between the people is more important,” according to Mr. Coleman.

verybody loves to win, of course. But at the end of the day, who you are is more important than winning. With that in mind, the Harbor Day program places a strong emphasis on sportsmanship. But being a good sport does not just come naturally. According to Mrs. Coleman, a student “has to be taught to be a good sport” just like he

or she is taught reading or math or any other subject. And to Mr. Coleman, being ‘‘a good representative of the school, a good sport, and being respectful of others for their ability level is more important than winning a championship.”

arbor Day is a school of tradition. Sports and competition are a big part of the Harbor Day experience. After all, one of the most fun things for alumni is to come back to school for the Turkey Bowl and the spring Blue/Gold Track Meet. Still, the Colemans are always finding a way to make things better and put a twist on the curriculum. Now, eighth grade students can pick electives such as unicycling, yoga, and (hopefully soon!) rock climbing.

y teaching kids to work hard, persevere, develop people skills, be good sports, and be part of the HDS tradition, Mr. and Mrs. Coleman are playing “the long game” of preparing kids for life. But a few nice championship wins doesn’t hurt either!

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If you have been following the news from Harbor Day School, you know that we recently won five more championships to add to our banners in the Blass Gymnasium:

1. 7TH GRADE BOYS’ VOLLEYBALL LED BY COACH (MRS.) COLEMAN AND COACH STORY

2. 6TH GRADE BOYS’ FLAG FOOTBALL LED BY COACH PETERS AND COACH (MR.) COLEMAN

3. 6TH GRADE BOYS’ FLAG FOOTBALL LED BY COACH GROGAN AND COACH (MR.) COLEMAN

4. 6TH GRADE GIRLS’ BASKETBALL LED BY COACH ARKIN

5. 5TH GRADE GIRLS’ BASKETBALL LED BY COACH DUCEY 4

THE RESULTS ARE IN! AS OF MARCH 1, 2016, THE CURRENT BLUE-GOLD SCORE IS ...

BLUE 462 | GOLD 508 BEACON FALL/WINTER 2016

PROJECT POPPY BY NOELLE BECKER

he concept is simple: enhance students’ understanding of California native plants through science and art. It was an idea that sparked Leslie Yagar’s interest last summer after she noticed that the garden outside her art classroom had been removed. This blank canvas was in need of some landscape inspiration. At the same time, an opportunity surfaced for Harbor Day teachers to collaborate and receive a grant for a STEAM (Science, Technology, Engineering, Arts, Math)-based project. This endeavor allowed an unlikely pairing between art and science to blossom. After meeting with lower school science teacher, Pat Huff, a vision for this space took form almost immediately. The two set out to conduct research on local native plants. A plan was constructed and the grant was offered for these two disciplines to create a California Native Garden. A THIRD GRADE FOCUS

arbor Day’s third grade students delved deep into the project since their curriculum focuses on botany. In the fall, students spent time learning the unique role that native plants play in the ecosystem. “A new ecosystem will be established once the native plants come in,” says Mrs. Huff. The students made a real connection with nature on the Harbor Day School campus. The first step to making those connections is planting seeds. First and third grade students planted native California Poppy and Tidy Tips seeds once the weather cooled in the fall.

“They learned about native plants in our Southern California environment and the importance of planting drought-tolerant plants. They also learned about water conservation,” says Mrs. Yagar. Third grade students not only made connections on a scientific level but on an artistic one. Through discovery, they learned the significance of botanical illustration through lessons in art class. “They learned how art and botany go hand-in-hand,” says Mrs. Yagar. Students spend time in art class understanding the historical significance of botanical illustration. They studied the works of artist Beatrix Potter and how nature is

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a source of inspiration for many artists. The outcome for these students is to recognize how art is used as a vehicle to educate people about the environment. Students continued to monitor and chart the growth of their plants into the winter months. In the wake of El Niño, students will measure how climate conditions affect plant growth. Students are looking forward to seeing the growth progress of these native plants once spring arrives.

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They learned about native plants in our Southern California environment and the importance of planting drought-tolerant plants. They also learned about water conservation.

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BUDDING ARTISTS

efore the seeds were planted, third grade students worked intently on creating posters of the plants to educate other students about what would eventually be growing in the space. Meanwhile, fifth and sixth grade students worked on creating actual poppy sculptures for the garden, creating a showcase of student art. Mrs. Yagar remarks, “[The students] not only learned about slab construction with clay, but ultimately saw how powerful it is to see all 100 poppy structures together outside.” This outdoor art exhibit brought a cheerfulness to a space that was once undeveloped. With the seeds rooted and seedlings emerging, winter and early spring rain is key for these drought-tolerant plants to really grow and flourish. Their roots need to establish for them to bloom abundantly in the springtime. Today, students enjoy walking by the garden space, looking and hoping for new growth to appear. It is exciting to see how a drab expanse of earth can be transformed into an outdoor exhibition space for students’ artwork. It is something that the entire school can enjoy now and in the future. ■

THE PLANTS SHOWING SIGNS OF GROWTH DURING THE WINTERTIME.

A "BEFORE" IMAGE OF THE GARDEN.

SEED POSTERS AND CERAMIC “DROUGHT TOLERANT” POPPIES FILL THE GARDEN. | A FIFTH GRADE STUDENT CAREFULLY CONSTRUCTS HIS CERAMIC POPPY.

ABOVE LEFT: THIRD GRADERS CREATE THEIR SEED POSTERS. | ABOVE RIGHT: MRS. HUFF (LEFT) AND MRS. YAGAR RESEARCHING DROUGHT TOLERANT PLANTS NATIVE TO SOUTHERN CALIFORNIA.

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SINGAPORE MATH

ROUNDTABLE BY NOELLE BECKER

FROM LEFT TO RIGHT: AMY ZUCKER, MEGGEN STOCKSTILL, AND JACKIE GRAHAM

In the fall of 2015, the Harbor Day School kindergarten through fifth grade math program took a slight shift as Singapore Math was formally introduced into the math curriculum. Math department upper and lower school chairs Meggen Stockstill and Jackie Graham, along with math specialist, Amy Zucker, sat down to explain the program. WHY THE SHIFT TO SINGAPORE MATH? STOCKSTILL: The lower school math program is really very strong, and that is reflected in student ERB scores, but we noticed that there wasnâ&#x20AC;&#x2122;t a cohesive textbook from kindergarten through fifth grade. Our teachers have always pulled various sources effectively to build a very rich curriculum. But we wanted to find

a curriculum that would be consistent in grades K - 5 and that would be the backbone and foundation of our math program. Having a unified program would help our current teachers as well as new teachers, and it would ensure a seamless transition for our students as they move through the grades. Another motivation for the change was that even though student ERB scores were strong, students who progressed into pre-algebra

and algebra experienced weaknesses in their mental math skills, number sense, and their ability to decode and solve word problems. In 2008, many of our teachers attended a Singapore Math workshop and became excited about how this pedagogy could benefit our students. But at that time, there wasnâ&#x20AC;&#x2122;t a strong textbook series to support the strategies (of Singapore Math). We felt the mountain was too high to make the change at that time. Two years ago, we visited the Francis Parker School (in San Diego), and saw Singapore Math in action. After visiting classrooms and meeting with teachers at a school that had a similar demographic to Harbor Day, we returned confident that Singapore Math would enable us to develop very strong math students.

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SECOND GRADER SONALI TRIPATHI USES THE CONCEPT OF RE-GROUPING WITH NUMBER DISKS.

WHAT IS THE SINGAPORE MATH PHILOSOPHY? GRAHAM: The core components of the Singapore Math philosophy are centered around the base ten model, which builds off of a strong number sense. We want to make sure our students have a solid basic math foundation to then build off of. They are initially introduced to a concept by working concrete manipulatives, and then learn to pictorially illustrate the mathematical operation they are working with. After thorough exposure to the concrete and pictorial, the students learn the abstract algorithm. All new concepts, especially in the early grades, are introduced through the concrete and understanding “how” you do something. The philosophy also has a strong center around mental math. It’s the idea of building students’ ability to work with numbers, so they can mentally add, subtract, multiply, and divide. Another aspect we value about Singapore Math is bar modeling for word problems. This provides students a tool that they can use while working on word problems and a visual representation to fully comprehend the problem. IS THERE A CONNECTION TO COMMON CORE MATH? STOCKSTILL: The Singapore Math philosophy is very consistent with the best practices of Common Core. It’s not Common Core per se, but it aligns in many ways with the pedagogy of

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AN EXAMPLE OF PLACE VALUE UTILIZING BASE TEN BLOCKS IN FIRST GRADE.

Common Core. Singapore Math strategies develop and encourage the habits of mind that make strong mathematical thinkers: explaining their reasoning, developing multiple approaches to solving problems, developing strong number sense and mental math skills, and collaborating to solve problems, just to name some of the best practices of the program. One of the big shifts with Singapore Math is focusing on fewer topics and teaching to mastery (greater depth), a change that is consistent with Common Core. For example, we want our students to really understand what numbers up to 20 are. If our students don’t have number sense or understand place value, it is immaterial that they can count to 100 in kindergarten, because they don’t know what those numbers mean. With Singapore Math, if our students really understand that 13 means one group of ten and 3 ones, they will be able to successfully extend this place value understanding to much larger numbers. Another component of Singapore Math is that students learn to explain and defend their reasoning. They can prove to themselves and the class why their answer is correct. Communicating in mathematics is something that we have done all along in our math program at Harbor Day, and Singapore Math just emphasizes that even more. With Singapore Math, we also see a lot of open-ended questioning. Singapore Math doesn’t just teach the child how to get an answer, but it stresses “why” a strategy or process works. Asking the

question, “How many ways do you think we could make 15?” rather than “what is 11+4?” builds a much deeper understanding for our students. SINCE IMPLEMENTING THE PROGRAM, HOW HAVE STUDENTS ADAPTED TO THE CHANGE? ZUCKER: Students have done really well. There hasn’t been a huge shift from the concepts they’ve been covering; they are just going way deeper into them. And their mental math is getting faster and faster. They have a much deeper number sense. Basically, the approach in every math classroom when applicable is that every lesson should have a concrete, pictorial, and abstract portion to it. With that methodology, we have noticed that the students’ problem-solving skills have become a lot stronger. They are much more flexible with changing verbiage. Another aspect of Singapore Math is that we teach multiple approaches. So the way one child chooses to add a 3-digit number for grouping could be different from another. And they get to be exposed and to understand all approaches but can choose the one that works best for them. GRAHAM: Now, a larger number of students are more willing to explain their processes and to attempt more challenging problems, where before they would have been more reluctant. They find more joy trying to challenge themselves and work through more difficult problems. ■

MUSICAL YOUTH BY NICOLE NELSON

SECOND GRADERS BLEND SINGING AND MOVEMENT DURING MUSIC CLASS.

MS. CHUSID PLAYING HER PIANO WITH THE CLASS MOTTO ON THE WALL BEHIND HER.

ancy Chusid, Harbor Day’s music teacher for kindergarten through fourth grade, espouses the quote on her classroom’s wall: “If you can talk, you can sing.” And why not sing when given the choice? Making music develops logic and analytical skills as well as imagination and creativity. Music is also a resource from which students can draw when they are happy or sad. “Music is fun!” exclaims Ms. Chusid. Her enthusiasm for imparting the joy of music-making to the kids is clear. “My favorite part of the job is teaching children great songs and games that I also love. Children are so open to creating joy, and I feel so lucky to have a job where I get to have fun,” she says.

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MRS. WEBB LEADS STUDENTS IN A CHORAL NUMBER.

In addition to playing oboe, she is a composer, a pianist, and a recorder player. She also enjoys playing ukulele and accordion. In upper school, the focus in the classroom shifts to vocal performance. A theme carries throughout the year in upper school; this year, it is jazz. The year begins with six weeks of instruction focusing on the theme, which is then incorporated into performances throughout the year. Led by upper school music teacher, Yunga Webb, fifth through eighth grade students Students at Harbor Day School receive sing in a choral format. With a musical education that takes them practice, they learn various vocal from playing Orff Instruments and warm-ups to strengthen their games in the lower grades to mounting voices. They also practice blenda full musical theater production in ing, sight singing, projecting, eighth grade. and dynamics. Each year, they have several solo audition opportunities. For each performance, a different section leader is selected by Mrs. Webb to sing out and lead the movement patterns in combination choral. With 22 years of experience as with specially developed percussion a performer and teacher, Mrs. Webb instruments to teach children how to adeptly guides her students in their accompany songs and games. choral work. “I train them to know how This year, Harbor Day has acquired to sing correctly, to build their voice, and a full set of Orff instruments, enough grow in that. I give them good technique for the entire class to play. “They sound and good foundations,” she explains. gorgeous and the children are loving Three big performances form the [them]. And at the same time, they are scaffolding for the school year in music: developing listening skills and ensemble the Holiday Program, the Colonial Day skills and feeling empowered from the mini musical in fifth grade, and Grandenormously beautiful sound that they parents’ Day. In addition, Mrs. Webb are creating,” says Ms. Chusid. She has likes to involve the students in the choral an expansive repertoire of songs and music selection for eighth grade graduabelieves that making music with others tion. Besides working on the Colonial is one of the most joyful life experiences. t Harbor Day, the music curriculum begins with both singing and instruments—primarily Orff instruments, which are keyboard-based and work well in an ensemble. Ms. Chusid bases her approach on the Orff philosophy of teaching music, which originated with composer and innovator of music education Carl Orff. The method draws on children’s natural play and rhythmic

”

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Day mini musical, fifth grade students perform a solo or group number on stage where they are evaluated based on preparation, collaboration, and showmanship. Like all other upper school students, they too have an audition requirement to fulfill throughout the year. In sixth grade, students participate in a rock-and-roll/pop project that includes a PowerPoint presentation on an artist or group, and also a performance of one of their songs. This assignment helps students practice and strengthens their public speaking skills. Past selections for presentation topics have included Aerosmith, Selena Gomez, and Heart. Seventh graders take a musical theater class that entails both acting and music and gives them the opportunity to practice singing and dialogue in preparation for the Eighth Grade Musical. In the class, they work through twoperson scenes and prepare a musical number, where they recreate a scene from a musical with a small group, including costumes, singing, dancing, and acting, and they perform it for the class. Through this project, students learn lessons of collaboration and leadership, and gain the confidence to perform in front of an audience. For all eighth graders, the focus is preparing for the Eighth Grade Musical, a year-end production that showcases their superb music education and the fun that goes with it. Students are also given the opportunity to play in the hand bell choir, audition for roles in front of one another, and perform in various roles. Preparations are intense as students are expected to attend and fully engage in rehearsals three times per week. The time and effort invested, however, gives students some of their fondest memories of their time at Harbor Day. This year’s musical will be Into the Woods. When students graduate, Mrs. Webb wants them not only to feel comfortable and to have the skills to sing in a choir or group, but also to carry with them an excitement for music. “I want them to be excited about musical theater. I’d like to see them prepare and audition for their high school plays. It’s encouraging to see my students put themselves out there and go for the lead parts,” she says. “I want them to have a love for musical theater and music in general.” ■

TOGETHER WE CHANGE THE WORLD BY DEB MORTON

STEPHANIE ARGYROS GEHL

tephanie Argyros Gehl (’84) believes that children have the power to change the world. She is leading this generation’s shift from “me” to “we” by volunteering for the We Schools program as co-chairwoman for We Day Southern California.“We Schools is a youth empowerment program that encourages children to work together to help others. We Day is the reward event for students who reach their goal of raising money for one local charity and one global charity,” explains Stephanie. She is excited to have introduced the We Schools program to Harbor Day, which is one of the first schools in Southern California to join, and one of 10,000 participating worldwide. The program allows students to

identify and plan local and global service projects based on their passions and talents. The execution of these initiatives is completely student driven (with some educator guidance), which enables the students to gain problem-solving and leadership skills. In the end, the students learn empathy and realize the impact that they can have on the world when they work together. Stephanie’s twin girls, Lauren and Ashley, are participating in the We Schools project, which is a point of pride for her. “My children are learning the same skills I did at Harbor Day School: to work hard, to be proud of who they are, and to be team players. These are valuable real-world skills,” she says. “I encourage them to take advantage of the unique things Harbor Day has to offer to help find their passions. They know their extended HDS family cares about them deeply and is rooting for their success.” Stephanie is grateful, not only for her HDS family, but her parents, George and

Julia, for teaching her the importance of philanthropy. “My parents are passionate about giving back and feel a responsibility to their community because they care for the people who live here. I aspire to make them proud.”

HOW ARE HARBOR DAY STUDENTS GETTING INVOLVED?

arbor Day students have embraced the We Schools mission and are working on two initiatives for the year. Twenty-six student leaders are planning a game night to raise money for the OC Food Bank, and a sports tournament to raise money for health in Africa. Their projects are completely student-driven and reflect their concerns, passions, and talents. These students are eligible for a ticket to the We Day celebration where they will be among thousands of likeminded kids who will be joined by celebrities like Magic Johnson, Pete Carroll, Kid President, Shawn Mendes, and Selena Gomez.

HDS “WE” STUDENTS PLAN THEIR INITIATIVES.

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FISH TO FOOD BY DEB MORTON

hen Peter Fankuchen (’04)

was in Mr. Nelson’s science class, he couldn’t keep still. He was so restless that Mr.

Nelson assigned him a job to keep him in line. “He put me in charge of the fish tank, where I could focus and learn in the context of a lifelong interest that I was just beginning to discover,” remembers Peter.

is inquisitiveness for science turned into an obsession with “aquaponics,” a cutting-edge biotechnology that cultures terrestrial plants and fish simultaneously. Fish provide the nutrients for plants and plants filter the water for the fish, saving resources through symbiosis. At Claremont McKenna College, Peter led the student team that founded Second Nature Aquaponics. Their company won the Innovative Startup Award’s Social Track in 2013, splitting a $25,000 first prize with the winners of a parallel Commercial Track. The company hopes to modernize food production through low-cost, space-efficient hardware that allows any farmer or layman to turn an unused wall into a highly productive vertical microfarm. Users have the choice of running their systems hydroponically or aquaponically – both options are closed-loop recirculating systems that result in vastly accelerated plant growth that consumes less than 10% of the water used to grow the same crops in soil. Peter claims that biotechnology “addresses the drought problem, promotes sustainability, and ties into the farm-to-table movement. If you live in an apartment in New York City, you can grow your own vegetables indoors on your kitchen wall. If you are a farmer, you can multiply the production capacity of your space and save water.” Future applications include building temporary structures that produce food for refugee camps, turning waste streams into profit for onshore aquaculture operations, and producing greens onsite for restaurants, supermarkets, and dining halls. ■ For more information about Second Nature Aquaponics, go to: PETER TEACHING AT HDS WITH MR. JEFF NELSON’S OCEAN ADVENTURE CAMP.

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WWW.SECONDNATU.RE

SENIOR SPOTLIGHT Advice on Life in College JORDAN SPEAKS AT THE HDS VETERANS DAY ASSEMBLY IN 2015

AVA PRESENTS AN AWARD AT THE HDS GRADUATION CEREMONY IN 2012

ny HDS family might tell you they chose Harbor Day School because of the community, the experience, and the curriculum. However, two alumnae feel that the ultimate reason parents send their children to Harbor Day is to provide them the tools they need for high school, college, and the real world. Two former students discuss what life is like after Harbor Day School.

enior at Mater Dei high school, Jordan Kessler (’12), knows how much impact her Harbor Day experience has had on her high school career. However, she wanted to find out if that foundation carries over through college and beyond. To get an experienced perspective, Jordan interviewed MIT senior and HDS alumna, Ava Soleimany (’08). JORDAN: How did Harbor Day prepare you for high school, then for college? AVA: The foundation academically was huge, especially with English and writing— being able to really analyze texts and synthesize arguments about their themes is important not just for humanities but also for sciences (in the long run). Also, the value placed on community—I think that really shaped how I approached high school, which in turn applied to college. Communities are really key. J: What advice do you have for high school seniors getting ready for college? A: Enjoy your time now. Go into college with an open mind. Good practical decisions can take you a long way. You will put expectations on yourself—what you should do, how you should behave, with whom you should hang out. Those will be in part internal but also shaped by the people around you, campus environment, etc. Be aware of the expectations you place on yourself and where they’re coming from. Use the remaining time to have fun, yes, but also utilize it as a time for reflection on your high school experience. What are the takeaways? What were the challenging times? How have you changed? What are

you looking forward to? Do you have a vision for the next few months, years? Reflection is, in my opinion, pretty underused. I see intentional reflection as a really powerful tool for leadership and personal development. J: Do you still remember any pi digits? A: 3.141592653589793238462643383 27950288419716939937510 (I don’t know if it’s correct, but there you go.) J: Which language track did you pursue at Harbor Day? Did you continue on that track in high school? Have you been able to apply it to the real world? A: Latin. I took Latin for three years in high school (Sage Hill School). It’s definitely helped in terms of vocabulary, and with scientific terms too (to an extent). J: What can you say to high school seniors going through the application process right now? A: Don’t be afraid to ask the tough questions when making your college decision. Schools are going to present you with what they can sell you on. It’s important to do a little digging. On campus visits, always observe and talk with current students—they’ll be honest. But also take into account the time of your visit (e.g., is it right before finals week?). Use the application process as a way to learn more about yourself.

J: How did you deal with the west coast to east coast transition when you began at MIT? What was your biggest challenge and how did you overcome it? A: Two scarves at a time, leggings/tights under jeans, and MIT’s tunnel system. Weather was just a part of it. It’s really a different culture and way of life. Being away from my family was definitely the hardest part. It was challenging not to have sources of established support. For me, that was my family and close friends back home, and it took a while to establish those connections at MIT. J: In hindsight, what is something you wish you knew before embarking on your college experience? A: Many things (laughs). The way you treat yourself and those around you matters a lot; value health in all regards—mental, emotional, physical; learn to say no; sometimes the best things happen when you least expect it; be ready for change and don’t try to predict what your college experience will be like; college is not necessarily going to be the best four years of your life; schedule enough time for spontaneity; water is really important—invest in a Nalgene or reusable water bottle; spread roots—find the communities and people you love, and devote yourself to them, [though] these may change over time; perspective matters and will come over time. J: What are your plans after graduation?

J: What was your fondest HDS memory? A: Blue-Gold Track Meets. I loved running the two mile and our tradition of going to Bruegger’s Bagels before the meet started.

A: I plan on attending graduate school to pursue a PhD in bioengineering or systems biology.

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FAM ILY T I E S F or the first time this year, alumni received holiday wishes and updates on the latest news from their HDS Families. Students were thrilled to get responses from their alumni “siblings” and former “parents.” Next year, the HDS Families Program will be 20 years old!

Dear Melting Grogie Bears and Mr. Grogan, r newsletter I was just thrilled to get you all grown so e hav and fam ily picture. You known as The ce (on ily fam much since our are so lucky You 19. m Roo in met Sniffers) fam ily dad. I'll to get Mr. Grogan as you r ether. You may tog bet you have lots of fun us r Day campus rbo Ha the still see me around iviact of the once in a while because one ring and tuto is y bus me ps kee t ties tha joined my e hav substitute teaching. I also sbyteriann Pre ted Uni ity chu rch choir at Trin bers mem 130 e hav We tin. Chu rch in Tus a new ing sing to ition add in and (wow!) getting ready song every Sunday, we are t. cer Con as for our big Christm from you ring hea to ard I look forw a fam ilyy you d sen will I , hile anw aga in. Me picture, too. Love, Mrs. Sn iff

BEACON FALL/WINTER 2016

Hi Get-Along Gang!

Great to hear from you! I have so many fun HDS memories, including hanging out with my HDS family. The State Fair, eighth grade trip to Washington, D.C. with my classmates, and holiday programs are just a few of my favorite memories. I also loved woodshop with Mr. Ski. Thank you for the letter and for telling me a little bit about yourselves. I look forward to future newsletters! Best, Maclay (’02)

Hi Ratz family,

Tha nks for you r touching ema il. I love hea ring the updates and am glad you’re having fun at HDS. HDS holds a very specia l place in my heart, and you are all so lucky to be getting such a great education at an amazing school. I miss playing handba ll on the blac ktop and hanging out on the eighth grade knoll – definitely something for the youngsters in the Ratz fam ily to look forward to. Looking forward to the nex t newsletter! Best, Hayden (’06)

Student Notables

BY MOUJAN WALKOW

JACK MCKENNA

f you ask eighth grader Jack McKenna, the best advice he

has ever received was from his mom Marcy. At the age of nine, he was feeling doubtful that he could one day play for the NBA, given the lack of height in his family. So he asked his mom for a back-up plan. His mom’s advice? “Do what you love and success will follow.”

ack did exactly that. He loves to cook and he especially loves candy. He was particularly inspired to create a sweet treat that his younger brother Colin, who has Williams Syndrome, could also enjoy. Knowing that Colin cannot tolerate foods with additives, preservatives, or dyes, Jack set a clear goal in mind: to develop a candy that would put a big

smile on Colin’s face. That night, Jack stayed up and experimented with different all-natural ingredients. At first, he tried to make saltwater taffy, but he admits that was “way too hard.” He then began researching recipes for toffee, watching YouTube videos, and experimenting with different combinations of ingredients. Ultimately, he came up

JACK MCKENNA, WITH HATCHED BUSINESS EXPERT FREDDY CAMERON, AND PARENTS MARCY AND DAVID MCKENNA.

with a sweet and savory recipe that Colin loved: a gluten-free pretzel toffee treat topped with Himalayan sea salt. Like the development of any other business, Jack’s Rockin’ Toffee was not an overnight success. Many hours of culinary labor, neighborhood outreach, and community help made Jack’s success possible. He began selling boxes of his toffee to friends and family, at local retailers and events, and outside local grocery stores. He filled orders from his home kitchen during the summer and school holidays and later launched a website for new orders. Jack’s passion to pursue his goal forged the way for further success. He appeared on Hatched, a new reality television show that showcases young entrepreneurs in a competition to get their retail products on the market. As the first winner of Hatched, Jack receives financial, marketing, and legal support to expand his business. Among other developments, he is now partnering with a large-scale toffee manufacturer in Santa Fe Springs and is in the final stages of reformulating his toffee for mass retail. From the start, Jack committed to donating 10% of his company’s proceeds to the William Syndrome Association and so far has given more than $4,000 to the Michigan-based organization that provides support to patients, their families, and caregivers. ■

JACK WITH HIS BROTHER COLIN IN FRONT OF HIS TOFFEE DISPLAY.

BEACON FALL/WINTER 2016

Student Notables

BY MOUJAN WALKOW

PATRICK BEEMER S

PATRICK BEEMER

eventh grader Patrick Beemer gives “well-rounded” a new definition. At the age of 12, Patrick achieved the rare honor of becoming an Eagle Scout, an achievement that only 4% of those who enter Boy Scouts attain, and most around the age of 17. An avid hiker, mountain biker, soccer player, and science and engineering enthusiast, Patrick attributes much of his interests and skills to his experiences as a Boy Scout. As Patrick and his mom Julia explain, “It takes a lot of self-discipline to really learn the 13 fundamental life skills,” which include personal management, communication, family life, and citizenship in the community, nation, and world. Patrick has earned merit badges in each of the required skills

and many others, including chess, geology, fishing, photography, aviation, wood carving, and oceanography. In addition to earning 30 merit badges, Patrick initiated and completed a challenging service project benefitting Whiting Ranch Wilderness Park, an Orange County park known for its hiking and mountain biking trails. Patrick discovered that the park needed a designated border between county and private property and set to accomplish building a 146-foot fence up a very steep hill in two days. After hours of preparation and fundraising, Patrick and his small team of volunteers intensely labored to construct a fence that met the standards set by the park ranger. This project entailed teamwork, organization, hard work, and perseverance. As Patrick recalls, “After the first day of manually digging holes for the fence posts, we realized we needed a jack hammer to drill through the clay composites running up the steep slope.” One can say Patrick completes what he sets out to do. He set his goal of becoming an Eagle Scout “just like his dad” when he was in second grade. When Patrick was a young Cub Scout, an elder scoutmaster admonished him to pursue his goal early, before the distractions that come with being a teenager. Patrick remembered the scoutmaster’s words and kept his focus on what he had set out to do. Patrick’s mom, Julia, attributes Patrick’s achievements in Scouts to his inherent desire to help others and his ability to focus on a task, however difficult or challenging. “He sacrificed a lot to achieve his goal,” says Julia, who also recognizes that these qualities have given Patrick the opportunity to learn and grow in myriad ways. As he flies his remote-controlled drone in his backyard, he looks up and smiles. The sky really is the limit for this young man. ■

PATRICK FLYING HIS DRONE.

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THANKSGIVING

PROGRAM

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LOW E R S C H O O L HOLIDAY PROGRAM

More Simple Gifts

UPPER SCHOOL HOLIDAY PROGRAM

A Jazzy Holiday

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FALL BENEFIT 2015 HARBOR LIGHTS

n November 7, 2015, the Harbor LIGHTS Fall Benefit lit up

the Orange County Museum of Art. Co-chairs Sally Bartz

and Tina Wainwright, along with countless volunteers and committee members, created an enjoyable evening with

over 250 guests. Scrolling images of past Harbor Lights

magazine entries could be seen on a big screen and the museum galleries were open for all to admire. The highlight of the evening was a rousing live auction which raised an impressive $289,925. The Fund-A-Need encouraged everyone to participate and alone raised $107,000, surpassing our $100,000 goal! 1

2 4

1. CO-CHAIRS SALLY BARTZ (‘87) AND TINA WAINWRIGHT 2. ANGI EVANS (’75), HEATHER SCHMID 3. DAVID MCCOLLOUGH, KYLIE MCCOLLOUGH, ERIC OLSEN (’90), ADRIANA OLSEN, CAREN KELLY (’88), BRIAN KELLY, KRISTEN HATFIELD (’88) 4. KIM MASSOUDI, TERESA POWELL 5. CRISTINE COHEN, JILL WELTON 6. SELIM AND NESLIHAN INEL 7. HARBOR LIGHTS POETRY 8. CLIFF AND GINA DAVIS 9. HDS WINE WALL 10. ERIN AND MICAH STEPHENS AND MELISSA AND ADRIAN PEREZ

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Festival

of Arts

oung promising artists all over Orange County submit their artwork to be showcased at the Festival of Arts Imagination Celebration in Laguna Beach. During the summer of 2015, just over one-hundred pieces of art were selected for the exhibit. Harbor Day School had a very strong showing with 15 pieces selected. These creative

pieces were produced under the tutelage of art teachers Stacey Hammond and Leslie Yagar. Harbor Day School is always well represented at this imaginative and creative event just for young students.

FEATURED STUDENT ARTWORK* . SUBMITTED SPRING 2015: CHASE DECKER (1ST PLACE MEDAL IN 3RD GRADE)

PETRA GAPP SUMMER KOST HUTTON LEDGER RICHARD LIN ARMAN ROFOUGARAN MARK JAMES ROSING

“KOI” - BY CHASE DECKER, GRADE 3

HUDSON VAICEK, GRADE 5, AND ART TEACHER LESLIE YAGER

SYDNEY SCHELL HUDSON VAICEK (1ST PLACE MEDAL 5TH GRADE)

PEYTON VOVAN ANDREW WALBRIDGE EVERETT WELTON KATE WIRTA LUCY WOLTER VIOLET YOSHIDA (2ND PLACE MEDAL 1ST GRADE)

*STUDENT ARTWORK REFLECTS THE 2014-2015 SCHOOL YEAR.

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VIOLET YOSHIDA, GRADE 1, WITH ART TEACHERS COURTNEY ZARRILLI (‘92) AND STACEY HAMMOND

FESTIVAL OF ARTS WINNERS POSE FOR A GROUP PICTURE.

CLASS NOTES 1 9 7 0 ’

———> 1974 <————————

———> 1979 <————————

TRACEY GAEDE reports that her son, Tyler (’11), is enjoying his freshman year at Miami of Ohio.

VINCE MCGUINNESS and his family are busy! NICK (’09) is a junior at University of North Carolina in Chapel Hill studying Economics, KENNEDY (’12) is a senior at Corona del Mar High School, Joey is in eighth grade at Mariner’s Christian School, and Will is in seventh grade there, too.

DIANA G. BLATZ (‘77), TRACEY GAEDE (‘74), AND ANGI EVANS (’75) AT THE BACK-TO-SCHOOL PICNIC.

———> 1975 <———————— SUZI BISHOP BURKE is enjoying her role on the new HDS Alumni Advisory Council.

Job perk! Interim Head of School, ANGI KNAPP EVANS, gets a visit from her nephew J.P. KNAPP (’03).

NICK (’09), JOEY, WILL, KRISTEN, KENNEDY (’12), AND VINCE (’79) MCGUINNESS AT A FAMILY WEDDING.

SUZI AND DEB MORTON (’81) DECORATE GINGERBREAD HOUSES FOR THE TROJAN LEAGUE OF ORANGE COUNTY IN DECEMBER.

ELLIOTT TURNER returned to HDS for the Turkey Bowl! He pointed out that the Blue Gold scoreboard was a gift from the Class of 1968.

DIANA GAEDE BLATZ (’77), JULIA BLATZ (’13), AND TRACEY GAEDE (’74) AT THE DEDICATION OF THE NEW IRVINE ATHLETIC FIELD IN SEPTEMBER.

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CLASS NOTES 1 9 8 0 ’

———> 1980 <————————

———> 1984 <————————

KENT ELLIOTT (’84) AND HDS SPANISH TEACHER, MATT MAUSER, CELEBRATE THE BEGINNING OF THE NEW SCHOOL YEAR TOGETHER AT THE BACK-TO-SCHOOL PICNIC.

CHRISSIE PORTER EMMEL cheered for Blue at the Turkey Bowl with her children, GRACE (‘11) and PETER (‘14).

KATHLEEN CAMPBELL DIPAOLO has a design studio based in Costa Mesa. Her expertise was featured recently in the Orange County Register.

———> 1985 <————————

[www.ocregister.com/articles/wallpaper685674-dipaolo-says.html]

KARA MCGUINNESS RHODES CELEBRATES A BIG BIRTHDAY WITH HER SISTERS KELLEY MCGUINNESS LLOYD (’76), AND KIM MCGUINNESS GORDON (’82).

———> 1982 <————————

BRANDY AND SUZANNE BAKER FREYER (’83) AT THE HDS ALUMNI LOS ANGELES RECEPTION.

BRANDY BENNETT KELLY is back to work full-time for the ﬁrst time since her children (Bennett and Kendall) were born in 2002. She is teaching fourth grade in Santa Monica. Brandy is looking forward to her Corona del Mar High School 30-year reunion in the summer of 2016.

BEACON FALL/WINTER 2016

MEGAN GRISWOLD splits her time between her yurt in Jackson, Wyoming and a cottage in Venice Beach, California. She recently created a company called “Little Moving Spaces.” On her website, part of her bio reads, “I hold a bachelor’s from Columbia University, a master's in International Relations from Yale and a licentiate from the Institute of Taoist Education and Acupuncture. I have worked as an instructor for the National Outdoor Leadership School, an NPR 'All Things Considered' commentator, and an acupuncturist in private practice. I'm the author of the forthcoming book, 'All Over the Map' and a walking talking clearing house for all things sorta outdoors-y and alternative. Next to writing, I enjoy nothing more than ﬁnding and styling unique spaces, objects and services to help others further the dream of their own becoming. I am also the author of the forthcoming website, Plagiarize Already, a giant letter vault for that awkward email or serious letter for that life situation you can't seem to ﬁnd the words for.” [www.littlemovingspaces.com/index/#/ the-mod-yurt/]

BRIGGS PORTER attended the Back-to-School Picnic with his wife Ethnea. Ethnea began teaching at HDS in the fall as a Second Grade Associate. Brothers CHAD (’85) and RYAN (’88) STEELBERG are busy with their new venture, Veritone. Media Daily News describes Veritone as “a cognitive media platform to analyze and act on information not written in advertising copy.” Read the article on [Mediapost.com]. MELISSA INGOLD VAICEK is an active HDS alumni and parent. This Turkey Bowl, she was at school to peddle gold donuts!

CLASS NOTES 1 9 8 0 ’ ———> 1986 <———————— JENNIFER UTMAN SOMMER graciously hosted a Los Angeles alumni reception. The consummate foodie, she put on an amazing spread at her home, including a unique craft cocktail and decadent desserts! Jennifer is Food & Wine’s Los Angeles Correspondent, a consultant for Tastemade, and author of the blog Sommer Dish, a guide to food, restaurants, eating, and drinking in Los Angeles.

SALLY PECKENPAUGH BARTZ co-chaired the HDS Harbor Lights themed Fall Beneﬁt in November.

———> 1989 <————————

———> 1987 <———————— ANNE TURNER STEIFEL (’94), AND EVENT CO-CHAIRS SALLY PECKENPAUGH BARTZ AND TINA WAINWRIGHT.

———> 1988 <————————

RINA YANO enjoys being a mom to her two kids, Ty (6) and Marika (3). She is working as an in-house attorney for The Wonderful Company, the holding company for Fiji Water, POM Wonderful, and Wonderful pistachios. Rita enjoyed seeing old HDS pals and classmate, Jennifer Utman Sommer, at the Los Angeles Reception.

JENNIFER GLEUCK BEZOZA visited her classmate and HDS volleyball teammate, Caren Kelly this fall. Jennifer lives in New York with her husband, Ron, and children Eli and Brooke.

CAREN MCKINLEY KELLY is enjoying her new role teaching upper school English and literature at HDS. She is also a proud parent to son HDS kindergartner Cooper (6) and daughter Campbell (7).

ANNE SWAYNE KEIR accepted her award for Alumna of the Year at an all-school assembly. She treated the student ANNE WITH HER FATHER, body to KEITH SWAYNE, a moving DAUGHTER LINNEA, speech AND MRS. UPHAM about the importance of giving back and credited her former HDS Spanish teacher, Mrs. Louise Upham, for giving her an appreciation for international languages and cultures.

C LASS NOTES 1 9 9 0 ’

THE ENTIRE COLEMAN AND HATFIELD CLAN WERE IN ATTENDANCE FOR THE BIG EVENT! LUKE HATFIELD (’16), KIM COLEMAN STORY (’90), MARK COLEMAN, MAUREEN AND BRIAN COLEMAN, JOAN COLEMAN, KRISTEN COLEMAN HATFIELD (’88), BRADY HATFIELD (’19) AND BOBBY HATFIELD.

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CLASS NOTES 1 9 9 0 ’ ———> 1991 <————————

JOYCE-ANN BISHOP MAHONEY is a dedicated parent volunteer at HDS! At Turkey Bowl, daughter LILY (’24) and son JACK (’22) received a special escort to the games from their dad Ryan, cousin MACKENZIE BURKE (’06), and aunt SUZI BISHOP BURKE (’75).

NADIA DORSEY married Ehab Samuel on June 27, 2015 at Saddle Rock Ranch in Malibu. They currently reside in Manhattan Beach, but Nadia plans on continuing to pursue her passion for teaching Spanish, Italian, and English as her language institute, Spectrum Languages, celebrates its 15th anniversary. She says her favorite students are always from HDS. Nadia especially enjoys teaching foreign languages to more and more HDS adult alumni and parents.

———> 1995 <————————

Former HDS second grade teacher, FRANCESCA DRINO BRISBOIS, her husband Matt, and six-year-old brother, Braydon, welcomed twins Bella and Maverick on November 22, 2015.

———> 1997 <————————

[www.spectrumlanguages.com]

———> 1994 <————————

JOYCE-ANN AND HUSBAND, RYAN, LOOKING FESTIVE AT THE FALL BENEFIT GALA.

MATTHEW CHAPMAN and JENNIFER SNIFF CHAPMAN (’98) with their children Julia (4) and Eddie (2). Fun fact: Jenny’s mother is former faculty member, Mary Ann Sniff! Mrs. Sniff wrote in to say: “The most fun I have is being with my grandchildren, Julia (4) and Eddie (2). Their parents (my daughter and her husband) went to HDS, and they have cousins who currently attend HDS (Aubrey, James, and Declan Callaghan) so maybe one of these years soon, my grandchildren will go to HDS.”

———> 1992 <———————— BRIAN COLEMAN married Maureen McCaffrey on August 8, 2015 in Burlingame, California. The newlyweds reside in San Francisco.

———> 1993 <————————

———> 1999 <———————— ANNE TURNER STEIFEL is a new Harbor Day parent! She helped her son, Frankie (’24), settle in on his ﬁrst day of kindergarten. KELLY CHRISTESON CALLAGHAN got her kids (and a friend) off to a good start on the first day of school! She and husband, RYAN (’90) are the parents of students MARY, AUBREY (’20), JAMES (’22), and DECLAN (’24).

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KATIE WOOD QUINN, husband, Kevin, and their two-year-old son, Connor, enjoy living in Los Angeles, where she works in Operations at Cedars-Sinai Medical Center. Katie co-hosted the Los Angeles Alumni Reception this winter.

MARY BATHEN BISSEL welcomed Quinn Juliette Bissell on May 22, 2015. Classmates JILLIAN UKROPINA SABAUGH and ANDREW WOOD caught up at the Professional Networking Event in January.

CLASS NOTES 2 0 0 0 ’

———> 2000 <———————

———> 2005 <———————

JENA VUYLSTEKE WILLIAMSON recently relocated to Madison, Wisconsin where her husband, Conrad, is completing his residency in emergency medicine. Jena is a Senior Account Executive for Stephan and Brady, a marketing and public relations agency. Their main client is none other than Wisconsin cheese!

DANNY MILLER has been living in Brooklyn. He was working up until recently at S&P Capital, but began a new job at Grovo, a professional development company in New York.

———> 2006 <———————

———> 2001 <————————

ANDY MORROW (’05), NATALIE SHAW (’01), AND ALUMNI ADVISORY COUNCIL MEMBER, KATE WILSON (’03), DID SOME NETWORKING IN JANUARY.

HOGAN MEYER attended the Professional Networking Event this January upon returning from Shanghai, where he has been teaching English since he graduated from UNLV with a degree in international business in 2012.

———> 2002 <——————— MACLAY COLDREN responded to her HDS Family’s holiday newsletter. She told the Get-Along Gang she is now a second grade teacher in San Francisco. To read Maclay’s entire letter to her HDS family, see the article about the Alumni Holiday Newsletters on page 19.

EAMON NIKNAFS (’15), TRENT FRIEDMAN, AND PETER FANKUCHEN (’04) WITH OCEAN ADVENTURE CAMPERS.

BRYANNA ANDREWS graduated from UC Davis and is planning to attend veterinary school after making a trip to China with her father this fall. LUKE CHRISTIANO graduated from Vanderbilt University in 2013 and resides in San Francisco. Luke is in sales for Owler, a business intelligence platform in San Mateo. He plans to stay there for a couple of years before returning to Southern California. He says, “I hope the faculty and students at HDS are doing well. It's funny to me that I still occasionally reminisce about the great times I had there, even though it's been so many years.” TRENT FREIDMAN ran Mr. Nelson’s Ocean Adventure Program camp this summer, where he worked with lots of HDS alumni! Trent is a sales representative for a sports merchandise company and is living in Laguna Beach.

HAYDEN FUREY responded to her HDS family’s holiday newsletter and let them know that she lives in San Francisco where she works at J.P. Morgan raising money for technology companies. She enjoys her job, living in the city, and invited her “HDS family members” to come visit her. She is looking forward to reading the next newsletter.

EVAN KORT plays the tuba in the USC marching band. Fight on! Alumni Relations Director DEB MORTON (’81) saw Evan at the USC vs. Notre Dame game in South Bend, Indiana this past fall.

———> 2004 <——————— SARAH SULLIVAN lives in San Francisco where she works at Glassdoor. Sarah is pictured below with sister, CATHERINE (’07), at the bridal shower classmate ALEX GORAB threw for her over the holidays.

TRENT WITH ALEXANDRA (’05) AND NIKI MAGLIARDITI (’07).

MONTGOMERY AARON ('02) (FORMERLY ARI MILLER) IS WORKING FOR THE HILLARY CLINTON CAMPAIGN AS A FIELD ORGANIZER FOR THE IOWA CAUCUS AND RECENTLY INTRODUCED THE FORMER SECRETARY OF STATE AT A RALLY.

BEACON FALL/WINTER 2016

CLASS NOTES 2 0 0 0 ’

———> 2007 <——————–— CHELSEA BARTH is working on a project for her organization called MEDLIFE. The company works with low-income families in Peru, Ecuador, and Tanzania to provide them with access to medicine, education, and development resources. They are working to better the lives of one speciﬁc community in Lima, Peru called Urucancha. They have a Facebook page called Medlife Community Project. Alum and proud father, DAVID ROSENBERG (’81), reports that his daughter, LIZ ROSENBERG, was accepted to Boston College Law School. She will start in Fall 2016. CATHERINE SULLIVAN lives in Los Angeles and works for Arcade Edit in Santa Monica. She says that the connections she made at the HDS Professional Networking Event in January 2015 led to her current job!

———> 2008 <———————–

SALLY EVANS is driving the Cubans “locos” during her NYU term in Havana!

JACK GORAB will graduate from Brown University where he was men’s soccer varsity co-captain and senior CLASS Award ﬁnalist. AVA SOLEIMANY is graduating from MIT with a major in computer science and molecular biology. She is interested in the computational aspects of synthetic biology and its medical applications. While at MIT, Ava played on the varsity tennis team and was a member of Kappa Alpha Theta sorority. Ava did an internship at Licea Scientiﬁco Nomentato in Rome, Italy teaching physics, chemistry, and English to high school students. Also, she researched cancer genomics in the Wang lab at the USC Keck School of Medicine, worked at the Lu Lab at the MIT Synthetic Biology Center, and was an MIT EECS-Wertheimer Undergraduate Research and Innovation Scholar. See Ava’s Student Spotlight interview with JORDAN KESSLER (’12) on page 18.

———> 2009 <———————

NICK MCGUINNESS is a junior at University of North Carolina at Chapel Hill studying economics. He is in Copenhagen, Denmark for a spring semester abroad program in global economics. WILSON MEYER hiking at Bin El Ouidan Lake in Morocco.

NICK MCGUINNESS, MEGAN BATHEN, SAMANTHA SANCHEZ, LEXI DESANTIS, DAVIS CASE, EMILY PETROS, AND TROY BOLUS AT THEIR MINI-HOLIDAY REUNION!

This year’s National Charity League Debutante Ball was an HDS family affair!

MASON WITH ANGI KNAPP EVANS (’75) AT THE PROFESSIONAL NETWORKING EVENT.

MASON CASE and JACK GORAB attended the Professional Networking Event in January. Mason will graduate in June from Cal Berkeley’s Haas School of Business.

BEACON FALL/WINTER 2016

JENNA SHAPIRO and MEREDITH DAVIN caught up with each other in Florence, Italy last October. Meredith was abroad for the semester at NYU Florence, and Jenna was studying through the Syracuse University program. They each enjoyed traveling all over Italy, taking interesting courses about Florentine history and eating lots of gelato!

BACK ROW:

AIDAN STEINKE (’14), RORY SEVER (’14), LANDON GYULAY (’09), ELLERY SEVER, COLTON GYULAY (’07). FRONT ROW:

MALLORY GYULAY (’11), OLIVIA SEVER (’11), DANI DESANTIS (’11), LEXI DESANTIS (’09).

CLASS NOTES 2 0 1 0 ’ ———> 2010 <—————––——

———> 2011 <—————––——

DANI IS A CHEERLEADER AT UW… “GO HUSKIES!”

DANI DESANTIS and JACK KLEIN are trying to stay dry at University of Washington! ALLIE FUDGE and her service dog visited HDS this winter. Mrs. Stockstill was happy to learn Allie’s love of mathematics is continuing at Dartmouth. HALE FUREY is having an above par time on the Harvard Golf Team! He tied for fourth at the Dartmouth Invitational, placed 16th overall at the Macdonald Cup and beat Yale in match play in his 2014 fall season. At Corona del Mar High School, Hale helped the golf team capture the 2012 CIF Divisional Championship for the first time since 1967, was captain of the team as a senior, and was class valedictorian. ARYA NAKHJAVANI is a sophomore at Claremont Mckenna College studying economics and finance as well as playing water polo. He is the Chief Technology Officer and investment analyst of the CMC Student Investment Fund (CMC SIF). The fund manages $1.75 million of the Claremont McKenna College endowment and is one of the largest student-run endowment funds in the world. This year, Claremont’s water polo team won Southern California Intercollegiate Athletic Conference (SCIAC) Championships as well as the Division III National Championship, and were defeated by USC in the 2015 NCAA Men’s Water Polo Championship play-in game. CMC finishes their season at 21-8 after winning the program’s 26th SCIAC title.

LANDON and LIBBY KNIGHT, WILLIAM DAVENPORT, and CHARLIE EVANS are enjoying freshman year at USC.

———> 2012 <————–—––—

JORDAN KESSLER and CONNOR CHUNG spoke at the HDS Community Open House. Each raved about how well prepared they were for high school, thanks to Harbor Day. They also appreciate being part of the extended HDS family. KABELE COOK, AUSTIN COTTRELL, and CAROLINE DAVIN before their senior year Winter Formal at Corona del Mar High School. JORDAN KESSLER (’12) and ISABELLA DECKEY (’14) know that going back to school in the fall is always a little easier with some encouragement from Mrs. Rowe. Isabella plays tennis for Sage Hill, with her teammate alumna, MARINA ANDERSON (’12).

THESE HIGH SCHOOL SENIORS WILL SOON BE GRADUATING AND ARE OFF TO THEIR NEXT ADVENTURE. WE WILL GIVE YOU THE UPDATE ON THEM IN FALL OF 2016!

BEACON FALL/WINTER 2016

HDS Alumni Peer Buddies

CLASS NOTES 2 0 1 0 ’ ———> 2013 <—————––——

The Alumni Peer Buddy Program connects incoming freshman in high school or college with a Harbor Day alumnus at the same school. The older alumnus contacts the buddy and helps him or her adapt to campus life.

———> 2014 <—————–––—

Here is a complete list of the HDS Alumni Peer Buddies for this year: CoroNA DeL MAr HigH SCHooL: HDS PEER BUDDIES LEXI DAVIN (’15) AND SAMMY PICKELL (’14) – CORONA DEL MAR HIGH SCHOOL

JULIA BLATZ, PARKER WARDEN, and ANDREW PERSON enjoyed catching up at the Back-to-School Picnic in September.

BEN WITH HIS MOM, HDS ART TEACHER, STACEY HAMMOND.

BEN HAMMOND attends Newport Harbor High School and is enrolled in the International Baccalaureate Diploma Program. He is also on the water polo team.

BELLA MCKINNEY (’15) and DANIELLE WILLSON are teammates on Corona del Mar High School’s tennis team. The team is ranked No. 3 in CIF Southern Section Division 1. Note: Sisters BROOKE and PAIGE (’12) KENERSON also play for the Sea Kings.

———> 2015 <—————––——

CreDiT: SCoTT SMeLTzer / DAiLy PiLoT

MR. ARKIN AND DAUGHTER, CECE, POSE FOR A PICTURE IN THE LIBRARY DURING TURKEY BOWL WITH WELL-READ ALUMNI JACK BUSICK (’13), KYLE GIFFIN (’13), T.J. MORTON (’13), MATTHEW UEBERROTH (’15), CHRIS DIPAOLO (’13), AND WILL UEBERROTH (’13).

JOHN HOLLAND (’13) and NOLAN KLEIN (15) LILA KLEIN (’13) and BELLA MCKINNEY (’15) T.J. MORTON (’13) and AIDAN RODRIGUEZ (’15) CHASE HALL (’13) and SOLOMON SONENSHINE (’15) WILL KING (’14) and ANNA STEELBERG (’15)

NewPorT HArBor HigH SCHooL:

It’s an HDS and Sage Hill party at the beach! JULIA BLATZ (’13), ERICA ROQUE (’13), JENNY KING (’15), PEYTON WEBB (’15), LINDSAY SHEAN (’14), PAIGE CZEPIEL (’15), ERICA ROQUE (’15), SYDNEY SCHELL (’15), and MALIA SMITH (’15).

Congratulations to WILL O’CONNOR who was chosen as the Daily Pilot’s Athlete of the Week in December. His siblings, KAYLEE (’07), MADDY (’09), and JOHN (‘10) all played soccer at Corona del Mar High School.

SAMMY PICKELL (’14) and LEXI DAVIN (’15)

BELLA PALAZZO ('13) AND CLARISSA SARGEANT ('15) NEWPORT HARBOR HIGH SCHOOL

LILY WOODALL (’13) and EMILY JOHNSON (’15) ASHLYN JOHNSON (’13) and JAMES MCCONNAUGHEY (’15) BELLA PALAZZO (’13) and CLARISSA SARGEANT (’15)

SAge HiLL SCHooL: ISABELLA DECKEY (’14) and SYDNEY SCHELL (’15)

SUMNER WARDEN, WYATT GENC, LEXI DAVIN, AND NATE MONTGOMERY AT CORONA DEL MAR HIGH SCHOOL’S WINTER FORMAL.

KATE BRIGGS (’14) and MALIA SMITH (’15)

MATTHEW UEBERROTH presented the Class of 2015’s gift to the school after Turkey Bowl. Alumni, faculty, and friends gathered in the library to see the hand-carved mantel unveiled in honor of former librarian, Mrs. Molly Mailloux.

BOBBY BRIGGS (’12) and WILLIAM STOMBER (’15) JULIA BLATZ (’13) and PEYTON WEBB (’15)

Duke uNiverSiTy: NATASHA SAKRANEY (’08) and DAVID KARAMARDIAN (’11)

uC SANTA BArBArA: KIANA SMITH (’10) and EVAN SCHWARTZ (’11)

uCLA: DAPHNE JANES (’10) and GABRIELLE SCHWAB (’11)

uNiverSiTy of wASHiNgToN: ALLY BRAHS (’08) and

if you MiSSeD THe DeADLiNe for THiS MAgAziNe, NoT To worry, THe fALL BeACoN wiLL Be MAiLeD iN SePTeMBer. SeND your uPDATeS To DMorToN@HArBorDAy.org.

DANI DESANTIS (’11)

uSC: BEACON FALL/WINTER 2016

KATIE WESCHLER (’09) and LIBBY KNIGHT (’11)

ALUMNI

GATHERINGS 34

TURKEY BOWL DAY — NOVEMBER 24, 2015 The day was filled with several alumni events. First, Anne Swayne Keir (‘89) gave an inspirational speech at an all-school assembly to accept her Alumna of the Year Award. Alumni from near and far showed their support for Blue or Gold at the annual Turkey Bowl competition, where Gold beat the competition! Students from the Class of 2015 showed their support and attended the library mantle dedication for Mrs. Mailloux. That evening, alumni and friends gathered at The Place for a casual social event. The first Alumni Honor HDS “Thanks Giving” Day was a huge success with unprecedented participation. Blue took the win and HDS surpassed its goal. With the help of a matching gift from alumnae Stephanie Argyros Gehl (’84), a total of $28,000 was raised in 24 hours. Thank you to everyone who participated. It was a wonderful kick off to the holiday season!

BEACON FALL/WINTER 2016

LOS ANGELES ALUMNI RECEPTION — OCTOBER 1, 2015

Jennifer Utman Sommer (’86) co-hosted a lovely cocktail party at her home with Suzanne Baker Freyer (’83), Brandy Bennett Kelly (’82), Katie Wood Quinn (’94), and Nadia Dorsey Samuel (’93). Guests were treated to a fantastic spread of food, wine, and homemade desserts! The intimate gathering was also attended by: James Ganiere (’87), Rina Yano (’87), Chris Kern (’89), Kate Wilson (’03), and Ehab Samuel.

PROFESSIONAL NETWORKING EVENT — JANUARY 6, 2106 Alumni and friends enjoyed a lively evening at the Professional Networking Event. All were treated to an interactive presentation on the importance of good listening skills by executive coach and author of What You Don’t Know About Listening, Alexandra Taketa. The group thoroughly enjoyed practicing new communication techniques with each other! Alumni in attendance included: Sally P. Bartz ('87), Mason Case ('08), George Chelius ('88), Kent Elliott ('84), Angi Evans ('75), Peter Fankuchen ('04), Jack Gorab ('08), Chet Harrison ('84), Chris Kern ('89), Hogan Meyer ('01), Vince McGuinness ('79), Andy Morrow ('05), Debra D. Morton ('81), Jillian U. Sabaugh ('99), Natalie Shaw ('01), Danny Sonenshine ('87), Adam Tomalas ('96), Rod Turner ('77), Max Ukropina ('02), Kate Wilson ('03), and Andrew Wood ('99).

BEACON FALL/WINTER 2016

ALUMNI ADVISORY COUNCIL

THE HARBOR DAY ALUMNI ADVISORY COUNCIL HARD AT WORK new alumni entity was formed this fall! The Alumni Advisory Council (AAC) has ten members who will serve two-year terms and will provide input to HDS on school needs from an alumni perspective. It will support the school’s initiatives, activities, and fundraising efforts. Council members are charged with continuing to enhance Harbor Day’s image in the community and will provide fellow alumni with information about activities and programs.

his year, we welcomed five founding council members who will nominate five more alumni to join them in the fall of 2016. In September, they were treated to a half-day “state-of-the-school” update from the Head of School, students, administration, faculty, and trustees. After meeting with everyone, the council came up with an initiative for the year. The goals of the AAC are to broaden the scope of alumni outreach, to foster more involvement by the alumni community, and to increase alumni presence at events in support of school initiatives. They are already doing a fantastic job! Alumni attendance increased at the Turkey

Bowl, the post-Turkey Bowl gathering at The Place in Corona del Mar, the Los Angeles Alumni Reception, and the Professional Networking Event. Plus, with their hard work on our 24-hour alumni “Thanks Giving” Day, the council was able to raise over $28,000 in support of the Annual Fund. Upcoming events for the year include the New York Alumni Reception, HDS Alumni Serve during the month of April, Blue/Gold Track Meet, and Graduation. Alumni should look forward to receiving a personal invitation to these upcoming events from an Alumni Council member. ■

THANK YOU TO THE FOUNDING ALUMNI ADVISORY COUNCIL MEMBERS: SUZI BISHOP BURKE (’75) RICK TAKETA (’86) NADIA DORSEY SAMUEL (’93) MAX UKROPINA (’02) KATE WILSON (’03)

BOARD OF TRUSTEES LIAISON: KENT ELLIOTT (’84) ———————————

IF YOU ARE INTERESTED IN BECOMING A CLASS REPRESENTATIVE OR JOINING THE ALUMNI ADVISORY COUNCIL, PLEASE CONTACT DEB MORTON AT DMORTON@HARBORDAY.ORG.

BEACON FALL/WINTER 2016

IN MEMORIAM: The Harbor Day community extends its heartfelt condolences to the family of a former faculty member

PAUL EDMUND SCHULTE

r. Schulte passed away October 3, 2015 in Sun City,

Arizona. He is survived by his wife of 63 years, Cynthia

Schulte, three children, Bruce, Deborah and Joan, nine grandchildren, five great grandchildren, and his brother Franz Schulte of San Clemente. Mr. Schulte was born

and raised in Riverside, and attended high school in Newport Beach. He graduated from Claremont Menâ&#x20AC;&#x2122;s College and then served as a Russian interpreter for the United States Army in Germany during the start of the Cold War. When he returned home, he became a teacher. As a Harbor Day School science teacher for many years, he took students to Catalina and on trips to pan for gold in Northern California. He encouraged all PAUL EDMUND SCHULTE

around him "to see the wonder." â&#x2013;

MR. SCHULTE WITH MR. MARDER IN CATALINA, 1979.

BEACON FALL/WINTER 2016

HEAD'S CIRCLE ('87)

2015-16 ANNUAL FUND VISIONARIES Mr. and Mrs. Alan F. Airth The Argyros Family Foundation GP The Fry Family Foundation GP

BEACONS Mr. and Mrs. Todd Anderson Mr. and Mrs. Santino Blumetti Mr. and Mrs. Rob Cohen Mr. and Mrs. Philip Cohen Mr. David Franey and Ms. Stacie Coopman-Franey Ms. Stephanie Argyros Gehl ('84) Mr. Jeff Gehl Mr. and Mrs. Jason Krotts Mr. and Mrs. Mark McCardle Mr. and Mrs. Randall McCardle GP Mr. and Mrs. Ryan Steelberg ('88) Mr. and Mrs. James Warmington, Jr.

SEAHAWKS Mr. Mark Czepiel and Ms. Amy Marie Paul Dr. and Mrs. Jeffrey Deckey Mr. and Mrs. Darrin Ginsberg Mr. and Mrs. Mark Harrison ('82) Jacqueline Badger Mars Foundation GP Drs. Zafar and Iram Khan Mr. and Mrs. John Kirkowski Mr. and Mrs. Robert Lewis Mr. Ryan and Mrs. Joyce-Ann Bishop ('91) Mahoney Dr. and Mrs. Farzad Massoudi Mr. and Mrs. Danny McKenna PP Dr. Navid Nami and Dr. Leila Ettefagh Mr. and Mrs. Chad Peets Mr. and Mrs. Daniel Sonenshine ('87) Mr. and Mrs. Phillip Talleur Mr. and Mrs. Joseph Ueberroth Mr. and Mrs. Jeffrey Walbridge

Mr. Aaron and Mrs. Sally Peckenpaugh Bartz Dr. Timothy Chen and Ms. Linda Lai Mr. and Mrs. Henry Chung Dr. and Mrs. William Davis Mr. and Mrs. Kent Elliott ('84) Mr. and Mrs. Hirad Emadi Mr. and Mrs. Michael Gomez Mr. and Mrs. Craig G. Johnson Mr. and Mrs. Keith Katkin Mr. and Mrs. Emery Ledger Mr. and Mrs. Michael Lin Mr. and Mrs. David Mead Dr. and Mrs. Mohammad Neal Mr. and Mrs. Robert O Hill Dr. and Mrs. Terence O'Neil Mr. and Mrs. James D. Olsen GP Mr. and Mrs. Alex Razmjoo Mr. and Mrs. John Schmid Mr. and Mrs. Robert Searles Mr. and Mrs. Peter Shea, Jr. Mr. and Mrs. Scott Shean Mr. and Mrs. Robert Stemler Mr. Stephen Thorp and Dr. Stephanie Thorp Mr. and Mrs. Frank H. Trane GP Mr. Ashok Tripathi and Ms. Sheila Swaroop Mr. and Mrs. Gene Tsai Mr. and Mrs. Gary Vaughan Mr. and Mrs. Geoff Von Der Ahe Mr. and Mrs. Alex Vorobieff Mr. Shep and Dr. Tina Wainwright Mr. and Mrs. Scott Watson

Mr. and Mrs. Daryl Landy Mr. and Mrs. Jeff Majit Ms. Michelle Manolis GP Drs. Doug and Gigi McConnaughey Mr. and Mrs. David Moatazedi Mr. and Mrs. Toby Page PP Dr. and Mrs. Ali Sadri Mr. and Mrs. Scott Shubin Mr. Jeff and Mrs. Elena Goodman ('93) Singletary Mr. and Mrs. Brian Stern Mr. and Mrs. Lance Stern Mr. Richard Taketa ('86) Mr. and Mrs. Will Tipton Mr. Bradley and Dr. Cara Todd Mr. and Mrs. Clark Welton ('84)

100% CLUB Ms. Ella Abbott ('15) Ms. Madeleine Abbott ('11) Ms. Graysen Airth ('14) Mr. Chandler Airth ('16) Mr. William Akerblom ('15) Ms. Tess Alexander ('11) Ms. Skylar Alexander ('14) Mr. and Mrs. Mark Beder Mr. and Mrs. Eric Boserup Mr. Morgan Brief ('02) Mr. Bobby Briggs ('12) Ms. Katherine Briggs ('14) Ms. Carter Britt ('15) Ms. Lexi Brooks ('15)

HARBOR LIGHTS

Ms. Christine Burke ('02)

Mr. and Mrs. Peter Bacci Mr. and Mrs. Dominic Barton Mr. Philip and Mrs. Shelley Garner ('75) Belling Mr. Brian and Mrs. Suzi Bishop ('75) Burke Mr. Ryan ('90) and Mrs. Kelly Christeson ('93) Callaghan Mr. and Mrs. Ted Carpenter GP Mr. and Mrs. Edward Cook III Mr. Jefferson Cowart ('99) Mr. and Mrs. Angelo Cuneo Ms. Debbie Fogel Ms. Kylie Gaughan ('09) Ms. Keaton Gaughan ('10) Mr. Connor Gaughan ('06) Dr. and Mrs. Sanjay Grover Mr. and Mrs. Katy Lewis ('96) Hanke Mr. Steven Hillgren ('03) Mrs. Patsy Howard GP Mr. and Mrs. Robert C. Ihrke GP Mr. Michael Johnston Mr. and Mrs. Wayne Karro Mr. and Mrs. Daniel Kern Dr. Ryan Klein ('83) Mr. and Mrs. James R. Knapp PP

Ms. Kati Burke ('07) Ms. Kelly Burke Ms. Mackenzi Burke ('06) Mrs. Meghann C. Butcher ('94) Ms. Campbell Case ('16) Mr. and Mrs. Paul Casey Mr. Jon and Mrs. Cynthia Trane ('69)Christeson GP Mr. and Mrs. Mike Clark GP Mrs. Susan Martyn Clark ('75) Mrs. Jennifer Daley Cofield ('81) Ms. Maclay Coldren ('02) Mr. Wills Cook ('15) Ms. Jessica Crump ('15) Ms. Paige Czepiel ('15) Mr. Jerry Dallape GP Dr. Alex Dastgheib and Dr. Bita Bagheri-Dastgheib Mr. John Davenport ('08) Mr. William Davenport ('11) Ms. Christina Davenport ('14) Ms. Alexis Davin ('15) Mr. and Mrs. Timothy A. Devine GP

BEACON FALL/WINTER 2016

Mr. Andrew T. Dodds ('75)

Mr. and Mrs. W. Michael McKinley PP

Mr. and Mrs. Richard Sun GP

Mr. Richard and Mrs. Natalie Stamires('83) Donahoo

Ms. Isabella McKinney ('15)

Dr. and Mrs. Shambhu Tripathi GP

Mr. and Mrs. Mike McNeill

Mr. Rod Turner ('77)

Ms. Dori Dutton ('90)

Mr. Matteo Merage

Mrs. Darci Dutton-Reimund ('89)

Drs. Sean Mohtashami and Samira Houshiar

Mr. J.P. Ueberroth ('18)

Mr. August Eriksmoen ('86)

Mr. Nate Montgomery ('15)

Mr. Matthew Ueberroth ('15)

eScrip

Turner Foundation Fund

Ms. Tessa Montgomery

Mr. and Mrs. Richard Eusey

Mr. Timothy J. Morton

Mr. Charlie Evans ('11) Ms. Lauren Ewing Mr. Warren Fix

('15)

Mr. William Ueberroth ('13)

('13)

Mr. Max Ukropina ('02)

('15)

Mr. Drake Mossman

('15)

Mr. Jack Ukropina ('98)

Mr. Jacob Muchnick ('15)

Mr. Luke Nataupsky

Ms. Hayden Furey ('06)

Mr. Corbin Vaicek ('15)

('15)

Ms. Sharon Villegas GP GP

Mr. and Mrs. Tonny Nielsen

Mrs. Elizabeth Gapp GP Mr. and Mrs. James Gapp

('81)

Mr. Wyatt Genc ('15)

Mr. Sean Niknafs and Dr. Sima Mirhashemi

Ms. Peyton Webb ('15)

Mr. Eamon Niknafs ('15)

Mr. and Mrs. Kristofer Wilks ('88)

Ms. Audrey Nourse

('15)

Ms. Kate Wirta ('15)

Mr. Marvin Gross and Ms. Lynn Hamberg GP

Ms. Nicole Nourse

Mr. Chase Hall ('13)

Mrs. Sarah Weekes O'Malley ('90)

Mr. Bobby and Mrs. Kristen Coleman ('88) Hatfield

Mr. James S. Olmstead ('75) Mr. Steve Olson

('15)

Mr. and Mrs. Doug Wolter

HDS FACULTY AND STAFF Mr. Chatom Arkin and Mrs. Emily Horowitz ('98)

('86)

Mr. Douglas Hirsh Mr. and Mrs. Ryan Owens Mr. Drew Hoeven ('96)

Mrs. Blair E. Paige ('82)

Mr. and Mrs. Timothy Howell Ms. Brynn Johnson ('06)

Mr. and Mrs. Tom Peckenpaugh GP Mr. and Mrs. Terry Peets GP

Ms. Caitlyn Johnson ('09)

Mr. Grant Person ('15)

Mr. Sean and Mrs. Susan Ihrke ('88) Johnson* Mr. and Mrs. Steven Johnson

Mr. Anthony and Mrs. Kristen Caspers ('72) Petros PP

Ms. Emily Johnson ('15)

Ms. Michaela Phan ('15)

The Hon. and Mrs. Gerald Johnston

Mr. and Mrs. Michael Riddlesperger

Mr. Zackery Karro ('15)

Mr. Aidan Rodriguez ('15)

Mrs. Anne Swayne Keir ('89)

Ms. Erica Roque ('15)

Mr. Brian and Mrs. Caren McKinley ('88) Kelly*

Mr. and Mrs. Myron Rosenbaum GP

Mr. and Mrs. Brendon Kensel

Dr. and Mrs. James Rosing

Mrs. Carol Kensel GP

Mrs. Jillian U. Sabaugh ('99)

Ms. Jennifer King ('15)

Ms. Clarissa Sargeant ('15)

Mr. John King ('15)

Ms. Sydney Schell ('15)

Drs. Russell Klein ('80) and Nicole Nelson

Mr. and Mrs. Marc Schwartz GP

Mr. Nolan Klein

('15)

('89)

Ms. Shelby Searles ('05)

Mr. Robert Knapp ('02)

Ms. Jamison Searles ('09)

Mr. George Knapp ('15) Mrs. Lesly Knight PP

Mr. Pierre-Andre Senizergues and Ms. Sara Sheen

Mrs. Kari Qvale Koeff ('75)

Mr. Peter Shea ('15)

Dr. and Mrs. Dongsoo Koh

Ms. Lindsay Shean ('15)

Mr. David Kuehn

('81)

Ms. Logan Ledger

Mr. and Mrs. Jonathan Becker Ms. Diane Bjelland Ms. Violeta Cambra Mrs. Megan Carter Mr. and Mrs. Mark C. Coleman Mrs. Amelia Cortez Ms. Sylvanda Edwards Mr. Peter and Mrs. Angela Knapp ('75) Evans PP Mrs. Anne Foodym Mr. James Gapp ('81)* Mrs. Freida Hall Mrs. Pat Huff Mrs. Susan Ihrke Johnson ('88)* Mrs. Caren McKinley ('88) Kelly* Mrs. Debra Devine Morton ('81) Mr. Jean-Paul Rimlinger Mrs. Kris Rowe Mrs. Siouxzie Salisbury Mrs. Marie-France Smith Mrs. Lynette Vieira Ms. Angel Ann Waters Ms. Amy Zucker

Mrs. Leah C. Simkins ('89)

Ms. Allyson G. Kuper ('02) Mr. and Mrs. Ron Lane

Mr. Nicholas Walkow ('15)

('15)

Ms. Reese Simkins ('15) Mr. and Mrs. Doug Sloan

*FACULTY MEMBER AND CURRENT PARENT GP

Mr. and Mrs. Allen O. Smith

GP – GRANDPARENT PP – PAST PARENT

('15)

The Hon. Richard Lee and Dr. Carol Shi

Ms. Malia Smith

Mrs. Patricia LePage GP

Mr. Solomon Sonenshine ('15)

THIS LIST REFLECTS ALL GIFTS

Mr. Robert Lewis

Ms. Sage Specter

AS OF JANUARY 21, 2016.

Mr. Tim Linden

('03)

Mrs. Stefanie Stamires

Ms. Morgan Mann ('15)

Ms. Anna Steelberg ('15)

Mr. and Mrs. Paul Margolis GP

Mr. and Mrs. Jason Stern

Mr. and Mrs. Richard Martin

Mrs. Meggen Stockstill

Mr. James McConnaughey ('15)

Mr. William Stomber ('15)

BEACON FALL/WINTER 2016

3443 Pacific View Drive Corona del Mar , CA 92625 tel: 949.640.1410 | fax: 949.640.0908 www.harborday.org

Noelle Becker Harbor Day School 3443 Pacific View Drive Corona del Mar, CA 92625

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