footsteps FALL/WINTER 2014
Our Mission At Marin Primary & Middle School we make education meaningful while encouraging pride in self, respect for others, and enthusiasm for learning. we treasure childhood.
We honor and enjoy children’s natural curiosity, competence, and exuberance. we teach to reach children.
Using teams of teachers and educational methods tailored to how children learn best, we connect with our students, build trusting relationships, and make learning relevant, memorable, and fun. we teach children to reach.
Asking not “how smart is the child” but “how is the child smart,” we guide our students to see their full potential, and we equip them to pursue it with passion and purpose. we inspire children to make a difference.
We value academic excellence, personal integrity, and community action and encourage our students to become informed, engaged, and ethical global citizens.
c letters 4
Julie’s Letter
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around campus 6
School Happenings
10
Around Campus
11
Did you Know?
features 12
MP&MS Then
and Now
16
Time to Travel
18
The STEAM Team
20
Mind & Body
22
True Grit
24
Update from the PA
alumni 26
Class Notes
contributors Derek Berka, Ferenc Dobronyi, Eliot Holtzman, Hilary King, Mitzi Medrud, Peter Pfau, Leila Poutiatine, Whitney Sutak
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Welcome to the latest edition of Footsteps, where you’ll find an in-depth look at life at Marin Primary & Middle School. This edition, heading to press just before the December break, includes updates on community activities and important areas of our program, a glimpse at the recent changes and future plans for our campus, and news from our graduates.
Woven throughout, you will see examples of how
students and design teaching strategies for individuals and
the MP&MS mission is expressed in our educational
the overall group. The two homeroom teachers understand
program and the experiences of our students and school
the individual profiles of their students as well as the
community. From classroom-based learning, to off-
developmental characteristics of students at their grade
campus adventures and larger community events, the
level. The specialist teachers (in art, music, PE, drama,
mission’s principles of treasuring childhood, teaching to
library, technology, and Spanish) contribute their unique
reach children, teaching children to reach, and inspiring
perspectives, gained from working with the same students
children to make a difference come together in our
over a period of years. This blend of perspectives fosters
program and practice every day.
teacher collaboration to nurture, support, and challenge
“Teaching to reach children,” and “teaching children
each child to “reach” for his or her personal best. Taking risks
to reach,” drive the direction of our educational program.
as leaders and learners, participating in community service
We have developed an environment in which students
work, acting in the school play, leading a community meeting
have the freedom and support to take risks and to make
or joining a sports team – all help our students cultivate
mistakes, to stretch their analytical and creative thinking
competence and confidence as they gain the academic skills
skills, and to collaborate with and learn from peers
and personal qualities necessary to be successful and thrive
and teachers. We want our students to discover their
in school and in life.
strengths and passions while developing the persistence,
As I watch our students move through their days at
perseverance, and resilience to tackle challenges and
school, I see inspiring examples of excellence in teaching
take on new adventures. I encourage you to discover
and learning in classrooms from preschool through
these themes in the pages ahead, from train projects in
middle school. I hope you will enjoy reading this edition of
preschool, to the incorporation of new ideas in science
Footsteps and catching up on life around Marin Primary &
and technology in our curriculum and the purposeful
Middle School.
cultivation of “out of the box” thinking across grade levels. One of the strengths of our school is the way in which our teachers collaborate together to understand their
school happenings on and around campus
Welcome Picnic
International Day of Peace
This year’s new families may have been unfamiliar with
International Day of Peace (“Peace Day”) was observed
MP&MS, but they do know a thing or two about having fun.
at MP&MS this year on September 21. Dedicated to
After their first two weeks at school, students were joined
strengthening the ideals of peace among all nations and
by their parents for a Welcome Picnic, which allowed
peoples, MP&MS’s celebration began with a “parade of
families to meet in an informal setting. After lunch, parents
nations,” where students crossed the stage and wished
and children alike relaxed on blankets in the shade and got
for peace for the world. Several musical selections were
to know one another while the kids investigated the new
presented as a part of the celebration. Poems, thoughts,
schoolyard, played games, enjoyed arts and crafts, and had
and songs were shared by each class. To cap things
their faces painted with help from eighth grade volunteers.
off, students assembled on the blacktop to engage in a
The activity and good cheer on this sunny September day
moment of silence in honor of this important day.
capped an extremely successful first week of school.
Coastal Cleanup On Coastal Cleanup Day, the MP&MS middle school community came together to rid local beaches of trash and debris. Starting at 9:00 a.m., fifth, sixth, seventh, and eighth graders grabbed trash bags and got to work cleaning the beach. Finding items such as cigarette butts, plastic bags, and even diapers, middle schoolers correctly disposed of these unwanted items, leaving the space cleaner and safer than when they arrived. When asked about her experience, eighth grader Megan Flaherty remarked, “It feels good making the beach a cleaner place. It feels good to help the world.”
Clem Miller A month into the school year, fifth and sixth graders set off for a four-day adventure to the Point Reyes Clem Miller Environmental Education Center. Together, students, naturalists, and teachers developed a community-rich experience honoring the area’s spectacular coastline. Highlights included a stop at the Bear Valley Visitor Center and a hike to the Point Reyes Lighthouse. Students played peace-inspired games, studied plant-life and animal tracks, listened to master storyteller Ane Carla Rovetta, and shared delicious homemade food. The last day was spent building sandcastles and turtle sculptures at Sculptured Beach with the help of MP&MS alumna Catie Clune from Turtle Island Institute. This fifth and sixth grade MP&MS tradition continues to challenge our students and helps them develop strong connections in our community and with the natural world.
school happenings on and around campus
Harvest Festival MP&MS has a rich tradition of schoolwide events that engage our entire community. Certainly one of our mostloved celebrations is the annual Harvest Festival which took place on October 24 in the David R. Heath Outdoor Education Center. Students made baked goods and craft projects using the bounty of the garden nurtured over the previous months, shared music, artistic creations, and played games in celebration of the harvest. In the spirit of sharing and giving thanks, fresh fruit, vegetables, and other food items were collected and then donated to a local food bank.
MP&MS Students Learn Through Service Service learning projects lie close to the hearts of MP&MS students, and they take an active role in making a difference in both local and global communities. Primary school students Owen, Maddy, and Catherine Chee along with Anthony Tajbakhsh started Caring Closet, an initiative to collect gently-used clothing for students in West Marin. Reflecting on the experience, a Caring Closet student worker remarked, “When I took the clothes out to Laguna School, I heard a kid say, ‘Great! I need a pair of shorts,’ and it felt really good inside to help out.” Service learning at MP&MS also extends to the whole family. At the Horse Hill Community Service Day, students and their parents helped remove invasive, non-native plants and seeded the area with native grasses. Participants had the chance to meet the herd of horses on the hill, clear the area, and reduce fire risk, making the hill safer for the horses and the greater community.
Book Fair
Grandparents and Special Friends Day
The MP&MS Parents Association transformed the library
On November 21, MP&MS was especially lively, as
into an enchanted forest for the annual Book Fair on
grandparents and special friends became students for the
November 12 through 14. This year’s theme was “Reading is
day. Family members and friends were treated to coffee
Magic” and the tables of books, wall murals, and character
and pastries before being greeted by Head of School, Julie
cut-outs transported the shoppers into another world.
Elam. The morning continued with a video of the new
Family night was certainly the highlight, when children
schoolyard, musical performances and poetry readings by
and adults shared food, arts and crafts, music, and an
our primary and middle school students, as well as a video
enchanted fairy walk in the garden. Most of all, the Book
featuring our preschoolers. Afterward, visitors fanned out
Fair is a celebration of our collective love of reading and
for classroom visits where they discovered the projects
the importance of literature in our lives.
and assignments prepared by their loved ones. Students were very proud to show off their classrooms and various projects, but most of all, they cherished this special time with their guests.
around campus What’s your favorite MP&MS tradition?
Charlie: My favorite tradition
Cooper: Sock Hop. Sock
Dave: I love the eighth grade
Darinee: I really like
is the JamFest; it’s so great
Hop. Sock Hop!
vs. staff softball game.
International Day. It’s fun
to see families and alumni
Younger students cheer on
to see all the different
return and the music is mind-
teachers or eighth graders,
performances and the food is
blowing!
and parents line the outfield
really tasty, too.
to share in the moment. It’s an exciting way to end the school year.
Sarah: I enjoy the eighth
Arden, Talia, and Megan:
Paul: I love the holiday
Luke: The buddy program
grade vs. staff softball game.
Horse Hill Community Day is
sing-along! All the kids and
is the best! I really enjoy
It’s a chance to connect
great. Working together and
teachers in the MPR singing
spending time with the
with my colleagues and the
clearing the hill of invasive
together is the perfect send-
younger kids and helping out
graduating class through
plants is a great way to
off to winter vacation.
in the classroom.
play, physical activity, and
spend time outside while
team spirit. It is always fun…
helping a good cause.
especially on the rare chance we win.
did you know? Community meetings bring our primary and middle schools together each monday.
Our organic lunch program is available every day.
Our students stage a play every winter and every spring.
Music, drama, art, projects lab, library, Spanish, the garden, and PE are part of our core curriculum.
on average, our teachers have 15+ years of experience.
in fourth grade, every student gets an ipad and in seventh grade, a laptop.
JK-Eighth grade has physical education class four times a week.
Our after school Program lets parents pick up anytime until 6:00 p.m.
Our after school program now offers a computer coding class.
in the projects lab, kids can design, invent, and tinker with anything from pipe cleaners to electric drills.
two head teachers in each class keeps our student teacher ratio low at 7:1 on average.
15% of primary and middle school tuition revenue is spent on tuition assistance.
Then
MP&MS THEN
AND NOW
ruminations on our progress by eliot holtzman and peter pfau As parents whose children and families have spent many years at MP&MS, Eliot Holtzman and Peter Pfau have many memories of how far this campus and school have progressed over the years. Here they share their perspectives on the amazing transformations that have already occurred and the exciting changes still to come.
Eliot: Our first visit to Marin Primary & Middle School was
charming school.” On Emmet’s second day of school, I was
in 1997 when we were looking for the right school for
drafted into the Master Plan committee by Eliot and I have
our son, Jake. Immediately, Margot and I fell in love with
been helping the school ever since. It’s been eleven years,
MP&MS. The students were respectful and engaged in
and even though my son has moved on, the committee is
their learning. The teachers were present in a way we had
still busy with improvements. The school did a lot for my
not seen at other schools. Everyone seemed to be having
family, and I want to continue to give back.
fun. I joined the Master Plan committee when Jake began kindergarten but the committee really got its legs when
Looking beyond the tired old campus
architect Peter Pfau enrolled his son Emmet, Julie Elam
Over the next years we spent countless hours and days en-
started as our new Head of School, and MP&MS signed a
gaged in deep, thoughtful conversations as we envisioned
new forty-year lease with the Larkspur School District.
the future for the school. We wanted to create a campus that gradually transformed and celebrated the unique
Peter: Our family, much like Eliot’s, was attracted right
MP&MS program and its amazing resource of specialist
away by the school community, the teachers and their
classes. With input from all constituents, including the
view on education. It seemed a good fit for our son. We
students, we worked together to create a Master Plan
were especially excited by the hands-on learning oppor-
and envision a campus that would best serve the school in
tunities offered by the Projects Lab. As an architect who
the future.
designs schools, however, I saw that the campus was old,
Our plan included an outdoor environment as the heart
run down, and needed work to bring it into alignment with
of the campus where students and teachers would feel as
the school’s mission and its potential. A friend who also
comfortable learning as they do in the classroom. Our very
had kids at MP&MS referred to it lovingly as “our old but
first drawings included a central gathering place to serve
“Our plan included an outdoor environment as the heart of the campus where students would feel as comfortable outside as they do in the classroom.”
as a theater, meeting space, and teaching classroom. While
child each day. Construction began in June 2013, thanks
working with the committee on the larger design, we
to a great fundraising effort, and finished on schedule in
focused our initial renovation efforts on a series of
March 2014.
smaller summer projects, supported by early fundraising from our generous community.
Our new outdoor spaces include three different playgrounds, large trees, soft grassy areas, and an amazing amphitheater. Also included was a complete transfor-
Gates and Fences — Creating a Secure and
mation of the David R. Heath Outdoor Education Center,
Welcoming Campus
with a new entry, paths, planters, and plants, thanks to the
First on the list was creating a safe perimeter and true
support of the committee and many members of
point of entry. The result was an enclosed campus with
the community.
beautiful new fences and arbors. We also created a separate playground for our youngest preschoolers, the “tod-
Looking Forward
dler playground” between the preschool and
The next steps in our Master Plan include a beautiful new
primary buildings.
multipurpose building for school gatherings, theater and music classes and productions, special events, and indoor
Hallway Renovation — Improving Indoor Learning Spaces
PE activities. Once built, the new building will open up
The next step brought a huge change to the hallways —
additional space for a series of new projects: the addition
new skylights to bring in natural light, new carpet, lighting,
of a teaching kitchen to the old MPR, a larger science lab,
beautiful wood trim, and fresh paint. Gone were the dingy
middle school classrooms, learning resource spaces, and a
dark hallways, replaced by safer, quieter, more comfortable
renovation of the “cage.” Finally, parking lot improvements
spaces for all. Standing in the light-filled, cheery hallways,
and a new preschool entry will complete the Master Plan.
it’s hard to remember those tired, gloomy spaces.
Our goal from the beginning has been to create school structures that reflect our amazing community and sup-
Accessibility for All
port the faculty and staff as they inspire the intellectual
We all shared a vision of a campus that is fully accessible
and creative passion in our children. The campus then
to differently-abled students and parents. New main floor
becomes an expression of the “circle of enrichment” —
bathrooms, and a beautiful new ramp and stairway with
offering children the chance to explore themselves and
ADA lift between the primary and middle school buildings
their interests. The remaining pieces of the plan will fold
made this possible. That same summer, an art deck was
in the thoughtful growth of the middle school in a manner
created in a previously unused space next to the preschool
that will enhance the learning experience of our children in
building and the kindergarten classroom was expanded.
the future.
Outdoor Spaces — The Schoolyard Project
the bright hallways, renovated schoolyard, and beautiful
Our main outdoor space was more of an “asphalt jungle”
garden for granted, our progress is something the full
than the outdoor oasis we envisioned. With that in mind,
community can be proud of as we look toward completion
we embarked on a project to create the “new heart” of the
of the full vision to serve our mission today, tomorrow, and
school, where a rich variety of experiences greeted each
into the future.
Though many who are new to the school may take
Now
PRESS X E ZOO E H DT R A O A L L AB Teaching to reach children, one of the
great train adventure began! Over
Although there are many different
main components of our mission, is
the next few days, students added a
types of trains, the students all agreed
evident daily in preschool classrooms,
dining car, a sleeper car, and a second
that a train should have wheels capa-
where teachers seek opportunities
row of seats to accommodate more
ble of running on a track.
to match curriculum with the ideas,
friends as they traveled to London,
interests, and developmental levels of
New York, and San Diego. While
and independently on this open-end-
their students. Teachers take time to
observing their growing enthusiasm
ed project for several weeks, showing
observe children at play, to listen to
for train travel, Zoo teachers Mitzi
remarkable creativity, an ability to
their conversations, to ask questions,
Medrud and Rhonda Jones supported
focus, and a willingness to help each
and to encourage them to expand
their interest by asking questions and
other. To support their interest in this
their ideas.
creating a “mind map” to record their
project, the class will visit a railway
ideas. Soon each child had his/her
museum to learn more train history
are turned into projects and activities.
own design idea for a box car; some
and ride in an historic train car.
This responsive approach encourages
added steering wheels, some levers
creativity, brings relevance to learn-
and buttons, others colored or paint-
and time to explore and discover
ing, and allows teachers to integrate
ed their cars. Each one was unique.
their interests is an important part of
Ultimately, the children’s interests
foundational curricular skills within
Once the trains were completed,
Students worked collaboratively
Providing children with space
the learning process. The Zoo train
the play and ideas that emanate from
a discussion ensued regarding loco-
project gave teachers an opportunity
the children.
motion. Some students mentioned
to support our mission statement by
the trains in San Francisco, which are
teaching children to reach as they
old Zoo class decided to make a train
attached to wires above the street,
expand their investigations, and to
by lining up chairs in the classroom.
while others pointed out that some-
reach children through the seemingly
Once everyone had a place to sit, a
times a train’s wires are underground.
simple process of play.
Recently, students in the four year-
What happens when a group of MP&MS teachers and specialists come together to explore the integration of science, technology, engineering, art, and math?
Read on to find out.
This is the second year of MP&MS’s focus on science as
relation to STEAM, one of the first avenues explored was 3D
part of our regular curriculum review cycle. This year, our
printing. 3D printing sits at the nexus of science, technology,
teachers have explored the Next Century Science Standards
engineering, art, and mathematics. As such, it is an incredi-
as well as the emerging field of interest in the academic
bly exciting way to enhance MP&MS’s program across grade
community on STEAM (science, technology, engineering,
levels and disciplines. Invigorated by the possibilities, a team
arts, and mathematics).
formed to explore 3D printing.
As a result, teachers are learning about and making
Every Tuesday morning the STEAM team meets to
changes to the age-old paradigm of the educator as the
explore questions such as, “What professional development
center of instruction. Instead, students are being asked to
opportunities are currently available for our staff?,” “What
approach learning through experiential activities to promote
software will best meet the needs of our students?,” and
creativity, deepen learning, and utilize higher order thinking
“What hardware/projects/spaces would be ideal for our
skills. While many aspects of our MP&MS program and
students and our facilities?”
teaching strategies already reflect deep involvement of stu-
Their goals for the 2014-2015 school year include inte-
dents in integrated projects and student-initiated learning,
grating 3D printing in a deliberate and intentional manner.
teachers are discovering new ideas to strengthen
The end result should give faculty and students an oppor-
the program.
tunity to utilize this powerful tool with confidence and in a
An evolving team of teachers including Projects Lab specialist Ferenc Dobronyi, fourth grade teacher Susan
way that enhances student learning. The team is interested in visiting and learning from other
Humphrey, technology integration specialist Yolanda Escan-
schools. Teachers visited White Hill’s Maker Lab to explore
don, first grade teacher Jesse Swagerty, and seventh grade
their facilities and meet with teachers who have successfully
teacher Derek Berka has been exploring STEAM education
integrated 3D printing/making into their curriculum and
in an effort to better understand how the new standards
another group visited Town School in San Francisco to see
can inform our curriculum across the grades, how our
how they are integrating STEAM/maker ideas into their
current curriculum aligns with the new standards, and how
primary school program. While this is an ongoing process,
new ideas can enrich programs at Marin Primary & Middle
teachers from all grades are developing a clearer picture
School. This exciting and informative process has affirmed
of how maker and design thinking, 3D printing, and other
MP&MS’s project-based approach, introduced a host of new
STEAM tools can be effectively and creatively integrated
questions, and pointed teachers in inspiring new directions.
into the educational experience of students at Marin
When the team began exploring ways to enrich ideas in
Primary & Middle School.
mind body connection As part of our commitment to educate the whole child,
a jump-rope help with sequencing, executive function,
MP&MS strives to develop physically healthy and so-
processing, retention, and memory.
cially and emotionally aware students who understand
Running activities and tagging games strengthen fit-
themselves and others. Recognizing that the concept of
ness levels and, simultaneously, lower stress and anxiety. In
“wellness” is part of a broader mindset, our teachers and
other words, what kids do on the playing field helps in the
specialists seek to develop the idea that there are many
classroom. Indeed, research has shown a strong correlation
components of wellness that lead to happiness and
between physical fitness and academic success.
healthy living. A child’s success in the classroom is not only based on
In addition, social emotional skills also contribute to academic success and well-being. As Daniel Goleman,
reading and math skills, but also sensory processing and
author of Emotional Intelligence states, “Learning doesn’t
stress management, muscle tone, balance and motor skills,
take place in isolation from kids’ feelings. Being emotional-
and cardiovascular fitness. As part of our physical educa-
ly literate is as important for learning as instruction in math
tion program, teachers Whitney Sutak and Jon Hull help
and reading.”
children understand the benefits of a healthy body and the
The practice of “mindfulness,” often defined as
need for regular physical activity as a crucial and integral
non-judgmental, moment to moment awareness, also
part of life-long good health through a physical education
contributes to work in physical education. Mindfulness
program that strengthens this mind-body connection.
sessions develop awareness of emotions, thoughts, and
Extra time is devoted to strengthening core muscles
sensations, while helping students learn the practice of vis-
and improving posture and balance. Heavy work exercises
ualizing upcoming activities, as well as focusing on energy
involving weight-appropriate medicine balls benefit those
and emotional regulation.
who need extra proprioceptive feedback to feel grounded
Many of the exercises practiced in physical education
and comfortable in their bodies. Crawling, skipping, and
classes are repeated indoors by classroom teachers,
doing “the grapevine” solidify a child’s laterality, which
offering students the movement they need. “Brain break”
can strengthen emerging reading and writing. Skills like
stations and movement options available in our classrooms
throwing and catching, dribbling through cones, and using
create a more comfortable environment in which to learn.
In Imagine: How Creativity Works, author Jonah Lehrer states that creativity is not innate but can be cultivated and taught. According to Lehrer, students need the time and space to be creative — time to let their minds wander and daydream, space to rethink challenges, and teams of people who can effectively work together to challenge them to do their best work. Finally, and equally important, students need grit — or the ability to stick with a project or idea when the going gets tough. At MP&MS students are immersed in the art and science of learning and have ample opportunity to develop grit, try
“One of the things I love most about my job is holding class reflection time. I hear students say things like, ‘I didn’t know I could do that!’
out ideas, and even fail. The foundation built by the prima-
The long standing second grade box guitar and sixth grade
ry school curriculum sets the stage for students’ growth
dulcimer projects, for example, continue to effectively
and future learning in the middle school and beyond, while
teach students real world applications of math skills, while
providing them with engaging activities and experiences
also integrating music, art, and social studies.
that enhance their learning. By integrating hands-on activities, simulations, field
With advancements in technology, we now have the opportunity to add kinetic function to the creations using
trips, service learning, social emotional learning, and
circuit design and robotic elements. This year’s middle
multidisciplinary and multimedia projects into the aca-
school elective class is focused on robotics, using Makey-
demic program, students have unparalleled opportuni-
Makeys and Hummingbird hardware and foundations of
ties for learning and growth. As students explore, they
coding. Last year’s group built a low-tech drone out of
build connections and discover new talents, all of which
junk, attached a camera, and used their “eye in the sky” to
contribute to the education of the whole child. Ferenc
photograph a school event.
Dobronyi, Projects Lab teacher says, “One of the things
The message remains: use the tools you have to make
I love most about my job is holding class reflection time.
the most you can. This year our fourth grade is under-
I hear students say things like, ‘I didn’t know I could do
taking an extensive introduction to the design process,
that!’ and,‘I love Projects Lab because I can relax and use
starting with personal logo creation and three-dimensional
my imagination.’ Imbuing students with both competence
drawing lessons. The goal is to understand the art of
and confidence on many levels, and hearing middle school
creating useful and appealing objects and developing the
students express how much they gained in Projects Lab,
personal skills needed for giving and receiving critique
brings me joy.”
through peer review. The ultimate lesson is that setbacks
Close collaboration between the specialists and the classroom teachers allows for a seamless integration of the learning at MP&MS. The Projects Lab has a 20-year tradi-
and failures create opportunities for innovation and that this process is an important life skill. Our commitment is to provide the tools, materials, and
tion of students designing and building three-dimensional
skills to fuel the creative fire in our students. The Projects
objects, giving practical application to classroom lessons
Lab remains a space for individual creative growth, where
in math and the sciences.
a child’s imagination begins the path for learning.
parents association update
The first half of the school year seems to have flown by! Perhaps that’s because the MP&MS community has been so busy with the many events hosted by the Parents Association. The year started off with a bang at the Welcome Picnic where students and their families were treated to a picnic lunch, games, music, and arts and crafts. Next up was the Harvest Festival where students made baked goods and craft projects using the bounty of the harvest. Both young and old enjoyed eating treats, listening to the band, and taking a chance at the pie walk. At the Halloween Parade, fun was had by all from the smallest preschooler to the tallest eighth grader. Speaking of fun for all ages… the return of the Sock Hop was highly anticipated and did not disappoint. Fifties-inspired decorations turned the MPR into a dance hall where guests could enjoy music, dancing, dinner, and root beer floats. At this year’s Book Fair, the library was transformed into a fairy tale world where everyone wanted to read, read, read! None of these events could have happened without the dedicated parents who donate their time and energy to make these events so successful. The fun continues at the MP&MS Auction on Saturday, March 28, 2015! Be sure to save the date for a fabulous night of fine food, dancing, and donating.
Where in the world are our MP&MS graduates?
Class Notes Nick Wilkie, Class of 1998
Alexa Zachary, Class of 2009
Nick writes: I’m an emergency medicine resident in Madison,
Alexa is a sophomore at the Stella Adler Studio, Tisch
Wisconsin! I’ve traveled to some first-world countries doing
School of the Arts, New York University.
computer science work for Doctors Without Borders in medical school, and hopefully will do Third World work now
Alison Stiteler, Class of 2009
that I’m an actual doctor. Unmarried, and that seems like a
Alison graduated from Marin Catholic in 2013 and is
pretty good idea right now ;)
currently a sophomore at Chapman University, studying advertising. This past summer Ali worked in retail at Amore
Cameron Zachary, Class of 2006
Vert in San Francisco. Ali still loves her years at MP&MS.
Cameron rows for University of California, Berkeley and is a senior planning to attend medical school.
Lara Bajakian, Class of 2010 After graduating from The Urban School, Lara now attends
Emma Feshbach, Class of 2007
the University of Arizona in Tuscon and is a pre-physiology
Emma is a senior at MIT studying mechanical engineering,
major (pre-med). She’s doing great and loves the hot
and writes: This semester I’m going to be finishing my
weather. She’s also loving the big college experience with
thesis at the MIT Media Lab, working on the development
school spirit and games. She placed into fourth semester
of a sensor suite for urban aeroponic farms. Over the
French and placed out of a few semesters of math, so all is
summer, I interned at Fitbit as a hardware intern. In July, I
good and plenty challenging.
traveled to Henley for the Royal Regatta. It was definitely a highlight of my summer travels! I was also able to go
Jeske Dioquino, Class of 2011
to Abu Dhabi last January to present with my lab at the
Jeske writes: I’m currently a senior at Lowell High School.
Global Forum for Innovations in Agriculture.
I’ve volunteered at Artseed since before leaving MP&MS, and at the Richmond District Neighborhood Center
Tague Zachary, Class of 2007
summer camp for elementary and middle schoolers for the
Tague is now a 6 foot 8 inch basketball star and a senior at
past three summers. I traveled to Holland and France this
Grinnell College in Iowa.
past summer and a few times prior, to visit family.
Jackson Dobronyi, Class of 2009
Deren Bajakian, Class of 2013
Jackson is a sophomore at Brown University and a
Deren is loving the Bay School and still very close with his
member of the rowing team. His freshman team won
friends from MP&MS. He’s really enjoying rock climbing at
the IRA and was invited to the Royal Henley Regatta in
Planet Granite four days a week this trimester.
England where they took second place. Heidi Williams, Class of 2009 Heidi is at UCLA and reports she has never been happier. Over the summer, she worked at Steve and Kate’s Camp in Mill Valley. She went to Europe with 15 friends right after high school. She writes: the best thing that happened to me was entering MP&MS in the fifth grade. My years at MP&MS were insurmountably memorable, from Steve and Dave, to Charlie in drama, my algebra teacher, my fifth grade teachers, and my friends.
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Marin Primary & Middle School 20 Magnolia Avenue Larkspur, CA 94939