Beacon Magazine Winter 2021 by Harbor Day

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HARBOR DAY SCHOOL 3443 PACIFIC VIEW DRIVE, CORONA DEL MAR, CALIFORNIA 92625 | HARBORDAY.ORG | FALL/WINTER 2021

H t n appy G a s a e l P lad e l H tr ab

WELLNESS AT HARBOR DAY SCHOOL

eerful M o t i v a tic Ch t e d erge E n En t

xcited Silly E t n e d i f S n o urpr C l u i f sed e po

ec afe Resp tful Peaceful cS C o iati m f o hus

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IN THIS ISSUE FEATURES School Boosts Wellness Programming in Response to Pandemic | PAGE 04 Top 5 Health and Wellness Books with Mrs. Meyer | PAGE 09 The Education and Legacy of Anne Foodym | PAGE 10 Alumni Perspective Tech Addiction, Kids & COVID-19 | PAGE 14 Advocacy Work During A Crisis | PAGE 16 IN THIS ISSUE A Message from the Head of School |

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Topping Off Ceremony |

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PAGE 28

Virtual Fall Benefit | PAGE 30 Stay Connected | PAGE 31

HEAD OF SCHOOL

Angi Knapp’75 Evans DIRECTOR OF COMMUNICATIONS

Noelle Becker ALUMNI RELATIONS

Deb Devine ’81 Lee WRITERS

Noelle Becker Angi Knapp ’75 Evans Nancy Gelston Fries Jeff Glueck ’83 Kaylee O’Connor ’07 Moujan Walkow EDITORS

Noelle Becker Lisa Isola Forrest Valdiviez DESIGN

neuNERDesign PHOTOGRAPHY

Noelle Becker Sargeant Creative PRINTING

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.

ON THE COVER: Fifth grade students Addison and Hudson practice mindfulness techniques.

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A Message from the Head of School

his issue of The Beacon goes to press as spring comes into action. Spring is an exciting time at school, as it brings the excitement of the school musical and Grandparents’ Day as well as the anticipation of summer. While this year is different in many ways, we still look forward to seeing the eighth graders perform Once Upon A Mattress outdoors in May and perform for our students’ beloved grandparents virtually. Along with those events, we will also enjoy classroom traditions and work our way toward Moving Up Day and graduation before we dismiss for summer.

raditions contribute to the wellness of our community. There could not be a more apt time to focus on and share our school’s efforts to build and maintain health and wellness than now. Schools have been proven to support children’s mental and physical health, and we are glad that Harbor Day School has kept most of our students safe, on-campus, learning, and even thriving for most of this academic year.

o thrive in a season of pandemic is no small feat. However, we’ve seen teachers try new techniques to reach students in person—which is most students most

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of the time—and remotely when necessary. Under the temporary limitations required to prevent the spread of COVID-19, Harbor Day teachers have grown in their skills and their confidence to tackle nearly every teaching scenario. Meanwhile, Harbor Day School students have grown physically and intellectually. I smile as I see them playing on our asphalt play spaces or walking down the street to have PE in the St. Michael’s and All Angels Church gym. The atmosphere at school is generally happy with our students and their teachers enjoying the camaraderie of working and playing together. I believe that many will recall this unusual time with a bemused fondness for the surprising ways they weathered the pandemic at school.

n that spirit, the theme of Health and Wellness is highly appropriate for this issue of The Beacon. You will get to read how the faculty and staff at Harbor Day School support all aspects of their students’ well-being through teaching to the mind and body. I am proud of our community and look forward to next school year. We have great plans for the 2021-2022 school year, including moving into our new classroom building and meeting our new kindergarten students. While I started this message sharing that spring is an exciting time, I can’t help but smile thinking about the fall. I guess that all seasons are good seasons for a school. Gradatim ad Summum, Angi Evans

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SCHOOL BOOSTS WELLNESS PROGRAMMING IN RESPONSE TO PANDEMIC By Nancy Gelston Fries

n the 10 months after the COVID-19 pandemic forced schools to close, a student mental health monitoring system in Nevada’s Clark County received more than 3,100 alerts, and at least 21 students died by suicide.1 The youngest was only nine, the age of a Harbor Day School third- or fourth-grader. The crisis, believed to reflect pandemic-related stress, prompted school officials in January to say they would expedite reopening. Aware of the pandemic’s impact on student wellbeing, Harbor Day drew upon its resources to offer both distance and in-person learning modalities for grades K-8 beginning last fall. Health concerns and priorities vary from family to family, but the school’s commitment to student well-being hasn’t wavered. For many students, just getting to be at school is enough to boost their mental health, according to School Psychologist Susan Wood. CONTINUED ON PAGE 6 ——————————————————————————————————————————————— 1 https://www.nytimes.com/2021/01/24/us/politics/student-suicides-nevada-coronavirus.html

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chool Welln e s s ay S a t H or D a ar b r

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hool Wellnes c S y s a at H D bor

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W l o o h ellness c S y a a t D H r o ar ra b

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SCHOOL BOOSTS WELLNESS PROGRAMMING IN RESPONSE TO PANDEMIC

FIFTH GRADE TEACHER JULIE HAHN LEADS HER STUDENTS IN A MINDFULNESS EXERCISE BEFORE THEY BEGIN CLASS. CONTINUED FROM PAGE 5

“I was just working with a girl doing some testing,” Ms. Wood recalled, “and I said something about wearing a mask. She said, ‘I’m used to it. I’m just happy to be in school. It’s so much better than being home on Zoom.’” Even before the pandemic, Harbor Day kept a close watch on student wellness. “We meet as a team every week with a learning specialist, either math or language arts, and the Lower School Head, and we discuss any students who are having problems, whether it's academically, socially, or emotionally,” Ms. Wood said. “Teachers in both Upper and Lower School are so involved with the students and parents, nothing is going to get by them. They nip every little problem in the bud.” In addition, the School already had robust programming to support students’ physical, emotional, and social well-being, like RULER and, for Upper School, Advisory. But Harbor Day has taken additional steps, detailed on page 8,

to ensure student wellness during the pandemic. “What we learned is that we had to be more intentional with those curricula,” said Chatom Arkin, Dean of Upper School Students. “These kids will have developed perseverance, perspective, resilience, and all of that will be grounded in their knowledge that community, connectivity, and people matter.”

Mindfulness W

hen Julie Hahn joined Harbor Day as a long-term substitute last year, she brought her expertise in mindfulness alongside nearly three decades of teaching experience. Now a permanent fifth-grade teacher, Ms. Hahn has introduced mindfulness schoolwide. “Mindfulness means intentionally maintaining a moment-bymoment awareness of our thoughts, our feelings, our bodily sensations, and our

surrounding environment,” Ms. Hahn said. “But always through a gentle, nonjudgmental, nurturing lens.” Through her training, Ms. Hahn learned the science behind mindfulness. “There’s a neuroplasticity in the brain, and new pathways form through practice,” she said. “So just like we practice on the sports field, there are ways to exercise the brain and make it more capable.” Ms. Hahn says mindfulness can optimize the brain for learning, helping with attention, information retention, and stress reduction. Noting that we have more than 90,000 thoughts a day, 80% of which are typically negative, Ms. Hahn says mindfulness “is a way to calm our nervous system. It helps us to reset and have some equanimity in everything that we interface.” The Harbor Day community has been so receptive to mindfulness that Ms. Hahn shares it at faculty meetings, and already several other teachers and administrators have begun or completed training through Mindful Schools.

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Mindfulness means intentionally maintaining a moment- by - moment awareness of our thoughts,, our feelings, our bodily sensations, and our surrounding environment,, but always through a gentle, nonjudgmental,, nurturing lens.

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RULER

EMOJI EXPRESSIONS HELP STUDENTS IN KINDERGARTEN IDENTIFY AND LABEL HOW THEY ARE FEELING AT ANY GIVEN TIME.

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s. Hahn describes mindfulness as an “inside out” approach, whereas RULER is an “outside in” approach, making the two “mutually beneficial and supportive.” Implemented school-wide within the last few years, the RULER program teaches students to Recognize, Understand, Label, Express, and Regulate their emotions. First grade teacher Jamie Zwerling explains the benefits of using RULER as a tool to identify and measure feelings. “It gives them the power to realize that even though things are happening to us that are outside our control, like coronavirus, they have the tools they need to choose how to feel,” Ms. Zwerling said. “We talk about actions to bring ourselves into the way we want to feel.” RULER became even more intentional when in-person learning resumed last fall. “These kids have so many different emotions that they are struggling to recognize or delineate between boredom and apathy, or anger and sadness,” said

Mr. Arkin. “We are naming, not so much the anxieties, but the discomforts that exist, because once you name whatever that unnatural feeling is, then you can tame it and you create a phenomenal amount of perseverance.” In first grade, Ms. Zwerling has focused even more on the Mood Meter, each morning having her students identify their pleasantness and energy levels within four color-coded quadrants. “They understand the different colors and that they can be really high in yellow or really low in blue,” she said, referring to the range and nuances of emotions. “The Mood Meter has been the most useful tool for this because for a 6-year-old to realize they’re not going to have a birthday party this year or they’re not going to go to Disneyland is the worst thing that’s ever happened to them. But telling them that they’re so lucky to be here at school and trying to find those joyful moments and distract ourselves, they see there is a lot that still is going well.” CONTINUED ON PAGE 8

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SCHOOL BOOSTS WELLNESS PROGRAMMING IN RESPONSE TO PANDEMIC CONTINUED FROM PAGE 7

Tips

During the pandemic, and even after, the following tips can help students (and parents) maintain physical and mental wellness: GOOD NUTRITION CONSISTENT SLEEP ROUTINE MINDFULNESS AND RELAXATION UNSTRUCTURED PLAYTIME

30 MINUTES OF DAILY OUTDOOR TIME, EVEN IN THE RAIN CONNECTING WITH FRIENDS BY PHONE OR ZOOM READING A BOOK ONE-ON-ONE TIME WITH A PARENT PERFORMING ACTS OF KINDNESS

STUDENTS RECORD THEMSELVES DURING A “SOME GOOD NEWS” SEGMENT.

Physical Wellness

hether or not a student enjoys sports, physical activity is essential to wellness. Even when restrictions were at their tightest, Harbor Day preserved physical education by creating 10' x 12' rectangles, six feet apart, as spaces for students to warm-up and move around. “Having PE every day for kids is critical. It might be the only time they’re getting movement in their body,” said PE teacher Katie Curci. Normally, PE and recess bring entire grades together, but currently, classes are kept separate. “I’ll take a group and do relay races and yoga stretching, and then someone else will do badminton or some other activity that maintains space, but is more of a sport,” Ms. Curci 8

said. “For several months, we couldn’t play basketball, but we could play ’steal the bacon’ basketball, where each kid has their own ball.” Although students are missing out on certain activities and class cohesiveness, Ms. Curci notes that smaller classes allow her to focus more on individuals. While PE is not broadcast to distance learners, the School provides videos on specific sport skills, as well as general fitness. Ms. Curci would prefer that students get off their screens and go outside, but regardless of how they stay active, she advises, “Just smile and have fun, because I think there’s a lot of stress and fear that they’re not even sure why they’re feeling this way.”

Advisory and Upper School Morning Meetings

he partnerships fostered between Upper School students and their advisors are especially important during the pandemic. Additionally, Upper School Morning Meeting times on Mondays and Fridays offer a way for Upper School students to connect. Mr. James Gapp, Director of Technology, has transformed his technology lab into a studio, a place where Morning Meetings are broadcast virtually via Zoom to all Upper School students and teachers. At the beginning

of the year, eighth grade advisories ran Monday Meetings. Now, Student Council has taken over the meetings and members have added their own twist to the weekly broadcasts. “They try to do something fun and funny,” said Mr. Arkin, “and it gives them a platform” to be in front of the Upper School and to be the leaders of the school. In the fall, Mr. Arkin also oversaw the “Some Good News” eighth grade elective class, inspired by actor John Krasinski’s YouTube broadcast of the same name that focused on good things that were happening during the pandemic. The eighth grade cohorts took turns developing their own “Some Good News” episodes, which were broadcast during Morning Meetings on Fridays. The episodes spawned a school-wide compliment day, joke-telling with the kindergarteners and a “kindness calendar” that included things like doing the dishes at home—a favorite of parents. “That was just a super-positive thing we could add and give everyone a purpose,” Mr. Arkin said. “It really helped build community.” At a time when many of the usual events have been shelved, these activities have preserved some of the magic of eighth grade at Harbor Day. n —————————————————— Nancy Fries is a freelance writer and college essay advisor, and the mother of two grown sons.

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HEALTH AND WELLNESS BOOKS TOP 5

WITH MRS. MEYER

By Amy Meyer RECOMMENDED FOR GRADE 6 AND UP

RECOMMENDED FOR KINDERGARTEN AND UP

Fighting Invisible Tigers: Stress Management for Teens

A Boy Like You / A Girl Like You By Frank Murphy and Carla Murphy

By Earl Hipp

This pair of picture books convey the message that the world needs each of us, just as we are. Rich illustrations show a hugely diverse range of boys and girls making good choices in a variety of relatable situations, such as welcoming a new child to class and expressing big emotions to an adult. These books ask our children to embrace the things that make them unique and encourages young people to take care of themselves and their world.

Clinical therapist Earl Hipp provides straightforward, simple, and easy strategies to help young people navigate daily stress. This book helps teens identify stressors in their own lives and provides a variety of techniques and skills for managing stress. Importantly, Hipp explains the physical and mental impacts of stress using language and examples that resonate with teens. RECOMMENDED FOR GRADE 3 AND UP

The Playbook: 52 Rules to Aim, Shoot, and Score in This Game Called Life

PARENT BOOK

Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive

By Kwame Alexander

This book is an excellent read for athletes and competitors. Author and poet Kwame Alexander has compiled 52 short chapters of advice and inspiration from role models ranging from Stephen Curry to Michelle Obama for young readers and athletes in this highly readable book. The Playbook contains photographs and colorful, interesting typography and is visually compelling. I recommend this book for all families—there is wisdom found here for all!

By Marc Brackett

Permission to Feel is a must-read for all caregivers, teachers, and parents. In this uncomplicated, well-written book, Marc Brackett provides practical steps and advice to help us understand and appropriately utilize our emotions. Brackett founded Yale’s Center for Emotional Intelligence and conceptualized the RULER program for social and emotional learning that we use at HDS. This book is incredibly helpful in providing real-life examples, developmentally-appropriate language, and easy-to-implement strategies for the wellness of ourselves and our families.

Big Boys Cry By Jonty Howley This clever picture book helps us all—children and adults—to find the right words to comfort someone in need. Author and illustrator Jonty Howley narrates the story of a young boy and his father walking to the boy’s first day of school. The boy is fearful and on the verge of tears. At a loss for words, his father tells him “big boys don’t cry.” As their walk progresses, father and son witness various displays of emotion, along with different methods for comforting those in need. This book is a reminder of the importance of feeling our emotions and the power of feeling understood. BEACON FALL/WINTER 2021

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A picture book can so effectively demonstrate kindness and empathy and a young adult’s chapter book can celebrate diversity and individuality.

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RECOMMENDED FOR KINDERGARTEN AND UP

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A TEACH E R TO CO UN T O N

THE EDUCATION AND LEGACY OF

ANNE FOODYM By Moujan Walkow

fter 34 years of teaching at Harbor Day School, our beloved educator and math aficionado, Anne Foodym, retired last summer. Principled and honest, Mrs. Foodym worked with integrity and with commitment to the values of Harbor Day School. Her strong character and devotion to the advancement of her students and colleagues alike forge her legacy. “Few people have wandered the halls of Harbor Day and commanded as much respect as has Anne Foodym,” says longtime colleague and friend Chatom Arkin. Though she is known for her keen math knowledge, Mrs. Foodym’s enthusiasm for teaching spanned all the subjects she taught. “I just loved being around the kids,” said Mrs. Foodym, recalling some of her fondest memories of teaching at Harbor Day. She challenged students to think logically, creatively, and critically when approaching any problem, and relished in their eager participation and learning. During math lessons, Mrs. Foodym could be heard explaining difficult concepts with clarity and patience as she demonstrated solutions with Anne truly loved manipulatives, making conher students, she crete what otherwise could be loved Harbor Day, abstract and unattainable. She she loved her wanted students to understand peers, she loved those difficult concepts, but it was just as important to her consistency. that they find the solutions on their own. To that end, she kept a wall of manipulatives—geo boards, tiles, and blocks—that students could use. “I always thought if I could put something in their hands to manipulate, they stayed focused and engaged,” she says. Mrs. Foodym’s gleaming eyes reflected the joy she felt when her students succeeded. Her students’ lively engagement and laughter reflected theirs. “Mrs. Foodym never failed to show kindness to each and every student. I remember laughing and learning a whole lot in all of her classes!” recalls Elle O Hill ’19. One of Mrs. Foodym’s favorite fifth-grade events at The School was the annual celebration of “Colonial Day,” when students experience what life was like in colonial times through experiential hands-on activities such as making candles, corn husk

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dolls, johnny cakes, and churning butter. With her classroom and surrounding outdoor spaces bustling with activity and visits from parents, Mrs. Foodym could be found explaining the traditions and culture of the time and applauding students’ creations. Another highlight for Mrs. Foodym was traveling with students to outdoor excursions or other destinations, like Washington D.C. “I loved getting to see them in a different environment and seeing them from a new perspective. Kids need to experience things both intellectually and physically,” says Mrs. Foodym. She certainly loved teaching, and it showed. While some may recall her admonishments to adhere to uniform guidelines or to drive safely during carpools, it should be noted that her enforcement of rules stemmed from her attention to character and came from a place of love. As Mr. Arkin fondly explains, “She wanted to make sure that each kid got the same shot as the others, and this included everything from academics to PE equipment to infractions. She loved checking kids’ belts and kicking eighth grade kids out of my room when I snuck away to grab a coffee. She would make sure that I knew they had danced around the rules. That kind of dedication to character is something that every school needs. Anne truly loved her students, she loved Harbor Day, she loved her peers, she loved consistency. Harbor Day cannot replace an Anne Foodym, and I can say that I miss seeing—and hearing—my friend.” Mrs. Foodym says she misses being at Harbor Day. She misses walking around the school and seeing all the students’ art displayed. She misses being around her students. She misses family meetings, when she would take pleasure in seeing how the older students “rose to the occasion” to model respect and consideration for the younger members. She even misses figuring out the teachers’ schedules, which she would approach much like a giant Sudoku puzzle, thereby making the task less like work and more like a fun challenge that culminated in the thrill of victory when everything fell into place. She also appreciates Harbor Day’s support of her professional development and allowing her to try innovative approaches to teaching. She is thankful that since 1986, Harbor Day was the place where she taught. She is, however, enjoying retirement. Mrs. Foodym fills most of her days with something she is truly passionate about—tutoring students in math. She also enjoys taking nature walks with friends, experimenting with new recipes in the kitchen, gathering with friends near and far on Zoom, and completing a few of her favorite television series. We all wish her the very best! n

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TOPPING OFF CEREMONY O

n December 17, 2020, our entire community—students, faculty, current parents, alumni, current and past Trustees, and past parents—joined virtually to watch this milestone in the construction of Harbor Day’s new campus. The construction beam with the name of each currently enrolled student was placed in the Science, Art, and Design wing. A tree was placed at the top of the beam, known as a “tree topping”, which is a tradition that dates back to ancient Scandinavian times. It signifies, in current times, an offering of peace and well-wishes to the new inhabitants. Students received commemorative yellow HDS hard hats and an individually wrapped construction crane cookie made by parent and pastry chef Jamie Mead.

FIFTH AND SIXTH GRADE STUDENTS EAGERLY AWAIT THE FINAL BEAM PLACEMENT WITH THEIR HDS YELLOW HARD HATS AND CONSTRUCTION COOKIES!

HEAD OF SCHOOL ANGI KNAPP ’75 EVANS MAKES HER MARK BY SIGNING THE BEAM.

STUDENTS, FACULTY, STAFF, ADMINISTRATION, BOARD OF TRUSTEES, AND COMMUNITY MEMBERS SIGNED THE BEAM.

THE STEEL BEAM IS FINALLY IN PLACE.

THE BEAM IS LIFTED BY THE GIANT CRANE “MR. CRANE” AND IS HOISTED INTO PLACE.

STUDENTS CHEER WHEN THE BEAM IS SUCCESSFULLY PUT IN PLACE ON THE NEW BUILDING!

Harbor Day School will have more milestones to look forward to in 2021, along with our planned occupancy of the new building in winter 2022. More information on our campus project can be found on the campus project web page at: https://www.harborday.org/campus-project. n 12

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HARBOR DAY WELCOMES

DAVID ROYAL DIRECTOR OF FINANCE

Q: How did you begin working at an independent school?

Harbor Day is excited to welcome David Royal, who began in the middle of the school year this past January. Mr. Royal has 25 years of experience working in independent schools. His school career began at HarvardWestlake School in Studio City, where he served as the controller for nine years. After four years as the CFO for Ricardo Beverly Hills, a luggage company, Mr. Royal returned to the school environment where he worked for 15 years as the CFO of Mirman School in Los Angeles. Following his time at Mirman School, Mr. Royal served as the Director of Finance and Operations at The Brandeis School of San Francisco. In addition to his experience in independent schools, Mr. Royal holds a CPA license. Mr. Royal is married to his wife of 35 years, Lurie, and has a daughter, Ashley, and a son, Alec.

When I graduated from college, I got a job working for a CPA firm in Pasadena. I worked there for three years and got certified as a CPA. I worked at a small firm that was developing an audit practice of independent schools. I had been the audit manager on the HarvardWestlake audit. Harvard-Westlake determined they needed more higher level accounting and asked me to apply for their controller position. I did and was their controller for nine years.

Q: What do you like about working at an independent school? I feel like it’s a higher calling. I have worked in for-profit environments, and it wasn’t something that was rewarding or enjoyable. The focus was on making money instead of helping make the world a better place. I feel like working at an independent school gives me the opportunity to help contribute to the education of children and at the same time, do the type of work that I enjoy.

Q: What are some of your favorite hobbies? I like to play golf. In pre-Covid times, I enjoyed shopping at thrift stores and garage sales on Saturday mornings with my wife. When I was in high school, I learned how to do a little bit of magic. It’s fun to do once in a while. It amazes people. We also have a couple of Sea-Doos that we try to use during the summer.

Q: If you had a superpower, what would it be? Why? Probably to fly. Because I could get to places faster and wouldn’t have to deal with traffic.

Q: What was your favorite subject in elementary school? Why? History. I just love reading about stories about what and why things happened. I just enjoy understanding history. n

“Make each day your masterpiece.” — JOHN WOODEN

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Alumni Perspective Tech Addiction, Kids & COVID-19 By Jeff Glueck ’83

My daughter, red-faced, bursts in while I am on a Google Hangout for work in the den. “Dad,” she says, “your Circle Parental Controls cut me off again! And I have my Zoom piano lesson. Now!” Quickly hitting mute—as I’ve learned to do when a child appears during work hours—I say, “Sweetie, it’s actually the time limit on your Apple Screen Time. Go ask Mom. It’s tied to her Apple account.” “Aaaaahhh!” she screams as she runs upstairs. This was a very “2020” moment. And 2021 so far threatens more of the same. Many of us as parents and teachers have found it difficult to find balance in this new complex world. For the last year, we have tried to balance virtual and hybrid schooling, work from home, social distancing for COVID-19, and other strains. We are grateful for miraculous technology that enables kids and parents to work and learn safely and remotely… yet we struggle with the consequences of all this time our kids stare at screens. As a tech entrepreneur for over two decades, people expect me to extol the virtues of gadgets and apps. But my views are equally shaped by being a parent to three kids and by the growing body of 14

research relating “tech addition” to all kinds of social ills, including alienation, depression and anxiety, inability to concentrate, political polarization, and eating disorders. None of this is easy to balance in “normal” times. Any parent knows the pacifying power of the electronic babysitter when you are trying to make it through the day. We now need this technology more than ever. And yet, we also need to protect ourselves without any real help from government regulation or tech giants taking more responsibility. We must all acknowledge and learn the dangers of tech overuse, especially on developing minds. I encourage you to watch the documentary The Social Dilemma with your teens and tweens, and to read research from the Center for Human Technology (www.humanetech.com), founded by Tristan Harris. Tristan was a Google executive who left to blow the whistle on how YouTube’s algorithms were eerily able to recommend video after video or send well-timed notification pings designed to maximize “attention sucking.” He emphasizes how vulnerable human brains are to supercomputers. The algorithms serve up personalized, addictive brain candy for a specific goal: more watching, buying, clicking…all of it fueling YouTube’s billions in revenue (and it’s the same for Instagram, Snapchat, TikTok, and other tech platforms and apps).

Here are examples of some dangers involved: • Lowering Performance Capacity: The presence of a smartphone on a table (even face down) substantially reduces test performance by unconsciously draining cognitive resources, per a 2017 study.1 • Altered Reality: Social media shows a curated feed, making teenagers especially feel everyone else has a better life, a better look, and more friends, thus increasing depression. Researchers have shown a correlation between higher Instagram use and eating disorders.2 • Alienation: In one UK study,3 children under 14 averaged over three hours a day on their phones, twice as much time as actually talking to their families. • Risk of Suicide: A study shows that children who have been cyberbullied are three times more likely to contemplate suicide than their peers.4 • Provoking Hate: 64% of people who joined extremist hate groups on Facebook did so because of auto-generated recommendations to join such groups.5 BEACON FALL/WINTER 2021

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OPPOSITE PAGE: HARBOR DAY ALUMNUS JEFF GLUECK ‘83. LEFT: THE FIRST DAY OF SCHOOL 2020 FOR THE GLUECK FAMILY. RIGHT: THE GLUECK FAMILY SPENDS SOME TIME TOGETHER WHILE READING A GOOD BOOK.

• Distortion of Reality: 45% of tweets about COVID-19 come from bots and disinformation actors spreading fake information designed to sow division and conspiracy anxieties, according to a Carnegie Mellon University study.6 In the face of endless devices, notifications, and social media, what can we do? We have to be parents. We have to set boundaries and have tough conversations with our kids. None of this is easy. My wife and I struggle daily with the complexities of parental controls. Sometimes we get it wrong. But we don’t give up. We try for a better balance the next day. Steve Jobs, the legendary co-founder of Apple, told reporters his kids were not allowed to use iPads and he limited how much technology was allowed at home. Many tech execs I know are the first to want their kids to read paper books, play board games, get outside in nature, and limit screen time. Here are a few options to help you get started: • Delay as Long as Possible: Wait as long as possible before giving kids their own devices for recreational use. Consider a feature phone if your kids need to call or text for safety reasons. Even after you give a device, I suggest implementing rules

banning social media accounts until your kids are a specific age. • Set Ground Rules: Before gifting a device, sit down and set ground rules mutually with your kids. Write down the rules, with kids acknowledging that if they break them, they’ll lose their devices for a day or more. • Use Parental Controls: Apps like Circle allow parents to limit screen time by type of app, both at home and on cellular or Wi-Fi. Apple and Google both offer native parental controls that let you set time limits and “bedtimes” when the devices shut down. In our house, we limit games or video to an hour a day and set bedtime for 8:00 p.m. • Play with Your Kids: We notice our kids get cranky and sassy after too much screen time. Go outside together and play at a park or in the backyard. Read a book together. Make some healthy snacks or bake together. Break out the Scrabble board or teach the kids hearts or charades. Color a mandala. We notice that after running around or playing cards, our kids seem to revert back to their “normal” warmhearted personalities.

• Take a Tech Time-Out: We all need a break from our screens, adults too. Set an example. Put your phone down and away when you are with your kids. Give yourself a screen time-out and stick to it. As a last note, it’s okay to enjoy the fun of tech. My kids show me Roblox worlds they’ve learned to code. Streaming and watching The Mandalorian together allowed us to share the Star Wars magic I discovered at their age. We learned origami on YouTube together—and then we turned off the screen to practice together in the real world. The best antidote to tech is to be present with your kids. Listen to where they are at. Savor the good, help them learn how to navigate the bad, and shield them, to the extent that you can. None of this is easy. I welcome other parents’ experiences and practices at my email below. n —————————————————— Jeff Glueck (Alumnus and HDS Alumni of the Year Honoree in 2019, Jeff.glueck@gmail.com) is the former CEO of Foursquare,CMO of Travelocity, and co-founder of Hawkfish, a digital marketing agency.

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Go to https://ledger.humanetech.com/ for a complete listing of all references. 1 Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W., 2017. Journal of the Association for Consumer Research, 2(2) 2 Turner, P. G., & Lefevre, C. E., 2017. Eat Weight Disorders 3 Donnelly, L., 2019. The Telegraph

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4 van Geel, M., Vedder, P., & Tanilon, J., 2014. JAMA Pediatrics 5 Horowitz, J., & Seetheraman, D., 2020. Wall Street Journal 6 Pennycook, G., Cannon, T., & Rand, D. G., 2018. Journal of Experimental Psychology

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Alumni Perspective Advocacy Work During A Crisis By Kaylee O’Connor ’07 of health policy, particularly with respect to health care financing, insurance, and quality. I was drawn to health care consulting because I wanted to work at a place where I felt I could impact peoples’ lives for the better and saw an opportunity to do so at Manatt Health. The work can be fast-paced and demanding, but helping clients across the country tackle pressing health care challenges is incredibly rewarding. During a typical day, I have virtual meetings with clients where we discuss the status of projects and health care issues or trends. I spend the rest of my day researching, conducting qualitative and KAYLEE WITH HER FATHER, PAUL, AND BROTHER, JOHN'10, IN WASHINGTON, D.C. quantitative analyses, and developing written My first introduction to issue briefs/memos and presentations the field of public health for internal and external audiences. For example, we recently wrote an issue brief came during my senior and facilitated a webinar on ways state year of high school when Medicaid agencies can improve access I met with a family friend to health care for children with special health care needs. To inform the work, my for coffee and heard team and I interviewed family members, about her work related to advocates, and experts in the field to learn diabetes prevention in our about the complex and diverse challenges faced by children and their families, and neighboring communities. we reviewed states’ coverage policies and This led me to seek out public health practices. Medicaid, a health insurance courses and volunteer opportunities program for low-income individuals and (e.g., providing health care services and families, covers about half of all children referrals to Los Angeles’s homeless popuwith special health care needs in the lation, educating students at local high United States, playing a central role in schools about their health and well-being) addressing the needs of this particularly while I was a student at UCLA. Once vulnerable population. Although federal I graduated, I moved to Baltimore to law requires that Medicaid provide all pursue a master’s degree in Public Health enrollees under age 21 with comprehenfrom Johns Hopkins University, where I sive pediatric health care services, children focused on broadening my understanding

and their families face many challenges in accessing those services. Almost one-fifth of families of children with special health care needs report at least one unmet need (such as access to preventive or specialist care), and that number increases to 44 percent for children who are medically complex. Our role for this project was to help states address real-world barriers to access to ensure children with special health care needs receive the care they need on an ongoing basis. Ultimately, several states adopted and implemented some of our recommendations, so we have been able to see the downstream impact on individuals and families. As I reflect on my career path, I know I would not be where I am today without the strong educational foundation and values Harbor Day School instilled in me. While it’s hard to say where I’ll be in five years (other than hopefully back in California), I plan to continue my efforts to address health disparities and ensure low-income and vulnerable individuals are able to access health care. n —————————————————— Kaylee O’Connor ’07 works in health care consulting for Manatt Health, which is an integrated legal and consulting division of Manatt, Phelps & Phillips, LLP located in Washington D.C. They support a wide range of health care organizations—such as federal agencies, providers, health care systems, and foundations—as they navigate the evolving health care landscape. Her specific role is focused on developing policies and redesigning programs in Medicaid, a health insurance program for low-income individuals and families. She also advises clients on the impact of emerging Medicaid legislation, regulations, and monitors federal and state health policy developments. Since the beginning of the pandemic, much of her work has centered around helping states prepare for and respond to COVID-19, including the development of COVID-19 testing/vaccine strategies and telehealth policy recommendations to ensure Medicaid enrollees receive needed behavioral health services.

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ALUMNI | WHERE ARE THEY NOW? Alumni from the classes of 2000, 2005, and 2010, on the 10th, 15th, and 20th anniversaries of their Harbor Day School graduations share what their lives look like now, what essential skills they learned at Harbor Day, and what advice they have for current students. 2000

Julianne Caillouette Noble SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

I have lived abroad for 12 of the 20 years since graduation— Italy for a year and 11 years in London. SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 20 YEARS:

Something I have valued my whole education and my entire career was how well HDS taught us to write. MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

Find joy in the learning! Little things you learn at HDS will stick with you your whole life. Julianne graduated from Stanford University with a bachelor's degree in American Studies and lives with her husband, Stephen, and children, Rowan and Avery. She is currently the managing director of The Sustainable Restaurant Association in London, England.

Michelle Queyrel Linovitz SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

I started a side hustle in college selling women’s used fashions on eBay. Word got out in LA and my business morphed into a closet clean-out for celebrities, long before Marie Kondo came to be. At one point, I shot a network pilot titled Celebrity Closet Clean-Out where I taught how to buy smart and see a return on your closet investments.

MICHELLE QUEYREL LINOVITZ AND FAMILY.

SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 20 YEARS:

Mr. Ski would joke that we had to learn to work in spite of distractions in our environment. To demonstrate, he would occasionally ﬂy paper airplanes at us during tests. Now more than ever, with Safer-At-Home orders and two young kids, I’m grateful for the ability to focus in the chaos! MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

The relationships you make at a young age are some of the most valuable. Cherish your friends, your teachers, your coaches, for these are the people that will mold you and carry you forward throughout your life. Michelle graduated from the University of Southern California with a bachelor’s degree in both Science and Business Administration. She lives in Corona del Mar with her husband, Tom, and their children, Luke and Kate. She is a real estate professional with Villa Real Estate.

2005

Katie Stemler Ashbrook SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

I have lived in Los Angeles and Chicago, led marketing campaigns for brands ranging from Disney Parks to U.S. Dairy, and have been lucky enough along the way to be surrounded by the best family and friends (many of which are also HDS alums)! SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 15 YEARS:

O.U.C.H. (Our Unkind Comments Hurt) (CONTINUED ON PAGE 18)

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ALUMNI | WHERE ARE THEY NOW? MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

Don’t take this part of your education for granted. Looking back, I hold a strong belief that Harbor Day set the foundation for all my future successes. Katie graduated from the University of Southern California with a Bachelor of Arts degree in psychology and is a Senior Account Supervisor at Edelman. She lives in Hermosa Beach, California, with her husband, Sam.

Laura Bilder Jackson

(CONTINUED FROM PAGE 17)

Caroline Kelter Kilgore SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

After graduating from Cornell in 2013, I moved to San Francisco to work in Silicon Valley, and I have worked in the tech industry ever since. I married my husband, Tom, in 2018 with many HDS friends in attendance. We enjoyed an extraordinary honeymoon on safari in Africa. I was given the opportunity to donate bone marrow in 2016 after being selected from a donor bank. I’d like to ask my classmates to please consider joining a donor bank! 70% of recipients rely on donor bank matches, and all it takes is a simple cheek swab! I am happy to share my experience with anyone interested or check out bethematch.org to order a kit. SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 15 YEARS:

How to write! MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

Cherish your friendships. HDS will give you lifelong friends unlike any other. My HDS friends are like family. SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

The past 15 years have graced me with remarkable academic, personal, and professional opportunities, but the most unexpected was meeting my husband, Tom Jackson'02, in New York after living here for years. Despite my sister, Kathryn Bilder '02 Jackson, and Tom being in the same HDS class, and our moms (Kathleen Jackson and Becky Lockhart, formerly Bilder) working across the hall from one another at HDS, Tom and I met in New York City, where Tom works in business development at Plaid and I work as a transactional lawyer at Jones Day in the Mergers & Acquisitions group. Life is funny like that, I guess. We were fortunate enough to safely celebrate our wedding in December 2020, with our immediate family, my sister, Kathryn, officiated the ceremony. Heather Jackson'83 manned the FaceTime with Bryce Jackson'86 so that he could celebrate with us. SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 15 YEARS:

Algebra, and the grammar songs the then Miss Kuhn (Mrs. Rose Kuhn'91 Helm) taught us. To this day, I still sing them in my head while drafting. MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

In the wise words of Mr. Ski, “You’re all miracles.” Don’t take anything for granted. Laura holds a degree in Economics from the University of Pennsylvania, Wharton School of Business, and has a Juris Doctorate from Fordham University School of Law. She is a transactional lawyer in the Mergers and Acquisitions group at Jones Day in New York City.

Caroline graduated with a Bachelor of Science degree from Cornell University from the School of Hotel Administration. She is a Senior Account Executive at DataGrail, a data privacy technology company. She and her husband, Tom, live in Kentfield, California.

2010

Daphne Janes SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

I traveled to China with the UCLA Men’s Basketball team as a member of the UCLA Dance Team. Basketball season and football season overlap in November, so I cheered at a basketball game in China and a football game at the Rose Bowl in Pasadena, California, all within 24 hours. Both teams won their respective games! It was a unique (and exhausting) experience! SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 10 YEARS:

HDS taught me excellent time management skills and how to work well with others while still maintaining my own beliefs and standards. The ability to balance different school subjects, sports, extra-curriculars, hobbies, and home life makes all HDS students incredibly well-rounded and better able to adapt to all life will throw at them. HDS emphasizes the importance of supporting BEACON FALL/WINTER 2021

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each other and working hard for the beneﬁt of the whole and not just the individual. This has allowed me to collaborate, create, and compromise with fellow students and teammates and colleagues. Above all else, HDS taught me to be conﬁdent in who I am as an individual, speak up for what I believe in and am passionate about, and never back down from a challenge. MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

I advise all current HDS students to work as hard as they possibly can both in the classroom and out because that work will set them up for success throughout high school, college, and beyond. HDS will be the foundation for all that you do in life moving forward. I'm thankful for all that I learned as a student and all the experiences and opportunities my time at HDS brought me. Put in the time now, and I promise your future self will thank you for it! Daphne graduated from University of California, Los Angeles with a bachelor's degree in International Development Studies with a Global Health minor. Currently, she lives in Dallas, Texas, where she is a professional cheerleader with the Dallas Cowboys. She recently took the LSAT in February 2021.

Arya Nakhjavani

HEY ALUMNI...

GOT

UPDATES?

SOMETHING INTERESTING I'VE DONE SINCE GRADUATING FROM HDS:

Too much in the 10 years to summarize here, as I am sure everyone else will agree! High school, college, sports, friends, family, travel, work, and everything else. Life is full of ups and downs, and each moment is as interesting as the last. SOMETHING I LEARNED AT HDS THAT HAS SERVED ME WELL OVER THE LAST 10 YEARS:

Proper grammar and the importance of writing! MY WORDS OF ADVICE TO A CURRENT HDS STUDENT:

Study hard and have fun! The harder you work at HDS, the easier high school and college will be! Arya graduated from Claremont McKenna College with a bachelor's degree in Economics, Sequence in Finance, and played water polo. He is the Director of Operations at N Consulting Engineers and is a Senior Financial Analyst at EKN Development Group in Newport Beach. n BEACON FALL/WINTER 2021

Look for 2021 Alumni Class Notes in our next issue of The Beacon! WE NEED YOUR HELP!

We are looking for class reporters to solicit updates once a year from their classmates. We will help you get in touch with our alumni. It’s a fun way to stay connected with your HDS alumni friends! Interested? Email alumni relations representative Deb Lee at dlee@harborday.org.

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tu vir

Upper School Holiday Program

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Lower School | Holiday Program

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IN MEMORIAM

FAITH PICKETT 1946-2020 By Moujan Walkow In 2017, when Faith Pickett retired after 26 years of service at Harbor Day School, Harbor Day lost an invaluable professional, one who supported the administration and faculty through her many roles over the years. On September 26, 2020, when Mrs. Pickett passed away after a nearly four-year battle with ovarian cancer, the Harbor Day community lost a friend and a ray of light. As her dear friend and former colleague Freida Hall remembers, “Faith was a fun-loving friend who was full of life. She had an infectious smile and laugh that could light up a room.” Indeed, Faith brought joy to all whom she touched. She was “lit from within,” says Lower School Art Teacher Stacey Hammond. “She made every employee feel like her child. She called me ‘toots’ and gave me a huge hug every day. She went above and beyond for all of us.” Her care for others was authentic and sincere because she truly loved people. “When she asked you how you were, she wasn’t satisfied with the rote response of ‘I’m good.’ She looked you in the eye and lent a listening ear,” remembers Mrs. Hammond. Wherever she went, she connected with people with her wit, wisdom, and keen interest. Highly intelligent and well-read, she was always on a quest to experience the world’s wonders. She loved to travel more than anything—well, almost anything. The biggest love of her life was her son, Shane, with whom she loved spending time and would do so at any opportunity. The best was when they could travel together. Mrs. Pickett had a running “bucket list” of places she wanted to visit, and in her life, she got to see the northern lights, parasail in Switzerland, enjoy the beauty of churches and cathedrals throughout Europe, take a river cruise on the Rhine River, and attend the Royal Edinburgh Military Tattoo in Scotland. She also embarked on several Harbor Day educational trips to Europe, assisting faculty and students and sharing her breadth of knowledge. In the summer of 2008, she had the opportunity to share her love and light with the students at Mbahe Primary School, Harbor Day’s sister school in Tanzania. Her favorite place, however, was St. John, Virgin Islands, a special place she visited often. The golden sandals she wore around her neck reflected not only her love of the beach and sun, but also the funloving, free spirit she embodied. We will always remember Mrs. Pickett by the light she brought into our lives. May she rest in everlasting light and peace. n

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TOP LEFT: WORKING

WITH STUDENTS AT THE MBAHE PRIMARY SCHOOL IN TANZANIA. TOP RIGHT: MRS. PICKETT AT ASHFORD CASTLE IN IRELAND HOLDING A HAWK IN 2017. BOTTOM LEFT: A SCHOOL HEADSHOT FROM THE EARLY 90S. BOTTOM RIGHT: MRS. PICKETT POSES FOR A PICTURE AT HER DESK.

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1. BONNIE CHRISTESON, FRANK AND ALLAN TRANE WITH DAUGHTER CINDY CHRISTENSON ´69 AND GREAT-GRANDDAUGHTER MARY CALLAGHAN. 2. FRANK TRANE WITH GRANDDAUGHTER KELLY CHRISTESON ´93 CALLAGHAN (AUTHOR OF THIS ARTICLE) AT GRANDPARENTS’ DAY. 3. THE CHAPMAN, TRANE, CHRISTESON FAMILIES AT JOHN CHAPMAN’S ´03 GRADUATION. 4. FRANK AND ALLAN TRANE AND BONNIE CHRISTESON WITH THEIR GREAT-GRANDSON JAMES CALLAGHAN. 5. NAN CHAPMAN, FRANK AND ALLAN TRANE WITH GRANDSON MATTHEW CHAPMAN ´97 AT GRANDPARENTS’ DAY 1993.

Photographs courtesy of the Callaghan family.

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IN MEMORIAM

FRANK HOOD TRANE 1931-2021 By Kelly Christeson ’93 Callaghan

Learning didn’t come easily to Frank Trane. When he was young, his family moved frequently, which meant he had to adjust to different schools, often two different ones per grade level. Then there was his dyslexia, which made reading slow and hard. But all the work to learn new things, re-reading and underlining, was worth the effort to understand the world. So when the elite St. Paul’s School in Concord, New Hampshire, said a young Mr. Trane needed to repeat eighth grade to get in, he repeated it. And when he took the College Board Exams (now SATs) his junior year of high school and Stanford told him to come, he went that fall, even though it meant he wouldn’t graduate high school. Early education mattered. When he settled his family in Newport Beach in 1963 to be near his wife’s family, his involvement in his church easily spilled over to its fledgling school, Harbor Episcopal School, where his children attended. He desired great education for the community. When the school created its FRANK TRANE READY TO SURF. first Board of Directors, Frank served as treasurer. He knew board work well, having sat for 24 years on the board of his family’s business, the Trane Company. To accommodate the growing faith traditions in the institution, Frank was part of the team that renamed the school “Harbor Day School” and hired its first headmaster, John Marder. He and his wife gave so generously in support of the new campus at 3443 Pacific View Drive that The Trane Science Center was named in their honor. Science was a fitting recognition, since Frank was an engineer in schooling and hobby. He graduated cum laude from Stanford’s School of Engineering and later from the Stanford Graduate School of Business before serving on active duty in the Navy as a Submarine Repair Officer, earning the permanent rank of Full Lieutenant. At the Trane Company, he was the U.S. Manager of Branch Plants, building factories throughout the east. In his own home in Balboa and on his custom yacht, Hallelujah, he could fix anything—electrical, mechanical, or plumbing—humming along as he did. Mr. Trane’s resonance continues at Harbor Day. When his children attended the school, Mr. Trane and his friends started organizing family ski trips over President’s Day week, and student absences avalanched until HDS buckled and declared it “Ski Week.” For 45 Februaries in a row, Mr. Trane took the family skiing in Snowmass, teaching parallel skiing not just to his children, but also to his HDS grandchildren (Christeson and Chapman) and eventually his HDS great-grandchildren (Callaghan and Chapman). He proudly claimed he attended over 20 Grandparents’ Days. Through this fall, he drove his great-grandchildren to HDS carpool. Fourteen members of the four generations of his family have attended Harbor Day School, and all 29 members live within 10 minutes of each other. And all 29 of us boast of him regularly. Some call him the bionic man, his dual knee replacements allowing him to paddle out to surf and ski until he was 85. His wife calls him “Mr. Wonderful” for how he treated her during their 69 years of marriage. We, his grandchildren and great-grandchildren, affectionately call him, “Boppa” for the way he made us laugh with his puns, cried with us during our tragedies, and prayed for us through it all. His passing leaves a deep hole. But like a great education, his legacy lives on long past his years with us. n

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ANNUAL FUND 2020-2021 Thank you to the families listed below who have made Annual Fund commitments to Harbor Day School in the first half of the year. The list recognizes gifts and pledges made on or before February 26, 2021. Corporate matching gifts benefiting Harbor Day School are reflected in a family’s giving level. Total giving on behalf of Harbor Day School aggregating all gifts received on or before June 30, 2021, will be recognized in the school's annual report, published in the fall.

VISIONARIES Alexandra and Alan Airth Cynthia and Stephen Fry GP The Fry Family Foundation Lindsay and Lance Jordan Stephanie Workman Alison and Brett Ledger Audrey Jiao and James Sun Alexandra and Richard '86 BOT Taketa

BEACONS Magi Yang and Gregory Chan Nicole and Michael BOT Cudzil Ruby Du Fanny and Jan Eckermann Ying Zhou and Jiansheng Jin Iram and Zafar Khan Sally and James Knapp PP Mandy and Christopher Lee Jennifer and Brian BOT Niccol Sherry and Doug Pak Stacy and Jeffery Stone GP PP Danielle and Phillip Talleur Christine and Tony Wang Candice Stack and Travis Whitten Dany Wang and Jason Zhao

——————————————————————————————— BOT – BOARD OF TRUSTEES FS – CURRENT/FORMER FACULTY AND STAFF GP – GRANDPARENT PP – PAST PARENT

SEAHAWKS Aline and Santino Blumetti Trisha and Barrington Burke Amy and Philip Cohen Sheri and Chris Dialynas PP Stacy and Dana Dowers Judi Dutton PP Joanne and Denny Geiler GP The Ginsberg Family Anne and Mark '82 Harrison JoAnn Hertel GP Silvana and Kenneth Jones Kim and Jason Krotts Kimberly and Robert Lewis Lydia Zhang and Ge Liang Joyce-Ann '91 and Ryan Mahoney Jeri and Danny McKenna III PP Laurel and John Nelligan Kay and James Olsen GP PP Darci Dutton-Reimund '89 and Todd Reimund The Alex and Beth Root Family Fund Glenys and Jim Slavik GP Amber and Tim Smith Jacqueline and Gene Smith GP Kristi and Bill Smith Gay Callan and George Stone GP Nancy and Timothy Tamura Jennie and Scott Watson Liz BOT and Spencer Williams Peggy and Mohsen Zahedi

HEAD'S CIRCLE Melody and Frank Antilla Sally '87 and Aaron BOT Bartz Karla Kraft BOT and Anderee Berengian Nicole and Dean Camaras Christine '90 and Glen Cawthon Anna-Marie and Brian Claassen Justine and Angelo Cuneo Barbara and Tad Danz GP Dori Dutton '90 Angi '75 FS and Peter Evans PP Diana and Gareth Evans Mei-Chi and Gregory Flesher Danielle and Matthew '93 Foster Whitney BOT and Michael Gomez Tonia and Gerald Gostanian GP PP Caroline and Kevin Gray Karen and Brett '80 Gregor PP Katy '96 and Doug Hanke Elizabeth and Keith Katkin Liz and John BOT Kirkowski Ellen Lee GP Vivien Liu and Jiahui Li Na Zhao and Zhenyao Liu Kimberly and Leigh Martin Jamie and David Mead Meghan and Matthew Michalovsky Lisa and Terence O'Neil Hayley '98 and Michael Palazzola Cari and Chad Peets PP Ledford Powell Neda and Reza Rofougaran Wenying Guo and Eric Shi Elena '93 and Jeff Singletary

Rita Daghlian and Paul Sokolowski Bonnie Lee and James Sung Allan and Frank Trane GP PP Sheila BOT Swaroop and Ashok Tripathi Jacqueline and Kent '96 Turner Megumi Yamato and Marco van Akkeren Laura BOT and Tim Vanderhook Jane Zuo and Steven Wang Shea and Ryan Ward Jan and John West Alivia '99 and Ryan Williams Sandra and Ray Wirta GP Sophia and Eugene Yim Helen Ni and John Zhou

PATHFINDERS Emily Horowitz '98 and Chatom Arkin FS Asayo and David Badger GP Alia and Rami Batniji Olivia FS and Ludwig Baumgartner Eden and Samuel Bederman Ryan Best '93 Lisa Briggs PP Stephanie and Jason Bryden Jennifer '98 and Matthew '97 Chapman Heather and Jefferson '99 Cowart Monica and Joseph Dib Sara and Lance Dixon Linda and Robert Getter Lynn Kanda and David Gleeson Lorraine and Thomas Gyulay PP Connie and Robert Ihrke GP PP Emily and Jeffrey Irwin Jill and Daryl Landy Jie Zhao and Rong Li Kate and Jeff Majit Michelle Manolis GP Diana and Craig McCallister GP Leila and Navid Nami Susan and Kit Natland Susan and Toby Page PP Gail Pickart GP PP Sonali and Rogelio Pier Sharona and Ramin Pirnazar Linda I. Smith Foundation PP Janet and Bob Stemler PP Stephanie and Jeremiah Tao Jessica and Eric '94 Werner Dana Whitmer Cici Chen and Johnny Yeung

PIONEERS Janis and Scott BOT Allen PP Ellen Anderson '71 Emily '00 and Derreck Barker Brian Barwick '04 Noelle FS and Jonathan Becker Jeremy Beecher '00 Kim and Marcus '89 Berry Dean Bowyer '18 Neale Bowyer '19 Paula and Mac Bowyer PP Katherine Briggs '14 Robert Briggs '12 Angie and Mike Browne GP

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Elizabeth Bunce '72 Kelly '93 and Ryan '90 Callaghan Davis Case '09 Mason Case '08 Linda Lai and Timothy Chen Linda FS and Michael Chiao Cindy '69 and Jon Christeson GP PP Connor Chung '12 Maureen and Brian '92 Coleman Kabele Cook '12 Sarah Cox '08 Dominic Cuneo '17 Sienna Cuneo '19 Morgan Czepiel '17 Paige Czepiel '15 Kendall D'Ambrosia '19 Tara '86 and Matt D'Ambrosia Andrea and James Danaher GP Christina Davenport '14 John Davenport, Jr. '08 Lesly and John Davenport PP William Davenport '11 Alexa DeSantis '09 Daniella DeSantis '11 Laurie and Jeffrey DeSantis PP David Ensign '03 Michael Ensign '05 Charlie Evans '11 Sally Evans '09 Anne Foodym FS Christi Francois '18 Patty Sue Glasgow GP Kristina and Todd Godfrey Isabel Gomez '18 Cecilia and Richard Goodman GP Danielle Goodman '04 Chase Hall '13 Freida Hall FS PP Benjamin Hammond '13 Ruby Hammond '17 Stacey FS and Jeffrey Hammond PP Rose '91 FS and Peter Helm Sue and Doug Hirsh FS Sarah and Dan Hogan GP Patsy and John Howard GP Pat Huff FS Godela and Stanley Iverson GP Brooke Johnson '19 Dana and Craig Gordon Johnson PP Samuel Johnson '18 Susan '88 FS and Sean Johnson Evan Jones '12 Keith Jones '14 Stacy and Gary Jones PP Caren '88 FS and Brian Kelly Carol Kensel GP Jordan Kessler '12 Lauren and Marc Kleiman Jensen Klein '18 Lila Klein '13 Michelle and William Klein GP PP Nicole Nelson and Russell '80 Klein Nolan Klein '15 Ryan Klein '83 PP Beth and Thomas '78 Knapp James Knapp '03 Samantha Knapp '09

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Wilson Knapp '05 Elizabeth Knight '11 Landon Knight '11 Chaz Konkle FS Olivia Krotts '18 David Kuehn '81 Frandy '88 and Jeremy Laster Carol Shi and Richard Lee PP Debra'81 FS PP and Richard Lee Kaylana Lee '17 Noelani Lee '19 Patricia LePage GP Michelle '00 and Tom Linovitz Jaimee and David '06 Livingston Brody Majit '24 Owen Majit '21 Margy Margolis GP Lauren '99 FS and Michael McDonald Chris FS and Mike McKinley GP PP Stephen Monroe '80 Timothy Morton '13 Macey Mullane '16 Melissa FS and Mike Mullane Jamie '96 and Martin Mumford Miranda and Richard '02 Nelson Allison Spragins Olmstead '87 Lindsey '01 and Kyle Olson Sylvanda FS and Caesar Padilla Barbara and Tom Peckenpaugh GP PP Emma Peets '17 Rowdie Peets '16 Kristen '72 and Anthony Petros PP Kristen '88 Vitti Pierce and Justin '87 Pierce Taryn '01 and Oliver Pilco DeAnna and Gregory Reposa PP Parker Reposa '11 Anne and David '81 Rosenberg PP Charlotte Rosenberg '12 Karen and Kevin '90 Rowe Katherine Syroboyarsky and Sean '86 FS Rowe Kris FS and John Rowe GP PP Mark Rowe '95 Nadia '93 and Ehab Samuel Isabelle Searles '16 Suzanne and Robert Searles PP Brooke '93 and Chris '96 BOT Shepherdson Maggie Sonenshine '16 Gigi and George Spragins PP Matthew Spragins '85 Peter Stemler '02 Blake Stern '19 Debbi and Brian BOT Stern Leslie and Jason Stern Meggen FS and Ray Stockstill GP Bradley Stone '01 Clayton Stone '99 Jaimee and Gregory '04 Stone Scott Stone '08 Lisa Bynum and Phil Strok PP Nehal Dantwala and Sanjay Tandon Laurel and Scott '96 Tippett John Tipton '18 Lucy Tipton '19 Monique and Will Tipton PP Shanti and Shambhu Tripathi GP Blair '03 and Murphy Troy

Brooke '81 and Patrick Truninger Susie and David Vanker GP Alex Wainwright '17 Moujan Walkow FS PP Julie and Justin Wilson III PP Justin Wilson '06 Kate Wilson '03 Mike Yasin

OUR SINCERE THANKS TO THE CLASS OF 2020 Jazmine Aftabi '20 Ragan Angeloff '20 Gianna B. '20 Alexandra Boserup '20 Aubrey Callaghan '20 Ava Cohen '20 Carter Danz '20 Cameron Danz '20 Chloe Davis '20 Chase Decker '20 T.J. Dilley '20 John Elliott '20 Isabella Fawaz '20 Grant Franey '20 Petra Gapp '20 Alex Gomez '20 Chandler Green '20 Riley Harrison '20 Rio Haupt '20 Danyel Khan '20 Dillon Lane '20 Michael Lynch '20 Madeline Mahoney '20 Dylan Mirhashemi '20 Cooper Mullane '20 Tate Natland '20 Alex Nguyen '20 Catherine Peets '20 Aidan Powell '20 Ellena Reposa '20 Kristy Riddle '20 Arman Rofougaran '20 Sarah Sonenshine '20 Sage Specter '20 Emma Steelberg '20 Logan Stern '20 Talia Tse '20 Walker Vaicek '20 Dilan Vanjani '20 Peyton Vovan '20 Reed Wainwright '20 Erika Wein '20 Everett Welton '20 Lucy Wolter '20 Jack Yoshida '20 Carson Zhu '20

MATCHING GIFTS Bank of America Charitable Gift Fund Johnson & Johnson Neuberger Berman LLC PIMCO Steelcase Foundation

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“

Harbor Day School’s teachers are an inspiration to their students and to the teaching profession itself.

“

— CAIS & WASC VISITING TEAM REPORT

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H D S AC C R E D I TAT I O N By Angi Knapp’75 Evans

Harbor Day School proudly maintains membership in the National Association of Independent Schools (NAIS) and the California Association of Independent Schools (CAIS). These organizations provide our school with relationships with teachers and leaders at highly regarded schools that teach students in pre-kindergarten through twelfth grade. They also offer benchmarking data and professional development. Finally, the California Association of Independent Schools accredits Harbor Day School and assures parents and faculty that our school actually delivers the education that we promise to deliver. Given the rigor of the CAIS requirements, the Western Association of Schools and Colleges (WASC) endorses the accreditation and thus Harbor Day School is also an accredited member of WASC.

n January of 2020, a team of leaders from peer schools visited Harbor Day School for three and a half days to review all aspects of our program and operations. They looked at academics, facilities, safety procedures, and the school’s finances. They visited every classroom and met with students, faculty, staff, administrators, and parents. They left us with a glowing oral report and promised a written report containing recommendations and reflections that would be reviewed and sealed by members of the CAIS Board of Standards. Pandemic delays meant that we received the report approximately a year after the accreditation visit. However, the report BEACON FALL/WINTER 2021

was worth the wait as Harbor Day School received the highest term of accreditation— seven years. The report included major recommendations and pages of praise. The visiting leaders presented a clear representation of Harbor Day School’s program. Summarized, the recommendations are for the school to: build on providing a diverse, equitable, and inclusive learning environment; 2. hire a dedicated admissions officer; 3. plan to maintain its family ethos and warmth in the new facilities; 4. strive to hire and retain a racially and ethnically diverse faculty, staff, and administration; 5. expand its financial aid program to match CAIS benchmarks. 1.

and with each other as colleagues. Three times in the observations of class sessions, teachers could be heard ensuring children that mistakes are encouraged and that so often the best learning comes from struggle and mistake-making.” 4. “There are regular gatherings, both small and large, as well as long-standing traditions, that foster warmth, camaraderie, support, respect, and understanding. Beginning from the moment a student steps out of the car in the morning and is met with a warm greeting and a handshake, and continuing throughout the day, children are made to feel seen and valued.” 5.

“One notable strength is the school’s focus on student wellbeing as evidenced by the protocols and diligence of the school's frontline healthcare provider, the school nurse.”

“Harbor Day School's use of current facilities to meet the needs of the program that provides for a space that is both lived in and loved is a notable strength. What lies ahead for the facility of Harbor Day School is exciting not only for the functionality it will afford, but also because of the thoughtfulness and care that has been put into the embodiment of the school’s spirit.”

The accreditation report also includes many descriptions of Harbor Day’s strengths, including: 1.

“Harbor Day School’s teachers are an inspiration to their students and to the teaching profession itself. Harbor Day School teachers demonstrate pride toward their professional learning community: one marked by hard work, the pursuit of research and best practice, reflection, and ongoing professional development...the caliber of teaching is exceptional.” “The student engagement at Harbor Day School is exciting to behold. From kindergarten through eighth grade, the students take charge of their learning in developmentally appropriate ways. Harbor Day students demonstrate active learning and enthusiasm toward their work, their learning, the work of their classmates, and their teachers too. As a whole, Harbor Day students exhibit an inviting and authentic affability.” “Harbor Day teachers are in the constant pursuit of building positive relationships with children

eading the report filled our HDS faculty with satisfaction and the energy to fulfill the recommendations presented and to maintain the practices that the accrediting team noted as strengths of the school. We are proud of our community and the work that we do together. We are gratified that the California Association of Independent Schools recognized our school and that we are constantly progressing as a community of learners. n

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ON THURSDAY, DECEMBER 3, 2020, HARBOR DAY’S FALL BENEFIT, “FLASHBACK TO THE FUTURE,” TRANSPORTED HDS BACK TO MEMORIES OF RUBIK'S CUBES, CASSETTE TAPES, AND ENDLESS HOURS (AND QUARTERS) AT THE LOCAL ARCADE. THE PIVOT TO A VIRTUAL FORMAT WAS SEAMLESSLY ORGANIZED BY CO-CHAIRS TODD GODFREY AND FARZAD MASSOUDI. IN PREPARATION FOR THE EVENING, MESA AND HABANA RESTAURANT CREATED INDIVIDUALLY PACKAGED SPECIALTY MEALS AND COCKTAILS FOR GUESTS TO SAVOR AS THEIR TEAMS COMPETED IN A FAST-PACED TRIVIA NIGHT. BETWEEN ROUNDS, 80S COVER BAND KNYGHT RYDER ENTERTAINED US WITH CHART-TOPPING SONGS SUCH AS “JESSIE’S GIRL” AND “TAKE ON ME.” FOR A TIEBREAKER, TEAMS FLUX CAPACITORS AND SHAKE THE DISEASE WENT HEAD-TO-HEAD FOR THE NUMBER ONE SPOT AND A ROUND OF APPLAUSE GOES TO THE FLUX CAPACITORS FOR TAKING THE GOLD! n

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3 4 4 3 PAC I F I C V I E W D R I V E , C O R O N A D E L M A R , C A 9 2 6 2 5