1926 Spring/Summer 2023

SPRING/SUMMER 2023

HONGYING “HALLY” WU ’24 DILEMMA

I choose to use the device of irony to carry my voice in this art piece toward the viewers. My piece represents the issue of the rising sea level. It illustrates a scene of a woman hanging the Earth’s surface pieces to dehydrate them. The surface lands are dripping, indicating the significance of melting ice sheets, mountain glaciers and other land-based ice. The planet body of Earth on the bottom left is deserted and dehydrated, cracking. After peeling its planetary skin, the Earth is exposed to its lower crust. Its dismal hypostatic drought emphasizes the importance of water conservation. By portraying the limited water resource and the rising sea level, I want to develop the public’s awareness of the climate and environmental topics, encouraging everyone to contribute to better Mother Earth.

“Dilemma” earned a Gold Key in drawing and illustration as the regional recipient of the 2023 Scholastic Art & Writing Awards.

Reducing Polarization in Our Society

Media literacy is emerging as a critical academic discipline to enhance our ability to responsibly examine, create and share media. LJCDS is committed to developing a world-class media literacy program to help students navigate the complex media landscape, recognize their biases and identify credible sources.

Earlier this year, we invited Vanessa Otero to campus. Vanessa and her team of trained analysts at Ad Fontes Media examine and categorize news content with an overarching goal to decrease the polarization in our society. She spoke with faculty/staff and parents along with classes in the Middle and Upper School.

The world today is complicated. Technological advancements have ensured that we are more connected than ever before. A simple hashtag (#) can create a movement with an international reach. Yet in many ways, we have never been more disconnected. We can interact with one another on an unprecedented scale.

Understanding why people choose a particular position on an issue could provide clues to help us reduce polarization in our society. It is widely accepted that group affiliation is a strong driver of how we approach challenging issues. As soon as we identify as a member of one group or another, partisan identity can make us more accepting of information that supports our beliefs and more critical of information that contradicts them.

Vanessa shared that our group affiliations are nuanced, and often our decisions come from our moral values. Additionally, for a specific issue, it seems that only a small subset of values becomes relevant to which position we choose. For example, of those who agree with forgiving student loans, the moral values that determine that position may include empathy, forgiveness or compassion. These are all wonderful values. Those who disagree with loan forgiveness may focus on individual responsibility, hard work or accountability. Again, these are good values. Furthermore, people who do not support student loan forgiveness may support universal health care because for this issue, the values of respect, human dignity or caring may be most important to them. People approach each issue with specific values in mind.

We bring guest speakers to our campus to expose ourselves to different perspectives that may advance our point of view. After Vanessa’s visit, we suspect more people are eager to learn about the moral values that shape a person’s position on an issue. We can easily disagree with a policy position, but it is much harder to disagree with individual values. Like Vanessa Otero, LJCDS is looking for ways to make the world a better place.

Gary Krahn, Ph.D. Head of School

“Media literacy is not just important; it’s absolutely critical. It’s going to make the difference between whether kids are a tool of the mass media or whether the mass media is a tool for kids to use.”

—Linda Ellerbee

The X Factor

David Jen ’98 decides what radical new technology to finance at X, The Moonshot Factory.

Building a Better Middle School

Kelsey Jones ’02 launches an independent school with an equity and inclusion focus.

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A Grand Impact

LJCDS honors Susie Nordenger, a beloved educator who retired at the end of the 2022–2023 school year after 34 years of service.

EDITORIAL

Editor Tiffany Truong

Associ At E Edit ors

Rachel Baxter

Jennifer Fogarty

Editori A l s upport

Katelyn Sigeti ’06 c r EAtiv E dir E ction

Rachel Baxter

Jennifer Fogarty

Andy Hayt

Sandy Huffaker

Stacy Keck

Kim Toledo

Tiffany Truong

Boris Zharkov

1926 is published once a year by the La Jolla Country Day School marketing and communications department. If you’re reading this online and wish to receive a copy or if you prefer to opt out of receiving a mailed magazine, please contact communications@ljcds.org

Magazine correspondence/editorial queries: communications@ljcds.org

Alumni correspondence/change of address: ksigeti@ljcds.org

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on the cover: Photography by Boris Zharkov

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On Grandparents and Grandfriends Day, guests watched musical performances and visited classes in the Lower School. 

POSTED ON NOVEMBER 18, 2022

Scientists in third and fourth grade were joined by Upper Schoolers to help examine a pig heart and a cow eye in their first dissection of the year. 

POSTED ON FEBRUARY 24, 2023

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Torreys in the Upper School participated in Voice of San Diego’s 11th annual Politifest. Students and faculty staffed registration and helped coordinate the 18 sessions held throughout the day. 

The fifth grade trekked to Sycamore Canyon for outdoor education. They enjoyed activities with their trail groups and participated in an outdoor skills round-robin. Groups rotated from knot-tying to fire-building, tracking, first aid and more. 

POSTED ON NOVEMBER 25, 2022

5 Upper School student Ria Loomba ’25, a lifer at ljcds, performed the Indian classical dance of Kathak for junior kindergarten students, adding to their study of India. 

POSTED ON MARCH 2, 2023

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The Black Student Union shared inspiring words and sang with the Madrigals and concert choir in a powerful performance during assembly to honor and recognize the significance of Black History Month. 

POSTED ON FEBRUARY 21, 2023

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TorreyMUN members were hard at work lobbying, drafting and debating at the Hague International Model United Nations conference held at the World Forum in the Hague, Netherlands. 

POSTED ON JANUARY 31, 2023

Martin Luther King III Visits LJCDS to Launch Say It Now

“Spread the word. … We are going to be a great generation,” chanted Lower School students, reciting Martin Luther King III during assembly. Students from La Jolla Country Day School, the Preuss School UC San Diego and the Monarch School joined forces to participate in the Say It Now initiative—a movement to inspire 1 million expressions of gratitude.

Walter Green, founder of Say It Now, addressed the audience of “changemakers” and encouraged students to express gratitude for the people who have impacted their lives now, while they are here to appreciate it. “None of us are self-made,” he shared. “We have been shaped by the people who have been important in our lives.”

The gathering was the first live event for Say It Now. From uplifting performances to heartfelt speeches and readings, the assembly was filled with inspiration and gratitude.

In recognition of the 60th anniversary of Martin Luther King Jr.’s “I Have a Dream” speech, Martin Luther King III acknowledged that although racism still persists, there has been progress.

“We must build our lives on a strong foundation…so in your life, develop your foundation and always retain a sense of gratitude. … Be grateful to those who are there to assist you and always be willing to share that gratitude.”

King noted the importance of a strong foundation: “We must build our lives on a strong foundation…so in your life, develop your foundation and always retain a sense of gratitude. … Be grateful to those who are there to assist you and always be willing to share that gratitude.”

Students from Grades 4–12 in the Madrigals, concert choir and Black Student Union sang “Lift Every Voice and Sing,” a powerful anthem of hope and resilience.

Students courageously shared live expressions of gratitude. Jaden Mangini ’24 honored his brother, Chase ’18, who has been a constant source of support and encouragement in his life. Harper Goff ’28 expressed appreciation to her volleyball coach, who has always been in her corner, no matter what.

Mahlia Washington ’26 thanked her grandma: “Granny knows the hard times we’ve both endured, and I would go through it all over again as long as it’s with her. … Granny has always told me that I am capable of so many things. … You’ve shown me who I can become—a strong, intelligent Black young woman full of dreams and aspirations.”

LJCDS students are agents of change, and the assembly promoting gratitude embodies the school’s core value, dignity. “I urge each of you, our future generation, to carry on the virtues and values of Dr. King’s work and his dream to become a more just and inclusive world,” said Colleen O’Boyle, assistant head of school for academic affairs, in her remarks. “This dream begins with your collective work, action and commitment.” —TIFFANY TRUONG

STUDENT POEM Stand Up

By Asha Patel ’28

I am one who stands up. Stands up for those who can’t.

At least, I try to.

One tiny voice, right?

That’s all I am.

A tiny, worthless voice.

How can I, change a bully’s mind?

How can I, stand up to a bully?

I don’t matter.

I’m nothing.

Well,

That’s what the bullies think.

I am smart.

I have a good heart.

I am kind.

I have a strong mind.

I am a rebel.

And well,

I am one who will stand up.

Triple CIF Champions

La Jolla Country Day School’s women’s basketball, men’s basketball and men’s soccer teams clinched Coastal League and California Interscholastic Federation (cif) championships in winter 2023. Torrey athletics continues to cement its status as a powerhouse in high school sports and inspires future generations of athletes to aim for greatness.

—SHANNON O’CONNOR

SYMPATHETIC BEASTS

Lucas Jacob

BOOKSHELF

Sympathetic Beasts

By Lucas Jacob | Next Page Press

HACKSAW

The way he looked at you.

Said, what are you busy about, buzzing through these halls, causing no end of shaking along the walls?

Lucas Jacob Director of Writing, Communication and Media Literacy

Sympathetic Beasts tunes in to life, to its potential as well as its hazards and warnings, to physical and emotional perils often recognized only too late. At turns intimate, introspective and darkly humorous, these poems question everyday caution signs even as they lean into vulnerability, grappling with relationships, impermanence and the many ways the world can end. In this elastic collection, every danger is taken seriously, while no poem takes itself too seriously. There is a smile, or at least a knowing wink, for every foible of the all-too-human speakers in these quietly confident poems.

Said, here’s a heavy load— has to be halved somehow, some way, so how’s about it? His half here, hers there.

Said, shouldn’t shake just to see a man shoulder the shaggy burden he shares only with himself.

Said, there’s no thing standing so thick in this world these teeth can’t cut through it.

Down to a Science

Aakash Kumar’s Upper School students are developing important life skills in his chemistry and physics classes—most notably, charting their own paths and learning to be OK with making a few mistakes along the way. In the lab, Kumar teaches his students how to think critically and develop their own processes and procedures. He incorporates real-life lab subjects—M&M’s, coffee, aspirin, automobiles—to foster engagement, understanding and retention.

Essential to his approach is forming meaningful connections with his students and creating an environment where they feel safe and supported. He engages with students regularly about pop culture—TV programs, video games, podcasts—and maintains a dynamic energy in his classroom, which counterintuitively helps students relax. “In the classroom, I’m usually very loud and very excited. I like my class to feel a little chaotic and not overly structured. Students relax when the classroom is not super rigid.”

Kumar enjoys giving students the opportunity to talk about content in a deeper way. “For the most part, they ask great questions, and I can engage with them and have good conversations,” he shares. “Because we allow for so much critical thinking and discussion, we get to know the students better. I feel a lot more connected with my students now than I ever felt as a student with the teachers that I had.”

He tailors his teaching style to each grade level. Ninth-grade physics students are new to the Upper School energy and mindset, so he teaches them how to be better students. “I’d like to change their fear of being wrong. At some point along the way, they become afraid of making mistakes. I don’t know where it happens, but I feel like I need to help shift that.”

To that end, he promotes participation over perfection, and it’s a class requirement for every student to ask questions. He explains to them, “You have to put yourself out there and make a mistake because that’s how I can help you; I can teach you.” If any student is feeling apprehensive, he reiterates, “It’s OK to say whatever you’re thinking; it’s really good and it’s just a process, right? You can never get it the first time.” He reports that his students feel very comfortable by the end of the year to at least say what they’re thinking.

Kumar intentionally runs some of his physics labs without giving students detailed steps in order to challenge them to figure it out on their own. When they get stuck, he guides them as they problem-solve.

In his 12th-grade organic chemistry classes, he employs a more real-world approach, where he assigns a complex procedure and students have to distill the information into actionable steps. He explains, “It’s a useful process for them because lab manuals are generally paragraphs after paragraphs, and you have to synthesize it into a set of steps that you can execute.”

Kumar explains that he loves science because it is “full of abstract ideas, grounded in real-world examples. It’s a synthesis of many disciplines coming together—a little bit of research, understanding the literature, talking to people about it, a little bit of math, a little bit of art.” And in Kumar’s classes, science is also a teaching ground for critical thinking, confidence and courage. —SHANNON

Physics and chemistry labs in Dr. Kumar’s classes include:

Calculating atomic mass— with M&M’s masked to hide their colors

Decaffeinating

coffee lab

Alcohol distillation lab— distilling out the ethanol

Synthesis of aspirin—combining chemicals to synthesize aspirin

Dye labs—synthesizing dyes of different colors and then making an art project with their materials

O’CONNOR

“You have to put yourself out there and make a mistake because that’s how I can help you; I can teach you.”

“I like my class to feel a little chaotic and not overly structured. Students relax when the classroom is not super rigid.”

WELLNESS PERSPECTIVE

Helping Your Child Manage Big Emotions

Ashley Marlow, school counselor, shares suggestions on how to support children with their emotions.

Humans feel a wide range of emotions. Children are learning to make sense of their world, which can often feel confusing, unfair, overwhelming and scary. This can sometimes lead to emotional meltdowns. From an adult perspective, telling children and teens that they overreact when they respond with big emotions to a seemingly trivial situation can be very tempting. However, we must recognize that it is a big deal for them, and the best way to support them is to meet them where they are. When children learn that we will help them through the emotional ups and downs of adolescence, they will be more likely to come to us about more serious situations. Here are some suggestions for helping your child manage big emotions:

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Validate and support

It’s not helpful to dismiss feelings and tell people to calm down. What does help is feeling heard and understood. Say, “It’s OK to feel upset. I sometimes feel that way, and I’m right here with you.”

Name it to tame it

Normalize that they won’t always feel happy, and big emotions can feel uncomfortable, but they serve a purpose in helping us to recognize when something is bothering us. It is empowering to be able to identify what emotions we are experiencing so that we can learn different strategies for coping with them. Say, “I can see you have some frustrated feelings right now. Let’s try taking some deep breaths to calm your body.”

Help them learn how to ride the wave of emotion

It is understandable to want to “fix” what is bothering our children. However, there will come a time when we are unavailable, so it is an important life skill for them to learn how to problem-solve and cope independently. Brainstorming ideas together will help them rely less on you for all the answers because, with practice, they will learn how to talk themselves through a situation. Say, “I’m sorry you’re feeling ________. What do you think would help you to feel better?”

Teach them that all feelings are OK, but certain behaviors are not

If children feel like their feelings are dismissed or that they will be punished for having them, they will be more likely to hide their feelings and needs in the future. Instead, help them learn how to cope with big emotions with healthy strategies. Say, “It’s OK to feel mad, but it’s not OK to hit your sister. What can you try instead the next time you have mad feelings?”

Model the skills that you want your child to develop

Children are always watching and learning from what we do (especially if it contradicts what we say!). If they see that you are practicing the skills you tell them to try, they will be more likely to do them too. Say, “I am feeling disappointed that my presentation at work didn’t go well. I’m going to have some quiet time to help myself feel better.”

ACCOLADE

Honoring a Legendary Coach

The San Diego Hall of Champions inducted former La Jolla Country Day School Upper School history teacher and soccer coach Jerry Fleischhacker into the San Diego High School Coaching Legends. Fleischhacker is one of five San Diego coaches honored in the class of 2021 for his outstanding performance and sportsmanship.

Known as “Coach Fly” to generations of LJCDS alumni, he began his illustrious 29-year teaching and coaching career at LJCDS in 1991. During that time, Coach Fleischhacker became the winningest coach in school history, with 364 wins, including five Coastal League Championships and two California Interscholastic Federation (CIF) Championships. Showing great support for his teams, he did not miss any of the 704 games from 1991 until his retirement in 2020. Former players remember Coach

Fleischhacker as a mentor and friend on and off the field. Coach Fleischhacker was also inducted into the LJCDS Athletics Hall of Fame in 2021.

Every year, the San Diego Hall of Champions honors retired high school coaches of the San Diego CIF whose records and standing in the coaching community were exemplary. LJCDS coaches previously inducted are Jack Wigley (2002), Jeff Hutzler (2017), Bill Cahoone (2018) and Peter Ogle (2019).

—EMILYN EDQUILANG

A Golden Opportunity as McDonald’s All-Americans

LJCDS women’s basketball players Breya Cunningham ’23 and Jada Williams ’23 earned two of the 12 coveted spots on the West roster in the 2023 McDonald’s All-American Game. Both players joined the most prestigious high school basketball all-star game in the country.

Only 24 women are chosen each year from across the nation. The West defeated the East 110–102. This is the first time two Torreys have made the same roster. Fewer than 10 girls from San Diego have ever been chosen. Five of those are from LJCDS. The other players named to the McDonald’s All-American team were Candice Wiggins ’04, Kelsey Plum ’13 and Te-Hina Paopao ’20.

ACCOLADE Flawless

By Victoria Huang ’25

“Beel? Bil? Beel,” Dad said, his tongue hitting the back of his teeth, trying to form the tones of the “i.” “The bill, please,” I added. “Ohhh, the bill. Yes, of course.” The waiter walked away, his smock flapping against his slacks. Dad turned to me and asked, “Why can’t he understand me? You can understand me, right? Do I have an accent?” My dad, who read me Chinese folktales, who made me love writing, who taught me perfect English grammar, smiled sadly. How could I show him that he wasn’t flawed? “I understand you perfectly, Dad.”

Victoria Huang ’25 is the runner-up in the New York Times 100-word personal narrative contest. She was one of 82 finalists out of 12,448 submissions from around the world.

—JENNIFER FOGARTY

RETIREMENT A Lifetime In Service to Students

Honoring LJCDS faculty and staff members who retired in the 2021–2022 academic year, leaving behind a legacy of caring and compassion

Maribel Bueno’s classroom is a vibrant hub of learning, where students grow their language skills through reading, art, music and movement. Through fun activities, she inspired her students from junior kindergarten through fourth grade to appreciate the power of bilingualism and embrace diverse perspectives.

13 years of service

“Maribel has a quiet confidence built upon a love of children and seeing their passion for language grow,” says Marsha Poh, assistant head of Lower School. “She epitomizes the pursuit of excellence by demonstrating a growth mindset—always looking to refine her craft of teaching and push the boundaries to improve the classroom experience.”

In addition to teaching Spanish as a second language, Bueno began the Spanish Heritage program in the Lower School for fluent Spanish speakers to deepen their written and verbal skills and love for reading.

“The Spanish language program expanded significantly under Maribel’s tutelage,” shares Margi Bingham, Lower School educator. “She sought out a new curriculum, including materials from the Mexican and Spanish consulates. Two children told me they love all of Sra. Bueno’s songs, especially ‘Mi Casa.’ Another first grader told me that he loved learning how to make guacamole and being able to teach it to his mom. I adored watching the first and second graders perform the dance moves that Maribel taught them.”

Roxanne Walker has been a fixture in the Business Office for more than two decades, diligently managing student accounts behind the scenes. As the accounts receivable coordinator, she was the welcoming face of the office, maintaining and administering all aspects of student billing.

Described by her colleagues as a “doer,” Walker was always ready to support the team, from filling supply orders to helping with financial assistance and even proctoring in classrooms as needed.

“I have enjoyed every day of the 22 years working with Roxanne, seeing her smiley face every morning and her willingness to do anything that was asked of her,” says Kelly White, controller. “She is a true team player and an integral part of the Business Office and LJCDS community.”

Maribel Bueno

“She is a true team player and an integral part of the Business Office and LJCDS Community.”

“Maribel epitomizes the pursuit of excellence by demonstrating a growth mindset—always looking to refine her craft of teaching and push the boundaries to improve the classroom experience.”

Roxanne Walker Business Office 22 years of service

Sally Scheetz, an educational therapist, is described by her colleagues as dedicated, funny and committed to her work.

“Sally is a passionate learning specialist who loves supporting students to improve their reading skills,” notes learning specialist Amy Dinger Rohrbach ’97.

Scheetz believes people with learning differences can accomplish whatever they want in life once they understand how they learn. In the Learning Resource Center, she facilitated a supportive environment that addressed students’ individual needs and championed their academic, emotional and social growth.

“I will always remember her kindness and patience toward kids like myself who didn’t always get things on the first try,” recalls Adrienne Sigeti ’11. “It’s because of mentors like Ms. Scheetz that I grew up to see challenges as learning opportunities to grow.”

Julie Mindel believes that educators should promote a love of learning, provide a stimulating environment, and encourage character-building.

Described by colleagues as caring, patient, dedicated and knowledgeable, “She always made time to answer a question, collaborate, or share a quick story,” shares colleague Dani Bonfield. “She is warm, kind and patient with students and parents alike, and made our community feel more like home than just a school.”

As a learning specialist, Mindel positively impacted many lives, helping students to improve their executive-functioning skills, reading, writing and math. “She

During her tenure at LJCDS, Scheetz expanded her repertoire of specialized programs designed to address dyslexia, ADHD, executive function, and delays in reading, comprehension, writing, spelling and math skills. She reestablished the Peer Tutoring Program in 2009, and during her five years as coordinator, turned the program into an online, student-run, cross-divisional communityservice program.

“Sally unfailingly advocated for her students. And by doing so, she earned their respect, and the respect of their families and teachers,” explains former Lower School librarian Susan Middleton. “Her commitment to her students and their success meant that she herself never stopped learning and constantly planned lessons and strategies to benefit her students.”

made such an impact on her students. She cares so much about the whole child and their social-emotional health,” says speech pathologist Karen Frischwasser.

Working with children has always been Mindel’s passion. Prior to her time in the Learning Resource Center, she taught second grade for 10 years at LJCDS

“Mrs. Mindel was one of my favorite teachers at Country Day,” says Julian Davis ’17. “In second grade, I remember her teaching division in a way that made things click in my head for the first time. She instilled in me a passion for math, which I’ve had ever since.” —SHANNON

Julie Mindel Learning Specialist 16 years of service

Sally Scheetz Educational Therapist 20 years of service

O’CONNOR AND TIFFANY TRUONG

“In second grade, I remember her teaching division in a way that made things click in my head for the first time. She instilled in me a passion for math, which I’ve had ever since.”

“It’s because of mentors like Ms. Scheetz that I grew up to see challenges as learning opportunities to grow.”

A Speakeasy Promotes Connection and Conversation

RHYS OSBORNE ’16

Bedroom 6 is an absinthe speakeasy that’s as alluring as its name suggests. Rhys Osborne ’16 has crafted an intimate experience that promotes conversation. For the past four years, the establishment has been operating in both New York (managed by brother Griffin ’14) and Los Angeles, with pop-up events in Portland, San Diego and Austin.

Osborne shares his thoughts:

On the Concept

Bedroom 6 is an invite-only absinthe speakeasy. Guests are guided through a 20-minute ritual that explains absinthe’s history and traditions. To close out the ritual, guests are invited to close their eyes and take a deep breath. It’s the idea of being able to exercise presence at the same time as consuming. After the ritual, groups move to a table to finish their drinks and linger for a while. They’re greeted by a bowl filled with thoughtprovoking conversation prompts.

On Gen-Z Alcohol Consumption and Social Patterns

Throughout college, I observed the ways we were socializing and noticed things I wasn’t happy with. There were many occasions and spaces where people drank a ton. The binge-drinking culture in the States is widespread, especially on college campuses. There’s not much discovery or even interest in spirits.

We weren’t actually spending any real time together. If there was a more intimate gathering, there would always be a lot of phones out. And that being said, there really aren’t that many intimate gatherings. The social life options were either frat parties or going to bars and clubs in L.A. People were not getting together in small groups, besides in their own homes and their dorm rooms.

On Gen-Z Brand Engagement Trends

What I was seeing among my generation [Z], is that we have a very short attention span. We are bombarded with social media, and we’ve learned to make decisions very quickly about what we want and don’t want to engage with. We can tell within seconds of interacting with a brand if it resonates for us. The digital speakeasy creates an air of mystery that builds intrigue.

On Marketing with Social Media

My initial idea was not to have an absinthe bar. The idea I had was to create a word-of-mouth marketing model utilizing a private Instagram account, which would help us build a waitlist and sales funnel. It drew interest despite not having any information about the experience.

Once an Instagram follow request is accepted, the date and location are revealed to followers, who have access to sign up for a time slot with a group of two to four people.

The private Instagram idea worked very well because I could let the business seep in gradually and spread it over time. I could choose 20 groups of people for the guest list every week, and that quickly extended out into a year of guaranteed business.

“Somewhere along the way in college, I realized progress and growth are not the same things.”

On His Connection with the “Green Fairy” (i.e., Absinthe)

I’ve had a connection with absinthe since I was 18, traveling in Europe. I brought back a love for this esoteric spirit that carried into my junior year. I had a vintage absinthe fountain displayed in my room, but I had never used it before then—I’d never had absinthe by myself, and certainly not in my bedroom.

On the Inspiration Behind the Name

The day I turned 21, I bought a bottle of absinthe. My friends all wanted to try it, and we ended up in my bedroom—in off-campus housing near USC —for an absinthe ritual. It turned into a little side party— an impromptu speakeasy—upstairs in the sixth bedroom. That was February 2019, and Bedroom 6 was officially born in April of that year.

On Growth— Quality vs. Quantity

For me, growth is not constantly seeking the next capitalistic step. I don’t want to partner with the coolest, biggest brands and strive for huge numbers. I value slow, quiet growth, making it better and better for the people who love it and want to come back.

Somewhere along the way in college, I realized progress and growth are not the same things. The people I actually look up to most are those who have owned family flower shops for generations and businesses like that. I think that is the most beautiful thing people can do within this system: Just create something that feeds a community, and does so over a long period of time. —SHANNON

O’CONNOR

ABSINTHE DEFINED

Absinthe is a high-proof, aniseflavored spirit made from medicinal and culinary herbs, plants and flowers. It traditionally has a natural green color but may also be colorless, and it is commonly referred to in historical literature as “the green fairy.”

Its signature bitter anise flavor comes from a mix of herbs, including fennel and, most notably, wormwood, a bitter herb notorious for both its health benefits and supposed hallucinogenic properties.

SPEAKEASY DEFINED

A hidden bar inspired by the illicit establishments that sold alcoholic beverages during the 1920s Prohibition Era in the United States when alcohol was illegal

BEDROOM6.COM

Rhys Osborne ’16 is the owner of an absinthe speakeasy that offers an artisanal drinking experience while fostering social interaction.

ACCOLADE

Managing Very Well

VINNY PUJJI ’10

When seasoned investor Vinny Pujji ’10 landed on Forbes’ prestigious 30 under 30 list, it came as no surprise to those aware of Pujji’s record as a successful entrepreneur.

In 2019, Pujji co-founded Left Lane Capital, a venture capital and early growth firm focused on consumer and internet technology businesses across North America, Europe and Israel. The firm raised $2 billion in its first two years—one of the largest amounts in the history of its asset class—and Pujji himself has led seven of the firm’s 28 investments from its debut fund. “I love being around company-building, whether or not I’m at the helm,” explains Pujji. “It’s what I read, watch on TV and think about all day.”

Having come from a family of entrepreneurs, Pujji knew that he would follow the same path. After two years at the Wharton School of Business’ Huntsman Program, he left to co-found a tutoring startup called Altair Prep with a few classmates. The business scaled to offices in four cities, but despite its success, his parents impressed upon him the importance of completing his education. Upon graduation, Pujji co-founded a handful of companies across a number of industries, including an app that provided personal styling guidance for men and a platform that helped with the monetization of social media.

“Empathy through real startup experience among VCs is rare. … I’ve been in the trenches and think it makes me a much better investor, advisor and confidant.”

In 2014, Pujji made his first move to the other side of the entrepreneurship coin when he joined the global software investor Insight Partners. He experienced great success at Insight, deploying approximately $1 billion across prospering companies such as Calm, the Farmer’s Dog and Chargebee. He credits his firsthand knowledge of company-building for his ability to thrive in venture capital (VC). “Empathy through real startup experience among VCs is rare,” says Pujji. “I’m very proud that I’ve been in the trenches and think it makes me a much better investor, advisor and confidant.”

The success and recognition Pujji has received in the relatively early days of Left Lane Capital have only strengthened his commitment to support aspiring entrepreneurs by serving as a board member and mentor. He has also had to reflect on the secrets of his own success. He considers his experience at La Jolla Country Day School a great complement to the entrepreneurial spirit he inherited from his family. “The biggest thing that Country Day enabled was this ‘go for it’ attitude that’s imperative for entrepreneurs to cultivate. You want a lacrosse team? Start it! You want to study neuroscience or Chinese? We’ll find a professor! The school is truly unique and amazing in the flexibility and opportunity it provides for its students.”

—MICHELLE

CHOATE

Vinny Pujji ’10 is the managing partner

co-founder of Left Lane Capital, a venture capital and early growth equity firm. Pujji is also a member of the ljcds Alumni Council.

Happier Hour: How to Beat Distraction, Expand Your Time, and Focus on What Matters Most

By Cassie Holmes ’98, Ph.D.

Cassie Mogilner Holmes’ first published book, Happier Hour, is a practical guide with actionable strategies for thinking about and spending time to live a more joyful life. Holmes teaches one of the most popular courses at UclA’s Anderson School of Management: “Applying the Science of Happiness to Life Design.”

“After years of teaching traditional marketing courses, I made a decision driven by happiness: I would develop a course that would teach our MBAs and Executive MBAs how to achieve greater satisfaction in their professional lives and their personal lives.”

Holmes’ research uncovered important findings that highlight the high level of happiness that stems from personally connecting with people and with the present moment.

• Merely thinking about time (vs. money) boosts people’s happiness.

• Age influences the way people experience happiness and the types of experiences that produce happiness.

• Having too little or too much discretionary time hurts happiness.

• Gifting time through experiences cultivates happiness in relationships.

• To feel happier, people should spend their days on a variety of activities but their hours on more similar activities

KATELYN SIGETI ’06

A professor at UclA’s Anderson School of Management, Cassie Holmes ’98 is an awardwinning teacher and researcher of time and happiness, and bestselling author of Happier Hour, a practical guide for how to live a more joyful life. Holmes was a Career Day speaker at ljcds in 2023.

CASSIEMHOLMES.COM

and

More Than Enough

JESSICA HERSHFIELD ’08

After years of working in project management for several high-profile companies, Jessica Hershfield ’08 followed her dream of owning a business and founded the innovative Just Enough Wines.

It’s not often that a long-held desire collides perfectly with a great idea, but that’s exactly what happened to Hershfield. She had long harbored a dream of starting her own business, but, she says, “I never really felt like I was in the right space to do that.”

The opportunity finally opened up when Hershfield was living in San Francisco, working for tech giants like Google, Uber and Lime. In her free time, she explored the city’s parks and beaches, quenching her thirst with various portable canned beverages. But the beverage she wanted most, but could not find, was a good-tasting wine in a can. Wine in a can is more convenient to take on the go than a glass bottle, and the smaller portion promotes less waste.

Hershfield had identified a legitimate industry problem and had a potential solution, but she resisted the temptation to rush into things without doing some serious homework. She conducted extensive research to learn as much as possible about the wine industry and built a stable of resources and connections along the way. She credits her roots at LJCDS for informing her approach to starting her own business. “One of the biggest things I learned at Country Day was the importance of having a community around you that supports you,” she says. “Having that grounding force is one of the reasons I wanted to start a wine company. I loved bringing people together, and the thing that most often brought us together was the sharing of food and wine.”

Just Enough Wines launched in 2020 with a product line dedicated to convenience and quality. Each of their portfolio of wines comes

in a 250-ml can, which is roughly the equivalent of one and a half glasses. The wine itself is produced from vineyards located in the best wine regions of the world and is non-GMO. The company is off to a promising start. On December 22, 2022, it landed its first deal with a national chain, Total Wine & More, and its wines are now available in 400 retail locations, including Albertson’s, Vons and Pavilions, and on the Just Enough Wines website.

—MICHELLE CHOATE

Jessica Hershfield ’08 is the founder and CEO of Just Enough Wines, a company that produces high-quality, great-tasting wine in the convenience of a can.

“I loved bringing people together, and the thing that most often brought us together was the sharing of food and wine.”

Just Enough Wines launched in 2020 with a product line dedicated to convenience and quality. Each of their portfolio of wines comes in a 250-ml can, which is roughly the equivalent of one and a half glasses. The wine itself is produced from vineyards located in the best wine regions of the world and is non-GMO.

6 pack 2 bottles

Torreys Together in Television

“I love that every day I get to write and imagine some of the more creative and out-of-the-box ideas ever seen in unscripted television programming and then make them come to life with the help of our amazing team of directors, cinematographers, producers, set decorators and editors,” shares Ritchken.

Zoë Ritchken ’03 and Francesca Halleman ’06 didn’t meet in high school, despite being three years apart. When Halleman joined La Jolla Country Day School in her sophomore year, Ritchken had already graduated. Little did they know that they would meet in Los Angeles years later and work together on the same television series, The Masked Singer.

Ritchken, senior supervising producer, and Halleman, associate producer, met on Season 6; the show is currently in its ninth season. They are on the team responsible for interviewing the celebrities to produce the show’s video clue packages—short films that give visual clues to the celebrities’ identities while telling their personal stories in veiled ways.

“One day we’re in a magical gnome garden, and the next we’re underwater at a lobster’s disco,” adds Halleman. “It’s great working with a fellow alum. There’s a sense of trust knowing that you come from the same place and grew up more or less together.”

Hosted by Nick Cannon, with panelists Ken Jeong, Jenny McCarthy, Nicole Scherzinger and Robin Thicke, The Masked Singer is an Emmy-nominated singing competition where celebrities appear in elaborate costumes to conceal their identities as they perform. —KATELYN SIGETI ’06

Zoë Ritchken ’03 is an Emmy-nominated senior supervising producer. With over a decade of experience in unscripted/documentary formats, she is known for producing Outdaughtered, Pressure Cooker and Mob Wives

Francesca Halleman ’06 was an associate field producer for The Masked Singer. She is currently working as a segment producer for RuPaul’s Drag Race, which will air in 2024.

ZOË RITCHKEN ’03 AND FRANCESCA HALLEMAN ’06

“There’s a sense of trust knowing that you come from the same place and grew up…together.”

The Masked Singer production team dresses as extras for a clue package for the show. From left: Amy Plouff, Francesca Halleman ’06 and Zoë Ritchken ’03

On Campus & Torreys on the Road

What is special about a school like LJCDS is its robust alumni network. One of the school’s top priorities is fostering lifelong engagement with alumni. Every year, LJCDS welcomes alumni back on campus for the annual Alumni Weekend, reunions and alumni games. In fall 2022, LJCDS went on the road and hosted regional events in New York, Seattle and Boston. These gatherings united Torreys of all ages, creating wonderful networking and mentoring opportunities.

Clockwise from upper left: The class of ’82 takes a walk down memory lane with a tour of campus for their 40th reunion.

AUGUST 27, 2022

Alumni and their families gathered for fun, food and memories at the annual alumni family picnic on campus.

AUGUST 28, 2022

The class of 2017 celebrates its five-year reunion at Ballast Point Brewery.

DECEMBER 23, 2022

Former baseball teammates reunite with one another and Coach John Edman for the annual alumni baseball game.

NOVEMBER 26, 2022

Current Torreys residing in New York and surrounding states reunite at the Yale Club, hosted by Harry Nam ’84 OCTOBER 21, 2022

SAVE THE DATE: ALUMNI WEEKEND 2023

Friday, August 25–Sunday, August 27, 2023

Alumni Awards:

August 25, 2023

Three alumni will be recognized for their contributions to LJCDS and the greater community.

STAY CONNECTED

Update your contact information to ensure you receive notice of happenings near you by emailing Katelyn Sigeti ’06, philanthropy manager of alumni programs, at ksigeti@ljcds.org

Class Reunions:

August 26, 2023

Celebrating the reunion classes of 1973, 1983, 1993, 1998, 2003 and 2013.

All-Alumni

Family Picnic:

August 27, 2023

All alumni and their families are invited to an on-campus picnic.

Facebook.com/groups/LJCDSAlumni

LinkedIn.com/groups/1289217

I

Contributing doesn’t just mean financially, but with time and love. Being a part of this has introduced me to so many people from different walks of life.

I hope to teach them to be brave, to be upstanders, to agree and disagree, to collaborate, to be caring and empathetic. It doesn’t matter how old they are. They’re capable of so many things as our future leaders. I just want my students to know that they can do big things to make the world a better place.

The transition to a new school has been so much easier due to the caring and loving community at Country Day. Bryn is always smiling when we pick him up, and as a parent there is nothing better than to see your child so happy and feeling secure.

Amy Schwager P’31 ’26, annual giving manager, email

I urge the students at LJCDS to take a hard look at the world. Identify the problems. Use the privilege of having attended a place like Country Day to solve those problems.

Olivia Lenz ’09, alumni article

Krystina Jimenez, Lower School educator, faculty spotlight interview

have learned to contribute to the community.

Dani Hackman ’22, Lifer Q&A

If you do everything perfectly, that doesn’t necessarily mean our music will turn out perfectly. We need to work with everyone else to make sure that all the parts fit together. Everyone is part of the group; everyone matters.

We are a school where teachers have a love for children and learning, and a commitment to evolving their pedagogy. They are selfless, tireless and committed. Our teachers motivate one another and their students to grow personally and as teammates. Each year in their classes, they scout individual strengths and areas of growth, so in turn each child can have a sense of agency and personal investment.

Colleen O’Boyle, assistant head of school for academic affairs, newsletter article

Our seniors can now successfully embrace moments of uncertainty. They look around until they are inspired by something they observe. During that time, they teach themselves new skills, find workarounds for many problems, debug and problem-solve as they go.

I really value the heart my teachers have and the care they show every day.

Alyssa “Ally” Bryant ’22, Lifer Q&A

Joe Rowling, Middle School orchestra educator, faculty spotlight interview

The way in which I’ve grown that stands out the most is learning to follow my own path and not comparing myself to others. This is in part because at Country Day we have such a loving community that helped me realize that.

Aidan Ideker ’22, Instagram video

Dan Lenzen, director of design and innovation, newsletter article

Report on Giving 2021–2022

Your Generosity Inspires Greatness for a Better World

Philanthropy is critical in advancing La Jolla Country Day School’s mission and promise. The Report on Giving celebrates the generosity of our community. Each gift ensures the school’s financial sustainability today and also paves the way for the next 100 years of progress.

During the 2021–2022 academic year, the Country Day Fund received generous contributions from 1,057 donors who invested in the education and success of our LJCDS students. This support allowed us to enhance our educational practices and provide students with expanded opportunities in academics, arts, athletics, community service, wellness and other areas.

$45,933,177

TOTAL OPERATING INCOME

$41,446,896 TUITION & FEES $3,168,659 GIFTS $828,469 INVESTMENTS & OTHER INCOME $489,153 GOVERNMENT GRANTS

$45,574,284

TOTAL OPERATING EXPENSES

Rising to New Heights

$26,658,281 SALARIES & BENEFITS $4,827,752 FINANCIAL ASSISTANCE $4,739,877 FACILITIES & OPERATIONS $5,693,422 INSTRUCTION $1,524,328 DEBT SERVICE $1,646,692 ADMINISTRATIVE $483,932 RESERVES

$3,171,908 $2,533,637 $2,383,073 $2,167,280 $2,105,090

* Based on audited GAAP financial statements as of 09/28/2022, excluding gains/losses and including principal payments on debt.

Blue Bash Makes History

ANNUAL FUNDRAISING GALA

The Torrey community generously donated a record-setting $1 million at the 2022 gala.

Alumni Give Back

DEMONSTRATING TORREY PRIDE

$199,346

GENEROUSLY DONATED BY ALUMNI SPANNING 50 CLASSES AND SEVEN DECADES. THE AVERAGE ALUMNI GIFT WAS $1,044 PER DONOR.

Give the Gift of Education

Since its founding in 1926, La Jolla Country Day School has benefited from the philanthropic support of families, alumni, friends, faculty and staff who have invested in excellence and lifelong learning. Generous, tax-deductible gifts have enabled the school to fulfill its mission to prepare students for a lifetime of intellectual exploration, personal growth and social responsibility.

LJCDS.ORG/REPORT

From left: Meredith Wyman Davis ’01 P’35 ’32 and Sarah Wulfeck ’97 P’35

THE X FACTOR

David Jen ’98 says he has “the most boring job at the most interesting company.” The job is managing director of finance and corporate development; the company is X, The Moonshot Factory (previously known as Google X). But while it may be true that X is indeed a very interesting company, doing extraordinary things, David’s job is anything but boring. He’s not the person responsible for inventing the self-driving car— one of X’s most famous creations—but he plays a critical role in providing the funding and strategic guidance that make it possible for creative minds to innovate and bring previously unimagined products and progress to the world.

Michelle Choate

Photography by Boris Zharkov

Xis undeniably a special place to work, turning groundbreaking ideas into realities. As an innovation factory, its mission is to solve the world’s most critical problems through the discovery and creation of innovative technologies. To achieve this mission, X fosters an environment where radical thinking thrives, and failure is not only tolerated but rewarded. “Innovation requires a certain mindset and environment,” explains David. “At X, we encourage thinking big and trying cool new things, failing at them, celebrating that failure, learning from that failure, and moving on to the next thing and trying again.”

Managing its investment portfolio and assessing financial risk may not be the most headline-grabbing job at X, but David’s humble nature makes it easy to overlook just how valuable his strategic guidance and support are to X and the companies in which they invest. He considers himself lucky to have a seat at the table, to be the numbers guy among a brilliant group of thinkers and entrepreneurs.

From One Path to Another

It was so much more than luck that brought David to X. Growing up, he always felt he’d end up in finance, but he wasn’t sure in what industry or capacity. He credits his time at La Jolla Country Day School for providing him with much of the foundation on which he built his future. “Country Day provided me with a safe environment to learn, to stretch, to focus on what I was passionate about in addition to the core curriculum,” says David.

After graduating from LJCDS, he tried out life on the East Coast, attending Tufts University in Massachusetts. From there, he followed a traditional finance path into investment banking on Wall Street. David planned to stay east for the foreseeable future, but life had other plans. His father became ill, so he moved back to California to be with him, expressing that the incident was a “wake-up call” for him. “I wanted to spend time with my dad, with my family, to be available if they needed me,” he says. That time also prompted a reevaluation of his life as a whole. He enrolled in UCLA’s Anderson School of Management and graduated in 2009, smack in the middle of a recession. That same year, he followed his wife up to the Bay Area and landed a job at Google as a senior finance analyst. He figured he’d be there a year at most.

Then in 2012, Google was looking to recruit a finance person to support a small and relatively unknown part of the company called Google X.

The X Factor

That guy was David, and he’s been working with X for more than a decade. Strictly speaking, David’s role is to lead the finance team and work on capital allocation. “I help determine where we put our money, what projects we should greenlight from a financial perspective,” explains David. “When we buy or sell a company, that runs through me.”

While no one can definitively pick what will and won’t make money, David’s experience at X makes him the person most likely to provide an accurate prediction. He creates data-based models

to guide data-driven decisions. While he is not a technologist, a scientist or an entrepreneur, his years of experience and inquisitiveness have earned him an important seat at the decisionmaking table. He adds immeasurable value not only through his understanding of the complex financial concepts and models to evaluate a potential investment but the strategic guidance he provides about how to manage those companies financially. For David, it’s about asking a series of questions to help team members think deeply and form a narrative and strategy around their ideas.

“Innovation requires a certain mindset and environment. At X, we encourage thinking big and trying cool new things, failing at them, celebrating that failure, learning from that failure, and moving on to the next thing and trying again.”

Thinking Differently

A key to X’s success is its unique approach to problemsolving. Not only does the company nourish out-of-the-box thinking in regard to potential solutions, but it also spends a great deal of effort assessing the problems themselves. Oftentimes, this assessment yields the realization that the perceived problem is not actually the problem at all. David says X’s creation of the self-driving car is a perfect example of this process. “Millions of people in the world die in car accidents every year. The old solution for that is to make better seat belts and have better brakes. The real problem, the root cause, is not the features of the car. It’s that many people are horrible drivers. While you have humans in the loop, there will always be errors. The radical solution is to see if we can take humans out of the equation by making a computer drive a car. Can we make the car drive itself?” We all know the answer to that question.

A Tolerance for the Untraditional

X’s unique philosophy cultivates innovation, but the level of uncertainty that comes from repeatedly trying and failing, the lack of traditional measures for success, is not for everyone. “Everyone who comes to X is super smart,” says David. “But here, there isn’t necessarily a right answer for everything. We are trying to solve problems no one has ever solved before, and there are likely multiple potential answers. We do not embrace the concept of rewarding work for the sake of work; we don’t measure success by the achievement of arbitrary milestones. What matters here is actually solving a problem.”

Of course, not every project X takes on is a success, and as the “money guy,” it is often David who has to deliver the tough news that a project is being defunded. But pulling the plug on a project does not mean that X throws out the baby with the bath water. At X, no intellectual efforts are ever wasted. Says David, “Sometimes we can go back to things that didn’t work in one form or another, but there are still key ideas or technologies that are worth exploring more. We have a project right now focused on ocean health that was the culmination of many projects we had shut down over time for various reasons. As a result, we already know what didn’t work and what did, and we’re super excited about the project.”

Ready for the World

Perhaps more valuable than keeping his eye on the bottom line is his partnerships with the CFOs of X’s spinout companies. “Many of the CFOs of these new companies have to be ready to go on day one,” explains David. “It’s not like they’re a startup in a garage with a 10-person staff. When you become an X company—which makes you part of the Google/Alphabet family—you have to be ready for the world.” Several of the CFOs for these new companies have been selected from David’s own team; he hired them and mentored them. “Much of what I do is help them to understand how to work in this system and how to roll with some of the punches that are unique to this place. I think our job here at X is to create companies for Alphabet. And part of that is ensuring that there is a management team for that company. And what I do is make sure that that management team is in place and ready to go from day one.”

A Solid Foundation

David often reflects on his time at LJCDS as a pivotal part of his life. “I think Country Day helped prepare me for a place like X, a place where you have to be a self-starter and be comfortable with change all the time,” he explains. “Country Day made me a learning machine by teaching me that there is joy in learning, in tinkering around and figuring something out. And part of that tinkering is that once in a while we’re going to break something, but that’s OK. We were encouraged to keep tinkering with the next thing and to carry forward the lessons we learned. A great deal of that conviction comes from my time at Country Day.”

Paying It Forward

David is committed to investing in the next generation of leaders and innovators by sharing his expertise, time and resources with others. He serves on the board of the Derby Entrepreneurship Center at Tufts. “I really believe in this idea of the entrepreneurial spirit,” he says. “That doesn’t mean you’re going to go out and found Google tomorrow or be an entrepreneur. The cool thing about having an entrepreneur’s mindset is that you’re able to deal with problems that have not been solved before. I want all the students everywhere to be able to think that way regardless of whether or not they start a company. That’s what you need to be successful in the future. It has nothing to do with how good of an accountant you are or how good of an engineer you are.”

This entrepreneurial mindset mirrors how LJCDS approaches education—and has contributed to David’s success. Says David, “I had a solid foundation that has helped me to be successful. I’ve been privileged to grow and to never stop learning. I’ve come to realize that I’m very blessed, and in a lot of ways, I’ve won the life lottery.” ■

“I’ve always valued personal interactions, and I’ve been very fortunate, starting with high school, to develop a core group of friends that have stayed with me throughout my life. Fortunately, my desire to build relationships has rolled into my professional life.”

DIVERSE

AFFORDABLE JOYFUL

ENGAGING

SUSTAINABLE

B UILDING A BETTER MIDDL E SCHOOL

BY SARAH LINDENFELD HALL

School

was a place of safety and comfort for Kelsey Jones ’02. For 11 years, La Jolla Country Day School served as a foundation for her journey to college and career success. From playing softball on a picturesque field with a winning team to co-editing the yearbook, her memories of school are vivid and heartwarming. Yearbook photos of her on the Community Service Board or in her element with friends showcase a broad smile. She remembers receiving unwavering support and guidance from her teachers, who were building their own lifelong careers in the same supportive atmosphere.

One of those teachers, Susan Nordenger, now LJCDS’ assistant head of school for community engagement, can still see Jones as a bright student in her middle school English classroom, driven to build community. “I can remember her sitting on the quad,” Nordenger said. “She had the nicest group of girlfriends. … She was kind of the ringleader, in the middle of it, but a giggler and just really, really joyful and a very good student.”

On that quad, Jones had no reason to think that her experiences were any different from other kids in the United States. “I just assumed that was the norm—that everyone had an education similar to that,” she said.

But just out of college, she took a job teaching middle school math at a public school in Harlem,

which opened her eyes to the struggles within the U.S. education system. And, years later, it would spur her and a colleague to found Brooklyn Independent Middle School, a private middle school that will enter its fifth year in fall 2023.

The need for a more equitable and racially integrated education for students with a tuition model that afforded every person the opportunity to attend a private school were the main drivers for creating Brooklyn Independent. Giving kids the same kind of joyful and supportive experience she enjoyed at LJCDS is part of it, too, she said.

“I don’t know if I would have envisioned myself being the type of person that would start a school. I don’t know that I saw that for myself,” said Jones, Brooklyn Independent’s co-head of school. “But there’s been something so magical about this.”

Survival 101

standing in front of a classroom—or launching a school—wasn’t on Jones’ mind when she graduated from LJCDS and attended the University of Wisconsin. She was looking for a “practical” major, and accounting seemed like a good choice. She stuck with it, but “it just felt like a wrong fit from day one,” she said. “There was nothing that inspired me about accounting.”

During her senior year, she realized she needed to pivot. When her roommates applied for a Teach for America position, so did Jones. On the day of her senior accounting final, she learned she was accepted and placed in a Harlem middle school, teaching math.

While Teach for America offered some training, Jones had no curriculum, textbook or behavior response plan. “You literally know nothing,” she said. “It’s like Survival 101. And also, you need to care for and teach these kids who are in front of you, and there are 30 of them. It was a complete blur.”

She doubled-down and worked hard, benefiting from the mentorship of a math coach and support from fellow Teach for America colleagues. But, unlike the experienced career teachers she had at LJCDS, her students didn’t have the same benefit.

Her students, all Black and Brown, struggled with far more than math equations, but there were few resources to help them. For kids who needed so much— to be seen, heard, loved and taught—all they had was a first-year teacher with no real training. It wasn’t fair, she realized.

“I saw a completely different educational experience than what I had been afforded,” she said. “And at the same time, I didn’t question it. But I should have questioned it because everyone should be afforded the type of education I received at La Jolla Country Day School. The school was doing a lot of great work but the opportunities were not there. The exposure wasn’t there. We might have talked about college, but the colleges the kids were going to get into, the resources weren’t there. And, like most schools, there was not enough support nor a focus on social-emotional learning to help students process the trauma in their lives.”

She taught with Teach for America for three years. Frustrated with the education system, she went back to school, earning a master’s degree in education, educational leadership and administration from New York University. That was the first time she began

to understand the history of inner-city education, particularly for students of color from low-income backgrounds.

“It gave me so much perspective as to the amount of privilege I was afforded…and frustration as to how that is not afforded to everyone,” she said.

Looking for Joy

her career would take her to a charter school serving low-income students of color. It was there that Jones connected with fellow teacher Gabriela Tejedor, who is Brooklyn Independent’s co-founder and co-head of school. The academically driven charter school had plenty of pluses, but for kids who weren’t so focused on academics, “every day felt painful,” she said.

“At such a test-driven school, it too frequently felt like the focus was less on joy and more on results,” Jones shared. “Then we started to think, maybe there’s another way to do this. Kids deserve another option. That’s where Brooklyn Independent became an idea.”

Over time, the picture became clearer of what they wanted to build. Market research revealed that Brooklyn-area families were desperate for more middle school choices. For Jones and Tejedor, middle school was the obvious place to start. They had years of combined experience teaching this age group, and they knew those years were a pivotal time in a child’s development.

“It gave me so much perspective as to the amount of privilege I was afforded…and frustration as to how that is not afforded to everyone.”

“So many places don’t cater to adolescent development of a middle schooler,” Jones said. “They’re like children but trying to be adults. There are so many things that can throw off the life trajectory if they’re not in a safe, loving, nurturing place where they are seen for who they are, pushing them academically, building their passions and joys, and keeping them engaged and happy. For me, I really wanted to focus on a school that is grounded in joy.”

From the start, the plan was to build a better middle school—an integrated space where equity and inclusion were the foundation of their mission. New York City’s schools remain among the most segregated in the country, but research shows that students benefit socially and academically from attending diverse schools.

At Brooklyn Independent, everything—admission, hiring, curriculum and behavior response—is seen through an equity lens, Jones said. “We don’t sway from that mission. Our student body is both racially and socioeconomically diverse. But for us, this isn’t a thing to say. This is what our school is founded on. That is the core of our mission.”

And they wanted to offer a private school setting that was available to everybody. Brooklyn Independent offers a unique sliding-scale tuition structure with 20 percent of students falling into five different tuition tiers that range from $0 to $42,500 a year.

To build that place, Tejedor and Jones hustled. The idea formed in 2016, and the duo would regularly travel to Midtown Manhattan to meet with potential donors with little success. Eventually, they connected with Michael Patrick, now chair of their board of trustees, who had been on the board of another

independent school in New York and became a guide and mentor.

Things fell into place. In May 2019, an angel donor came along. They found a building in Fort Greene, a historic Brooklyn neighborhood that’s easily accessible to families by subway and bus.

Jones, who was pregnant at the time, found herself birthing two things at once: Brooklyn Independent opened in September 2019. Her first child was born in November 2019.

Dream in Action

with one sixth - grade class of about 20 students in the school’s first year, everything was working until mid-March 2020. A family was exposed to a new illness, COVID-19, shutting the school down for what everybody thought would be a couple of weeks. It was the rest of the school year.

Jones and Tejedor jumped into action, making sure students had computers and Wi-Fi access. They turned Friday field trips into virtual experiences. They invited guest speakers for online presentations. But it wasn’t easy. Admissions took a hit as families who had signed on started to drop out. A crowdsourced fundraiser bridged the financial gap. When the 2020–2021 school year began, Brooklyn Independent was able to return to a hybrid learning model of in-person and online school. By May 2021, Friday field trips came back.

“It was incredibly challenging,” Jones said. “At the time, I was like, ‘If we can make it through this, we can make it through anything.’ I still believe that to be true. I thought that would be our hardest year, but I was wrong.”

In reality, the growing pains of the school’s third year as it ballooned to 85 students across all grades— sixth, seventh and eighth—were the most stressful. The teaching staff doubled. They were helping their first graduating class get to high school. Now, in the school’s fourth year, the focus has been on improving what they have—adding electives, building a sports program and offering more student support.

“My metric of success, ironically, for someone who is so math-minded, is actually not something that can be measured with numbers, but it’s joy. And our kids are happy,” Jones said. “I knew through the struggles and challenges that we were definitely doing something great. We needed to refine it.”

Manifestations for the Future

susie nordenger , Jones’ former ljcds teacher, saw that joy and happiness in action during a January 2023 trip to New York City. Passionate, dedicated teachers were leading engaged students in classroom discussions and activities. Artwork dotted the walls. On a bulletin board, eighth-graders shared their “manifestations for the new year.”

“I will…get into [the] high school I want,” one wrote, including a drawing of a cat.

“In the name of God, I wholeheartedly manifest that I get better academically,” wrote another.

“I want to manifest…celebrating being a working mom. Have lots of guilt of not being able to do it all, but what I can do is enough + amazing,” wrote Jones, who had her second child in April.

Nordenger has followed Jones’ journey as she has built a school from scratch. Remembering Jones as a student, she’s not surprised by her accomplishments.

“It filled my heart with so much joy because that’s who she is,” Nordenger said of her visit. “She’s in the center of things. That’s how I remember her—she made things happen; she was a positive influence. I can’t even imagine all that it took to create this amazing school…I’m not surprised, but I’m so impressed.”

For Jones, there’s plenty to do, including the daily work of running a school and discussions about

its future growth. Jones is excited for both of her children to attend. And at some point, she expects to step away from the daily operations, but not anytime soon. Maybe she’ll help other schools with similar missions become successful and sustaining. But for now, there are kids to teach and a school to grow.

Last year, Brooklyn Independent hosted it’s first whole school student performance since the pandemic, and it was an unusual opportunity for Jones to stop and take in everything she’d helped to create.

“When I looked around the room at the faces of our students, family members, teachers and staff members, I saw such joy and pride. In that moment, I thought about all the grueling years it took Gaby and I to get Brooklyn Independent off the ground, the challenges of getting through COVID and growing our school and realized how special it is to see your dream come to life. There is so much more work that needs to be done and so many more students to serve, but I am so proud of the school we have built.” ■

“My metric of success, ironically, for someone who is so math-minded, is actually not something that can be measured with numbers, but it’s joy.”

A GRAND IMPACT

Being a teacher had always been a dream for Susie Nordenger, a goal she penciled in her college journal. So when she landed her first teaching gig in 1981 in St. Helens, Oregon, she was overjoyed. Teachercolleagues remarked that her exuberance would wane. Little did they know, her enthusiasm and optimism would endure over four decades—and her impact would be immeasurable.

Nordenger, then known to students as Miss Olson, joined La Jolla Country Day School in 1987 as a sixth-grade teacher, later teaching seventh-grade English and public speaking in the Upper School. In the classroom, she brought a sense of humor and levity to her teaching style—making her a beloved teacher early in her career.

She brought humor to morning announcements in the Middle School by creating a soap opera called All My Students, where students could share their dramatized scripts based on actual Middle School events.

One of her signature projects in seventh-grade English, “My Life Story,” tasked students with writing 12 chapters detailing their future lives, culminating in a personalized book. Notably, former professional tennis player Alexandra Stevenson ’99 wrote about playing at Wimbledon in one of her chapters. “It was the Life Story project that gave me purpose in my young journey,” says Stevenson. “I noted that I saw myself winning Wimbledon. Miss Olson taught us how to visualize our life story and write it down on paper. Funny how visualization is such a strong learning tool. At Wimbledon, I made a historic record—the first woman to go from qualifying to the semifinals. At my press conference, I talked about Miss Olson and the little book I wrote in seventh grade.”

Dear Susie,

You are one of the warmest, smartest and most genuine people I know. You are the greatest cheerleader and mentor I could ever ask for.

You have made me feel excited to be back on campus, which has meant so much to me. You have made me feel at ease when I have stressed over decisions for my sons. You have made me feel brave by telling me to go after what I want in my career. Not to mention, given that you were my husband’s seventh-grade English teacher, you have been influencing my life for the better for quite some time.

Your impact on LJCDS is inimitable. You exemplify what it means to lead with dignity, and you do so with ease and joy. Thank you for choosing to share your gifts with our school. Your passion for teaching and philanthropy has strength- ened our school and community beyond measure.

—MERRITT ROSEN BRIZOLIS ’05 P’35 ’37

For Nordenger, teaching at LJCDS was a gift. “What I found at Country Day is that no matter what, the kids exceeded my expectations,” she says. “And the harder they worked, the harder I worked.”

In 1997, Nordenger was appointed by Head of School John Neiswender to build a Pre-K through Grade 12 community service program. For almost two decades, she led a student-centric community service program that fostered student leadership and instilled the importance of giving back. Nordenger saw greatness in her students and impressed upon them that they have the power to make a positive impact each day.

Dear Susie,

Outside of my parents, you have been one of the greatest influences in my life. In a very formative time for me, when I was developing the person I wanted to be, exploring the world and the role I wanted to play in it, you made me feel seen and safe, and showed me a path. Through your care, attention and kindness, you demonstrated every day how my curiosity and passion for people, connection, service, compassion and empathy were things to be celebrated and could be used to inspire the same things in others to make the world a better place. It’s something so deeply felt, I have a hard time thinking, typing or speaking about it without getting overwhelmed with the emotion tied to my gratitude. Thank you. You have been, are and always will be family to me. Someone I wake up every day grateful to have in my life and for helping me become who I was meant to be. You are so loved.

—JASON ZINSER ’04

Dear Mrs. Nordenger,

You truly are a once-in-a-lifetime educator, and I’m so grateful to have had you in my life. You taught me how to love and respect any person, and how to find joy in every experience. You have an uncanny ability to bring out the best in anyone, and you certainly brought me out of my shell throughout our time together at Country Day.

Through your persistence and creativity, you created a novel community service program, one that would change my life forever. I give a lot of credit to you and that program for getting me into my dream school, Stanford, and setting me on my path to my life today. I know countless other students have grown so much through the ingenuity of your programs.

Thank you for helping shape the person I am today.

—JESSICA HERSHFIELD ’08

“She was the first person who fully saw me and my gifts,” says Sarah Belpedio ’11. “She invited me to opportunities to explore my passion for community service and step into leadership roles. I 1,000% would not be the woman I am today without her love, support and guidance during my years at Country Day and into college and beyond.”

“She is such a master at recognizing talent and making you feel known,” adds Katie Sigeti ’06. “She makes an effort to make sure the students know she values their leadership and who they are, which, for a teenager, is really impactful. She thrives on connecting students and getting them engaged with the world around them and outside the Country Day bubble.”

Locally, she forged decadeslong partnerships with San Diego organizations, including St. Vincent de Paul’s homeless shelter, SPORTS for Exceptional Athletes (S4EA), Project Concern International, Susan G. Komen San Diego, Feeding San Diego and the San Diego Food Bank.

Globally, she established a robust service program, traveling with students to India, Mexico, the Dominican Republic, Thailand, Nicaragua, Ghana, Tanzania and Kenya. In 2015, Project Concern International honored her with their Heroes Award in recognition of her role in fostering global citizenship among students.

One of her most significant and consequential endeavors involved sponsoring a student in Tanzania through her connections with the School of St. Jude. Through various fundraising initiatives, LJCDS sponsored Emmanuel George’s education from fourth grade through college.

Today, George is a certified public accountant. He and his wife recently had a baby girl and named her after Susie.

It is hard to capture the ripple effect of her impact on the LJCDS community and everyone she encounters. Brian Murphy, LJCDS’ director of financial assistance and enrollment management, also Nordenger’s former student in Oregon, shares, “As one of her students in the mid-80s, I experienced the Miss Olson magic firsthand. I walked into her classroom as a shy and reserved middle school boy, and by the end of the year, I walked out both

Dear Mrs. Nordenger, I’ve been thinking a lot lately about the impact you’ve had on my life, and I want to say thank you. You weren’t just the community service director at LJCDS—you were like a “school mom” to me and my siblings.

You always had this amazing energy and genuine care for everyone around you. You made it your mission to bring out the best in people, and you definitely succeeded. I’ve lost count of how many times you’ve inspired me and others to love life and care for one another.

You taught me so much about leadership, organization and the importance of giving back to our community. You were always there to guide me through challenges and help me grow.

I can’t imagine who I’d be without your influence. You’ve definitely left a lasting impression on all of us, the kind of impression that runs so deep that it’s impossible to separate who we are now from who we’d be if we hadn’t had you as our teacher.

Now that I have my own children, I can only wish for them the type of mentorship and friendship that you gave me.

—NINA CHURCH BARBER ’12

inspired and determined to follow in her footsteps as a teacher. Fast forward 15 years, and she again opened the doors and advocated for me to join the Country Day community as a faculty member. I didn’t realize it then, but her advocacy at that moment changed my life forever.”

Those who know her well note her stunning memory and her ability to build relationships. “She goes out of her way to do nice things for people, to make people feel good,” says Kathy Draz Zopatti ’77, LJCDS alumna, former faculty member and Nordenger’s college roommate. “Like recognizing somebody’s birthday or a special day, recognizing if someone is having a hard time. She does it without fanfare. She does a little extra to make you feel special. She’s always got those Red Vines in her office or little things that will just brighten someone’s day.”

“She has a way of making you feel special when she’s talking to you,” adds Will Erickson, former LJCDS English educator. “She has a unique ability to stay connected with people, build relationships and just be a ray of sunshine in whatever space she’s at. She’s a special human being.”

In 2002, Nordenger was named the Educator of the Year by the La Jolla Golden Triangle Rotary Club for her exemplary contribution to education.

In her last chapter at LJCDS, Nordenger served in the philanthropy office deepening the impact of current and former students and families on the school. “As the assistant head of school for community engagement, Susie believes that we must open our hearts to each other to unlock our school’s greatness fully,” says Head of

Dear Mrs. Nordenger,

I started attending LJCDS when I was 3, and your parking spot was just a couple of spots down from my dad’s. We would often arrive at the same time, and I remember that you would always greet us with a cheerful smile and tell us to have a great day. I was painfully shy at the time, so I didn’t say much in response, but I remember. You have always just emanated positivity (even early in the morning), and that’s something that I admire about you.

As my advisor, you made our whole advisory feel welcome in the high school. You cultivated an environment that felt like a family to us. You made yourself (and your office) available at all times of the day. I also knew that you were someone I could go to if I ever needed advice, and you never made me feel like I was interrupting.

You taught me the importance of giving back to the community and that there is so much joy involved in the process.

When I graduated from LJCDS, you texted me on my birthday, whenever you streamed one of my games, and whenever you saw a post on social media from one of Davidson’s volleyball accounts. When I got married, you flew all the way to North Carolina to celebrate with us. It meant so much to me that you cared enough to keep up with me even after my time at Country Day.

When I think back about my time at LJCDS, a lot of my favorite memories come back to you. You have always been such a big part of the school’s community, and we are all so thankful to have had you there.

—ELISE EDMAN CASEY ’16

School Gary Krahn. “She is a master at creating a web of relationships and a sense of community in which we feel connected with each other, our traditions and the rich history of our school.”

Nordenger’s impact on La Jolla Country Day School is incalculable. She leaves an indelible mark on the school’s culture and community. Her legacy will endure as the school continues to embody the spirit and values that she instilled. She will undoubtedly continue to spread love and positivity wherever she goes. ■

GIFT IN TRIBUTE

Recognize and honor Susie Nordenger and her impact on the ljcds community with a gift in tribute at LJCDS.ORG/NORDENGER.

Dear Susie,

You are the favorite teacher I never had. Over the years, since my graduation in 1994, and well before I became a Country Day parent, I would stop by campus on occasion for an alumni event, mock trial, as a Career Day speaker or just to say hi to former coaches and teachers. My favorite person to run into was you. You have an amazing ability to make everyone feel special and welcome. Much of the reason the LJCDS campus feels like “home” is that you have been there for me for more than 30 years. There may not be a single person who embodies the community and the spirit of LJCDS more than Susie Nordenger. You are the single biggest reason why I have remained involved with the school for nearly 30 years.

What can I express about you without tears welling up in my eyes? I have so much love and appreciation for all that you have done for me and my family, but also all that you have done and continue to do for the Country Day community. I believe our community exists and will remain strong and continue to grow because of you. You are one of my favorite people; you represent the best of La Jolla Country Day.

—DAN GREENE ’94 P’29 ’31

Dear Susie,

You taught me so much, not just scholastically, but in life as well—such as how to be generous with time and care for others. As a teacher, you challenged me to push myself beyond my limits and made me feel accepted by (at least seemingly) appreciating my habitually off-color sense of humor. You also welcomed my daughter into the Country Day family when she started in sixth grade (during COVID, no less), which made us feel so much more comfortable and supported. With heartfelt gratitude, thank you for all the joyful memories and positive impact you’ve had on me and my family. Country Day is so lucky to have had you in our ecosystem for so many years, and your unique energy is now part of the school’s ongoing DNA.

You are simply a wonderful human being and will always hold a special place in my heart.

—KANANI MOSER BRECKENRIDGE ’95 P’27

Milestones*

ENGAGEMENTS, MARRIAGES & BIRTHS

STAY CONNECTED

We want to hear from alumni! Are you celebrating a life event? Have news to share? Send us a class note. All class notes will be published online.

1 Melanie Kaplan ’08 married Anthony Grimaldo on April 16, 2023.

2

Stacey Shanken Palonsky ’13 married Eric Palonsky on May 22, 2022.

3 Alexandra Berenter ’06 and husband Aaron Newton welcomed son Thomas Scott Newton on February 8, 2022.

4

Porschia Talbot ’03 and wife Dawn Marie Talbot welcomed daughter Hendriks Ray Talbot on August 12, 2022. She joins sister Harlow (3).

5

Julie Landa Keryc ’99 and husband Todd Keryc welcomed daughter Madison Paige Keryc on August 31, 2022. She joins brother Matthew (7).

6

Kirsten Dorr Hurst ’06 and husband Jeffrey Hurst welcomed son Ryan Melink Hurst on May 23, 2022. He joins brother James Dorr Hurst (2).

7 Natalie Brand ’02 and husband Kristopher Ensley welcomed son Chance Gerald Ensley on December 23, 2022.

8

Isabel Hagood Wigley ’12 married Mark Wigley on September 3, 2022.

TRADITIONS

Traditions are an essential part of a community, connecting individuals and preserving history.

At La Jolla Country Day School, time-honored traditions are woven into the fabric of the school’s culture, creating a sense of unity.

1983

Career Day

For nearly 40 years, Upper School students have learned about the paths of the Torreys who came before them in this annual event. Alumni are invited to campus to share their stories, enlightening students with valuable insights and perspectives as they consider their future paths.

Photo circa 1986

hese traditions are an important part of the school’s identity and a testament to the lasting impact of community. In a time where change is rapid and constant, the importance of tradition cannot be understated. It is a way of preserving the past, while also creating a foundation for the future. From the ringing of the school bell to the celebration of Grandparents Day, these traditions are an integral part of the LJCDS experience. —RACHEL

Bell Ringing

In 1976, the original school bell of the Balmer School was moved to the Upper School quad, where it currently resides. Now, the ringing of the bell marks an important milestone for all graduating seniors. Seniors ring the bell on their last day of school.

Olympic Day

1979

Grandparents Day

Grandparents Day has been celebrated since 1979. Grandparents and grandfriends of Lower, Middle and Upper School students are invited to campus to experience school life through performances and classroom visits.

Since 1981, students in Grades 1–4 have participated in this beloved LJCDS tradition known as Olympic Day, led by the athletics and PE department. Representing a diversity of countries worldwide, students showcase their athletic prowess through various group activities, including relay races, water brigades and throwing competitions.

BAXTER

Photo circa 1986

Photo circa 2010

Photo circa 2019

Since I arrived at LJCDS—as a contractor in 1977, and later as an employee in 1983—I’ve always taken pride in keeping this campus clean. Seeing this community evolve so much over the years has kept my passion for my job alive.

I believe that your reputation follows you everywhere you go, so I always strive to do my best every day. I’ve always wanted to be more than a groundsman, and I’ve had the chance to be involved in the life of the school, like being the spirit guy, waving my homemade flag for our athletic teams.

After 40 years, you think I would lose inspiration, but I haven’t, because I love this community, and I’ve always felt appreciated. All the families and students I have met over the years have been kind and generous. Some families still keep in touch, and it means a lot to me. I think of Country Day as my home away from home.

Lee Sawyer Grounds manager Celebrating

40 years at ljcds

Giving Back +

Philanthropy at LJCDS

Alumni are the truest testament to what it means to be a Torrey. They continue to enhance the school community after graduation day. Some volunteer their time, giving back by connecting with current students and families, or through alumni programs. Others donate their resources so that today’s Torreys enjoy the benefits of an LJCDS education. Some enroll their children at LJCDS —the ultimate expression of trust and value they place in our school. And some do all three.

THE BAHRAMBEYGUI-HOSEY FAMILY

Sherry Bahrambeygui ’82 is a true-blue Torrey who recently celebrated her 40th reunion at LJCDS. Over the years, Bahrambeygui has remained dedicated to the school in many ways—previously serving on the Alumni Leadership Council, the board of trustees, and as the proud parent of twin sons, Liam Hosey and Ryan Hosey, both from the class of 2017.

Bahrambeygui and her family have given consistently at the leadership level, while also volunteering their time to advance the school and alumni program. They served as the Senior Class Gift match family for the class of 2017, generously matching every contribution made by members of the class. Liam and Ryan continue to serve as leaders in their graduating class, stepping forward to volunteer their time and resources in myriad ways.

“Ensuring the diverse community and spirit of the school means a lot to us. So many of our most cherished friends today relate back to the Country Day communities we grew up in,” Bahrambeygui shares. “The bonds that we built with the extraordinary students and families at Country Day have proven to be lifetime gifts for all of us.”

What does philanthropy mean to Bahrambeygui and her family? “It’s one of the best ways to open your minds, hearts and arms to the larger world”—and there’s no better definition of a Torrey than that.

To learn more or to make a gift, visit ljcds.org/giving or contact Katelyn Sigeti ’06, philanthropy manager of alumni programs, at ksigeti@ljcds.org