The Window (2019) by Presbyterian School

SUMMER 2019

make room for the future

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letter from the Headmaster Welcome to the 2019 edition of the Presbyterian School Window, our yearly opportunity to catch up our extended community on all the happenings inside and outside our vibrant campus in the heart of Houston’s Museum District. More than at any other time in the history of our good school, we are leaning into our counter-cultural mission to deliver meaningful, joyful, soulful learning for every child, every day. As you read through this year’s magazine, the “iconic” photographs associated with our Make Room for the Future Capital Campaign and new building constuction site will serve as your guide. Though pithy in nature, our playful choice of words in these photographs reflects our intentional desire to prepare students for a future that is impossible to know but not impossible to shape. The leaders of tomorrow, who are PS students today, will be creating their own careers focused on their own passions and interests along with their own ideas about how they can make a lasting difference in the world. We want our students to live into this exciting future by giving them a relevant, realworld education that cultivates these important qualities: • • • • • •

Hands-on, play-based learning (see Road Scholar) Collaboration, creativity and innovation (see Future Attorney at Draw ) Student agency and student-led learning (see Future Chef of Finance) Service learning (see Future Digital Prophet) Problem-based learning (see Future City Planter) Authentic learning (see Future Most Valuable Mayor)

We are questioning old assumptions that stifle children’s love of learning in favor of new research and new methods to grow our students’ curiosity and creativity, while also answering their drive for purpose and meaning. Through active, project-based learning, we promote student agency, choice, and individual challenge. Cross-curricular courses and demonstrations of learning play pivotal roles in our curriculum designed by an expert faculty with over 250 years of collective experience. As a parent once said to me, “At Presbyterian School the joy factor is high.” We embrace this joy that’s at the heart of children’s learning. In fact, we see this joy as extending to each child’s family. Remember, “Family” is the first word in our mission for a reason: our goal is not only to help children thrive but to help families of all kinds thrive. In this year’s Window, you’ll read about a small school making a big impact on the future of Houston. In only our 30th year, we are proud not only to be a school that offers something very different in this market but also a school that is making a difference through Christ-centered education that inspires future leaders to grow in belief and understanding, wisdom beyond knowledge, character above accomplishment, and confidence to last a lifetime. Enjoy this yearly peek through our Window…we are proud of what you will see and excited to share the stories of who we are.

Dr. Mark Carleton Headmaster

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The Humble Wooden Block: Our Road to Success Research suggests that the most effective means of learning is through an active hands-on approach. For the young child this process unfolds during play. Play provides access to learning in all content areas. Dramatic play, building blocks, and visual art are important and daily components of our Early Childhood program. They help to lay our foundation for our future scholars. Why do we encourage dramatic play? A studentâ&#x20AC;&#x2122;s oral language ability in early childhood directly correlates to learning to read and is a predictor for reading comprehension skills in later years. Our PK3 and PK4 classrooms each have dramatic play centers which integrate with the classâ&#x20AC;&#x2122; current thematic unit. Our PK4 dramatic play area transforms into different scenes from around the world with each stop PreK Airlines makes. From working in an Italian pizzeria to camping in the Australian outback to Indian bollywood dancing, our PK4 students experience life in other cultures while developing their literacy skills as they collaborate using both receptive and expressive oral language to create narratives that are brought to life through play. The oral stories our students create in dramatic play are the precursors to the stories they will later learn to write.

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Our teachers gently guide play to focus on the development of vocabulary or background knowledge relevant to the classroom experience by selecting certain props to accentuate imaginative play. For example, a PK3 unit on Community Helpers lends itself to having a dramatic play area stocked with costumes for doctors, nurses, firefighters, police officers, and more. Students get the opportunity to try on different versions of their adult selves through the experience of imaginative play while they explore the use of language during the process. Teachers can also easily fold the written component of language into dramatic play when they incorporate writing and drawing materials into the center, allowing students to experiment with this element of literacy development in a meaningful context. Is there more to building blocks? Blocks represent active, dynamic, and innovative learning with a developmentally appropriate tool. Building with blocks supports science, technology, engineering, art, and math, also known as STEAM. When students build a tower with blocks, they are incorporating multiple

elements of STEAM spontaneously and learning through trial and error. Students experience fundamental concepts of geometry, numeracy, spatial relations, gravity, and force in authentic ways while playing with blocks. Block play also supports the development of life skills such as collaborating, creativity, critical thinking, and communication. The humble wooden block is a powerhouse of learning and teaching opportunities. What impact can art make? The art center is another important element of our Early Childhood curriculum. Art for the young child should be process centered rather than product driven. Students enjoy art for the experience of mixing paint together to see what happens or discovering what they can make with glue and torn paper. The sense of wonder for student is in the process of â&#x20AC;&#x153;doingâ&#x20AC;? art. Our teachers foster exploration and creativity by providing a range of interesting materials and the freedom to experiment. They intentionally select art materials to support both fine and gross motor development. Tearing

Our new spaces are flexible . . . because there is more than one way to learn. A learning space that can be reconfigured will engage different kinds of learners and teachers. Our new spaces are being outfitted with a variety of furniture, generous common areas in addition to small focus collaboration rooms, and movable partitions between classrooms to maximize the opportunities to configure and reconfigure the classroom for multiple types of activities. Research shows that movement and active engagement increase a studentâ&#x20AC;&#x2122;s ability to concentrate and learn. Students need furniture that allows them to twist and lean safely. Studies find when you have dynamic seating, you have a higher body temperature or a sign of greater blood circulation, which means more oxygen is arriving at the brain, making concentration easier. (The Third Teacher, 87)

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paper and squeezing a bottle of glue builds muscles in fingers and hands that are needed for the fine motor control necessary to hold a pencil and write. Standing at the easel and painting builds muscles in the arms, shoulders, and back as a child crosses the midline of the body to make large stokes of paint across the paper. These large muscles are important for our students to be able to sit up in a chair at a desk and hold their writing instrument correctly to form letters on paper, use a touch screen on an iPad, or keyboard on the computer. To the casual observer, our Early Childhood classrooms may look like a chaotic, noisy, messy world full of students doing nothing but playing. For young children that play is their work, and they are fully engaged in it. When you ask one of our Early Childhood students what they did at school, they are likely to answer, “I played!” Indeed, they have, but what they do not realize is that our teachers have thoughtfully crafted the structure that supports this dynamic learning through play.

Future Road Scholar | 6

Presbyterian School ’09 Lamar High School ’13 University of Miami ’16

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meet Leah Stevenson I have taken a lot of risks that have gotten me where I am today. The first big risk I took was in high school when I participated in the Amigos de las Americas program the summer between my junior year and senior year. For two months I lived with a host family in Santiago, Dominican Republic, and I was paired with a Dominican partner, Pedro. He and I helped run a summer camp to educate local children on environmental preservation, health, hygiene, foreign language, and leadership topics. Additionally, we helped the community implement a sustainable project where the children learned how to grow vegetables and sell them back to the local colmados (stores) to learn more about the business cycle. This experience was especially challenging because I was placed in a leadership position I had never been in, and I was forced to use my Spanish more than I ever had. My partner, my host family, and the community spoke only Spanish, so I had to be fully immersed in the culture and struggle until I learned how to communicate completely in Spanish. Not only did my experience in Amigos help me become fluent in Spanish, but it taught me to persevere, learn, and grow away from the comfort of my normal environment. After graduating from high school, I attended the University of Miami and graduated in three years while double majoring in Spanish and international studies. Graduating early pushed me to achieve high grades and ultimately prepared me for the hard work of law school. I have wanted to go to law school since kindergarten, and that dream persisted through middle school, high school, and college. As an undergraduate, I worked on big festivals and TV shows, and I was a radio show host at WVUM

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90.5 FM where I had my own two-hour specialty show on Sundays. Following this, I decided to specialize in entertainment law, and was grateful to receive a full scholarship to the University of Miami Law School. I interned for The Adrienne Arsht Center for the Performing Arts, BBC Worldwide, and Akerman LLP. I wanted to gain as much experience and knowledge as I could in the industry while finding my exact niche. Being a legal intern for Ultra Music Festival in Miami gave me hands-on experience in the entertainment industry. In 2018 I was inspired to create a new streetwear brand of clothing that was affordable, creative, and trendy: Bosses About Businesses. I released my first collection of six designs on Cyber Monday 2018. I hope to make Bosses About Businesses a pivotal player in the streetwear industry while increasing my customer base and collections to the public. Presbyterian School taught me the importance of hard work, whether it was on the lacrosse fields or in Ms. Olmstead’s algebra class. I have taken those life lessons with me, and it has made all the difference in my success. I have learned that nothing in life comes easy, so hard work and endurance are imperative in every aspect of life whether in relationships, a job, school, business ventures, or personal goals. My advice to students is that if you can dream it, you can achieve it. Just put hard work toward your goals, place your faith in God, and let Him do the rest. You may not end up exactly where you hoped, but you may go further than you ever imagined.

Leah’s Advice to Panthers: “If you can dream it, you can achieve it. Just put hard work towards your goals, place your faith in God, and let Him do the rest. You may not end up exactly where you hoped, but you may go further than you ever imagined.”

Future Road Scholar | 8

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Making a Case for Art The Museum of Fine Arts, Houston (MFAH) has such an impressive and vast array of objects, artifacts, and other works of art, and we are grateful for our active partnership with them. Working with the MFAH, Presbyterian School’s Think.Make.Talk teachers, Eby Harvey and Gail Kirkconnell, are using the MFAH as a platform to cultivate their third grade students’ abilities to make inferences, imagine, share, and respond creatively. The MFAH provides students with a rich exposure to world-class art, and serves as a learning lab where students can practice critical and creative thinking skills through gallery experiences. Learning these important skills at the museum translates directly back into the classroom. At the start of the school year, Ms. Harvey and Mrs. Kirkconnell picked works of art at the MFAH that appealed to the sensibilities of third grade girls and boys. Each third grade class “adopted” a piece of art, which included The Crow Exposed by Melchior d’ Hondecoeter, Elephant Mask by the Bamileke Tribe in Cameroon, and Hercules Upholding the Heavens by Paul Manship. The students enthusiastically visited their adopted works of art in addition to new pieces of art once a month. Visiting and revisiting the same work of art might get old for some, but to the third graders, it was exciting each and every time. The more time third grade students

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spent with their adopted pieces, the deeper and more profound their discussions, insights, and imaginations became. Students discovered that art is not just what you see on the surface. Students did not have the same conversation twice about their art. Teachers presented each visit with a different way to think and approach the art by asking students to look at their work of art from a multitude of perspectives, from that of an artist, historian, scientist, documentarian, and news reporter, while responding to different interactive prompts about the art. Some prompts challenged students to view and just make observations, while other prompts asked students to think and ask questions or wonder and make inferences. In much the same way, this is what we ask students to do in their study of literature, science, history, math, and language. Incredible, thought-provoking conversations arose as students considered simple questions such as, “What do you think is going on?” and “What do you think it means?” Students do not have to be given all the answers. When presented with a tiny amount of information, students are able to make intuitive observations. As students’ thoughts and opinions are unleashed and voiced, curiosity, creativity, and ingenuity are born. Within a few visits to the MFAH, a student’s ability to articulate ideas about the works of art increases. Students no longer refer to objects as “that thing over there” if they don’t know what something is in a painting. Rather, they will say something such as, “That small white rectangle might be a house.” Students are able to develop a more descriptive and analytical use of their words, acknowledging elements of art as they look closely and start to understand that artists place significant meaning behind their use of different colors, textures, or patterns. One month’s visit to the MFAH included an activity using the five senses. Teachers asked students to step inside their piece of art and to envision being at the scene of the painting or the sculpture itself, and describe what they might see, hear, taste, touch, smell, and feel (emotionally). While one student said she could “taste paint,” the majority of students were able to imagine themselves among frenzied, smelly, angry, loud birds of The Crow Exposed, or under the oppressive weight and struggle of upholding the heavens in the Hercules sculpture, or standing around a bonfire at a tribal ceremony wearing the Elephant Mask.

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Art allows us to travel through space and time–to other worlds and dimensions. It is thrilling to watch students engage, connect, and learn about history through art. Whenever we see students in the hallways of the School, they ask, “When are we going to the museum next?” Learning through art cultivates and encourages selfconfident, self-motivated, and self-disciplined learners. While students gain an overall greater understanding and appreciation for art after working at the MFAH, they also, more importantly, walk away equipped with a toolkit for their learning.

Students aren’t the only smart ones; our classrooms, common areas, and offices are too. Having the ability to design a new school building and new middle school spaces from the ground up has not only enabled the School to seize upon the latest advancements in technology but also allowed us to rethink our digital infrastructure and hardwiring to be both strategic and intentional. Ensuring classrooms and offices have the opportunity to link into learning opportunities beyond their four walls– even beyond the Earth itself–allows us to shift the whole idea of research, learning, and teaching. Expanding virtually allows us to no longer discriminate from whom, what, or when we can learn or contribute back intellectually. (The Third Teacher, 229)

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Presbyterian School ’15 HSPVA ’19 New York University ’23

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meet Cassie Barham I am drawn to theatre because of the sense of community that is inherent to the art form. It is ensemble work, and you learn a lot every time you work with someone new. I also love that there are so many mediums that theatre productions are composed of. Because of this, I can choose to express myself through music, writing, design, construction, research, and anything else that helps brings a story to life. At the Kinder High School for Performing and Visual Arts (HSPVA), I have been focusing a lot on stage management and costuming. I’ve garnered nearly 600 volunteer hours with our thespian troupe, and this past year, I served as the thespian troupe president. There have also been many fun projects that I’ve been fortunate to work on at HSPVA. I used recycled packing materials to create costumes for my senior showcase, started a book club for Lost Generation literature, and learned how to design and sew clothing, making several pieces for myself in addition to theatre productions. One of my favorite experiences was stage managing HSPVA’s senior commencement ceremony at the Hobby Center for Performing Arts. It was an incredible learning experience; I had to coordinate and run a crew of student volunteers, as well as work with professional stagehands. In general, the most impactful aspects of my time in high school were the extensive useful skills I’ve developed in my theatre program: carpentry, sewing, interviewing, collaborating, and more. After graduation I will be attending the Gallatin School of Individualized Study at NYU. I’m extremely excited to create my own interdisciplinary concentration of study. I am

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primarily drawn to the humanities, and the area of study and career I choose will reflect that. I’m considering deferring my enrollment for a year and taking a gap year to explore what I would most like to study, in addition to pursuing some internship opportunities. Presbyterian School’s ability to push its students in an encouraging way defines the experience I had there, and I continue to carry that with me. Looking back, I remember how attentive and engaging my teachers were. I always admired how, in each class, every student was challenged but never under-supported. The advice I would share with current Presbyterian School students is take advantage of the resources and support you are offered. It will help you realize your best self. You define the School as much as your teachers, administrators, and everything else about the institution do. The more effort you and your peers put in to create a positive and enriching experience, the more you will get out of your time at Presbyterian School. Collaboration, kindness, discipline, and an open mind are your best friends!

Cassie’s Advice to Panthers: “You define the School as much as your teachers and administrators do. The more effort you and your peers put in to create a positive and enriching experience, the more you will get out of your time at Presbyterian School. “

Future Attorney at Draw | 14

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From Baker to T-shirt Maker By the time students have gone through the PS program, they are able to take on independent learning with the skills they have acquired. Eighth grade students are charged with completing a capstone project on a topic about which they are passionate, curious, or motivated. Students are asked to create a deliverable that investigates, expands, or improves upon their topic. This project is not graded; however, it is a requirement for the completion of the eighth grade program. Entitled the RIDEE Project, teachers want students to Research a topic of their own choice in order to Ideate and form thoughts to Develop their topic further and Evaluate the effectiveness of undertaking such a project with the hope they will walk away Empowered by their research with a desire to continue to learn. To kick-off the RIDEE project, students have the opportunity to discuss their topics with peers and parents before pitching them to a Think.Make.Tank (aka Shark Tank) panel composed of their eighth grade teachers. The purpose of their pitch is to convince one “shark,” a faculty sponsor, to “invest” in their idea and to serve as their liaison for the duration of the RIDEE project. Following their pitches, students are turned loose to dive

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into their projects both in and outside of the classroom. Not only do they have decision-making power over their topics, but they also have freedom to choose how they will present their projects. Students must ask themselves, “What will be the most compelling way to showcase my project?” For some, hands-on models, demonstrations, and classroom lessons are the best sharing practices, while others may choose to create a TED Talk, video, or poster presentation. Regardless of the method, all projects are shared with the greater Presbyterian School community at a RIDEE Symposium. Parents, peers, and younger students attend the Symposium and have the opportunity to learn about each topic by listening, touching, watching, and even tasting the projects! The RIDEE project concludes with each student engaging in a one-on-one final evaluation and defense with the Headmaster. During this meeting, students spend considerable time reflecting and analyzing their projects. Eighth grade teacher Moira Burgy, reminds students that RIDEE projects “should not feel like you’re doing school.” Teachers encourage students to really explore their own

interests and preferences while reminding them that the projects are their opportunity to finally dictate to teachers what they should learn. Giving students agency and choice in their learning brings forth a greater motivation to learn and a higher level of sustained engagement with new material. The Class of 2019 RIDEE projects represented an array of interests. Below is a sampling of a few projects. Tori Head, who loves to bake, created Mini Cakes Cakery to learn more about entrepreneurship and how to run a small business. Applying her interest in graphic design, she created a website featuring each of her cupcakes and how to purchase them online. Lia Symer was motivated to create a proposal for a Presbyterian Middle School Student Senate and received first time approval from the School administration to bring to life a student government. Jack Schaefer created a “9 Square in the Air” structure out of PVC pipes that took the beloved four-square game

Each student needs a place where she can create and solve problems. Our new and renovated spaces include Panther Design Dens for Lower and Middle School. Students will have designated space outside their academic classrooms for hands-on thinking while they problems solve, experiment, tinker, and build. Students of all ages need places where they can learn by touching, manipulating, and making things with their hands. We can be certain that the world our students will step into will have challenges and opportunities beyond what we can imagine today, problems and possibilities that will demand creativity and ingenuity. What better way to prepare them for this than to give students space to make decisions and creatively problem solve? (The Third Teacher, 5)

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to new heights, giving the School an opportunity to use his life-size design for indoor recess and P.E. Christine Parrish researched and designed a remotecontrol airplane and successfully achieved flying status. Evan Wray learned how to play the piano, composed an original song, and then sang and performed it live. John Farrell having been involved for several years with the Micah Ministry, created awareness and support for this nonprofit to help boys off the streets of Honduras. Jessica Horton wrote a Christian devotional for girls called God’s Girlpower. Oni Mouton learned about the silk-screening process, including how to create a design and transfer it onto hoodies and shirts. He successfully created and sold over 100 items of original “PS Bounce Back” apparel and donated 10% of his proceeds to the School’s Make Room for the Future Capital Campaign.

Future Chef of Finance | 18

Presbyterian School ’15 St. John’s School ’19 Northwestern University ’23

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meet Gray Watson I developed a love for music at Presbyterian School when music teachers Laurie Robertson and Susan Howard encouraged me. With their encouragement, I joined the Houston Boychoir in sixth grade and am still a member today. At PS I also discovered I had a passion for theatre while performing in the eighth grade musical, Bye Bye Birdie. It changed my life. The role of Albert Peterson was one of the greatest gifts I have gotten; it introduced me to musical theater, and I have never looked back. Dedicating countless hours to the St. John’s theater program, I have performed in every show available to me since freshman year. One of my favorite performances was playing Orpheus in Sarah Ruhl’s Eurydice. The play follows the Greek myth of Orpheus but is told through the point of view of his wife, Eurydice. It was the first real play I was a part of in which I had a major role that required work to understand the part and give the script justice. A drastic change from my typical comedic roles, Orpheus was my first opportunity to work on a role and develop the character with in-depth emotions. Other roles I’ve enjoyed playing are Chuck Biggs in She Kills Monsters and Franklin Hart, the lead male in Dolly Parton’s 9 to 5. In addition to acting, I have also served backstage building sets and teching multiple shows. In my freshman year, I earned membership into the International Thespian Society. As a senior, I was elected vice president of Johnnycake, our theatre troupe, in which I help organize theatre events and run shows. Theater is important to me because it allows me to learn more about the world around me by taking a step into the shoes of another character. When studying for a role, I create a detailed background of my character: I piece together what music he would listen to; I deduce where

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he would spend a typical Friday night; I learn about all his deepest desires and passions. It is an entirely new worldview from my own, and it always teaches me a new lesson about myself while simultaneously teaching the audience for whom I perform. Additionally, I sang all four years at St. John’s School in the Chorale Mixed Choir and for three years in Kantorei A Capella Choir, the school’s advanced choir. I now serve as the Kantorei president and occasionally conduct pieces and lead rehearsals. In the summer of 2018, I was accepted into the National High School Institute Cherubs Theatre Program and I spent seven weeks taking intensive theatre classes and performing in shows at Northwestern University. After that summer, I knew I wanted to be a theatre major at Northwestern, and I got accepted to begin in Fall 2019. My dream is to be a star in the next big Broadway show ... or be a doctor. I have yet to decide whether I want to go to medical school or straight into show business, so I plan to double major in theatre and biology. Whether it was finding a love for STEM in Mr. Sanchez’s eighth grade IPC class or finding a love for singing in Main Men with Ms. Howard, Presbyterian School gave me the opportunity to find all the activities I value most. Looking back, I have this advice for students: Be open to trying new things, because you just might find your greatest passion. Don’t go into high school predetermined how you want to spend your four years.

Gray’s Advice to Panthers: “Be open to trying new things, because you just might find your greatest passion. Don’t go into high school predetermined how you want to spend your four years.”

Future Chef of Finance | 20

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Making Real FaceTime Connections After a visit to the City Museum in Köln, Germany, Lower School music teacher Holly Holt was profoundly touched by the museum’s Holocaust exhibit. She returned to Presbyterian School remembering a piece of music written by Joan Varner entitled “When I Am Silent,” a tribute to a young girl she had met who was killed in the Auschwitz concentration camp for hiding Jews. Inspired by this, Mrs. Holt began to think about how she could lead her students to connect their music and singing to audiences in a similarly deep and meaningful way face-to-face. The first opportunity came when the Houston Holocaust Museum invited the School’s 5th and 6th on Main Choir to sing at their Legacy Society luncheon at the Cherie Flores Garden Pavilion in February. Students sang “When I Am Silent” and “Bashana Haba’ah,” a Hebrew song meaning “Next Year.” Their musical selections were a moving tribute to the luncheon’s attendees, many of whom knew or were related to survivors of the Holocaust. Mrs. Varner, the composer of “When I Am Silent,” accompanied the choir as they sang, and the powerful connections made between the music, composer, and audience were not lost. Looking back on this luncheon, Mrs. Holt shared, “I hope when our fifth and sixth grade students look back on the experience,

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they will remember the gravitas of the moment, meeting the composer and seeing a picture of the girl who was killed in Auschwitz, and performing for an audience who had relatives who fled or died in concentration camps in the Holocaust.” Mrs. Holt’s desire to develop her students musically with a greater purpose to serve, reach out, and connect to the community is collaborative learning at its best. Working with Middle School art teacher Nick Mayeux, Mrs. Holt sought out Amazing Place and the Nehemiah Center, two of the School’s longtime community partners, to develop a meaningful fine arts collaborative experience for her fifth grade students. Mrs. Holt’s vision was to create a community-rich, hands-on experience where students could connect and engage with their audience beyond the stage. In each place, students performed a medley of songs that connected with their audience: “Lollipop” and “Rock Around The Clock” for the senior adults at Amazing Place, and a Disney medley for the children at the Nehemiah Center.

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Following their performances, students engaged with senior adults and young preschool children and led them through a communal art project. Beautiful, authentic conversations arose between fifth grade students and the senior adults at Amazing Place as students assumed the role of teacher and encouraged residents in their artwork. Before long, students and senior adults formed friendships as they exchanged stories and realized their connections and similarities. A dance party between young and old even erupted with spontaneous joy. Reflecting upon their experiences with Amazing Place and the Nehemiah Center, students were both surprised and filled with gratitude for what they learned and the common connections they discovered they had with their new friends. Collaborative learning happens best when the barriers of age, gender, title, experience, and background are removed because that allows for individuals to engage with one another fully. Our generation of students, known as Digital Natives, realized that making real FaceTime connections was more rewarding than getting a Victory Royale in Fortnite.

“The people in Amazing Place and the Nehemiah Center were both so happy and excited when we came. The overjoyed looks on their faces made me proud that I could sing for them. The elders expressed gratitude and the children, happiness. I was so ecstatic because I could uplift people with a song and conversation. My favorite part of the day was talking to Alan. I didn’t realize how many connections I could have with one person. He said he went to UT, and my dad went there too! And he promised to take Charlie, Asa, and me to the Battleship Texas because he has been, and I have been too! And it turns out, Alan has been to Korea! Who knew! Actually, it seems to me that he has been all over the world, and he shared his experience with me, from China to Thailand. So many people have so many things in common with me. I met another woman who shares the same name with me!” –Audrey Koo

“My favorite part was talking with the people at Amazing Place. We had great conversations. Everyone was so grateful that we were able to sit and talk with them. I connected with a lady at Amazing Place. We talked about where our families were from and found out that we both speak Spanish. That was cool because I don’t get to meet many people who speak Spanish.” –Colin Tobola “Both Amazing Place and the Nehemiah Center had big crowds. My favorite part was playing with the little kids at the Nehemiah Center. I had a connection with one kid at our table who didn’t want to use a particular color for his artwork. That reminded me of myself when I was little, and I used to be really stubborn too.” –Chase Schlitzberger

“My favorite part was going to Amazing Place. I feel like I really lifted up a lot of people there. I think I made a connection with Sally, a VERY sweet old lady. She felt like a grandmother to me. She made me remember my family and how blessed I am. When we had to leave, my buddy, Sally, said, ‘Don’t go!’ and that made me feel so happy because I think I made her day a lot.” –Tallulah Berkeley

Why can’t a classroom be outside? We believe learning can happen everywhere. Our new Early Childhood and Lower School building will have two outdoor terraces on the third and fourth floors. The terraces are an extension of the glass windows that let in generous amounts of natural light from every room. Play and outdoor areas are not only in playgrounds but can also be found on rooftop terraces. Take the “ground” out of “playground.” Who said outdoor spaces have to be at ground level? One of the key aspects of a stimulating educational environment is access to daylight as it increases concentration and has an uplifting effect on feelings of well-being and health. It is important for students to be aware and part of the outside environment as it changes throughout the school day. (The Third Teacher, 46)

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Presbyterian School ’10 St. John’s School ’14 The University of Texas ’18

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meet Jack Miller I never imagined that I would be a firefighter at any point in my life. When I graduated from The University of Texas (UT), I didn’t have any idea what I wanted to do. A friend of mine was a firefighter, and he told me to come and try it out for a while, and I had the mentality of “Why not?” Choosing to be a firefighter has been one of the best choices I have ever made, and I graduated from the Fire Academy in December. While graduating from UT and the Fire Academy were two major milestones, the most defining moment in my life was the day I accepted Christ and became a believer. That day I found purpose in everything that I do. Each day can bring something new at the fire department because you never know what call might come in. A normal day is spent doing a lot of training. We wake up at 7 a.m. and eat breakfast as a crew. We spend a few hours in the morning reviewing specific EMS training. We usually spend the afternoon going over specific fire training and some physical training. All that being said, we never know when a call might come in. So some days we are able to follow our training schedule, but other days we are slammed with calls and don’t get to train at all. In the evening we eat dinner together and get in the bunk room around 11 p.m. One of the best parts of the fire department is the brotherhood created with co-workers. Each shift crew becomes a pretty close family. The things we go through with the people on shift don’t compare to much else in life. I am fortunate to be able to go into work each shift and enjoy what I do. There are many stories to share about firefighting, but the most memorable stories are when we’re able to save a life. One story that comes to mind is when

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we had a bad 18-wheeler accident. It took us 45 minutes to extricate the driver from his vehicle. After extrication we loaded him into the helicopter and flew him to the hospital. He made a full recovery. Situations like this are small highlights from the job that make all of the difficult days worth it. Presbyterian School set the foundation for my entire life. Having gone to Presbyterian School from PreKindergarten through eighth grade, a lot of my life was spent there. The community is incredible at the School. It is a tight-knit community, and everyone knows everything about each other. What I remember most about PS was that everyone cared, especially the faculty. They genuinely wanted every student to succeed and mature during his or her time there. It’s hard to find people in life who want you to succeed like the faculty do at Presbyterian School. I hope Presbyterian School continues to nurture its sense of family with everyone pouring into one another’s lives, just like when I was there. My advice to students is to not let anyone tell you what you can or cannot do. There are a lot of people who are pursuing their own dreams, but that doesn’t mean you should let them shoot down yours. I always tell myself you can dream about it, or you can go out and make it happen. I try to wake up each day and make the pursuit of my dreams happen.

Jack’s Advice to Panthers: “Don’t let anyone tell you what you can or cannot do. There are a lot of people who are pursuing their own dreams, but that doesn’t mean you should let them shoot down yours.”

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Building to Code The Lower Schoolâ&#x20AC;&#x2122;s paradigm of teaching and learning, Think.Make.Talk. (TMT), is moving up into the Middle School. TMT integrates the design thinking, makerspace, and STEAM movements sweeping through schools across the country. Through TMT students have valuable opportunities to present solutions to diverse and discreet problems using a variety of media and methods. In the Middle School, sixth grade students are able to build upon their TMT experience through the study of a robotics unit taught by Middle School Dean of Students Deborah Stuckey. Students are given the time and space to construct, build, and problem solve through coding and logical sequencing. The goal of the unit is to program robots to accomplish specific goals. Students go through self-guided challenges to discover what the Cue Robot can do. These robots must move in certain directions, make sounds, and create different light patterns. Once students are comfortable with the basics, they complete a challenge course. According to Mrs. Stuckey, robotics is definitely a lot harder than it sounds. There is a lot of troubleshooting, critical thinking, and problem solving as students repeatedly discuss what to do when something fails to work. Students constantly ask why, and they work to figure out solutions to their problems. For the culminating project, concepts from math,

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technology, English, and art are integrated to let students apply what they are learning as they build a code for their robots to follow. Mathematically, students extend their understanding of how speed, geometry, and negative numbers affect the movements of their robots. Technology and the use of an app-based software on the iPad drives the programming aspect of the robot’s actions. Part of the project challenges students to create and design a series of tasks for their robots to tell a story. After creating a narrative or script, students chose how they will meet the required criteria. Using custom sounds, sensors, lights, movements, and creativity, they let their robots tell the story. Story themes range from cops and robbers, field hockey skills, a dance party on stage, a three-robot race around a racetrack, a battle bot outside a restaurant, a quiz game, a “Mash-up,” and playing “Pictionary” using the robot to draw the designs. Students took creative liberties to bring their stories to life by designing the background track on which the Cue Robot will move. Students Warner Stahlbaum and Natalie

Head drew a three-story townhouse in which their Cue Robot traveled upstairs to perform various tasks. Classmate Ariel Bradshaw drew Harry Potter’s Hogwarts School of Witchcraft and Wizardry and the Forbidden Forest for her robot to navigate. Robotics is also an elective class in seventh grade taught by science teacher Anna Head. Mrs. Head had her students program and task the Cue Robot to ask for the Spanish translation of an English word. Students used words from a unit of study in Spanish. Blending learning across disciplines created a buzz around the task, and added a high interest review activity to Spanish class. Seventh grade student Harris Williams shared, “One of the main things I like about robotics is that even though we have a task, we have the freedom to complete that task in any way we want to.” As Harris and his classmates are learning, there is always a fixed problem in robotics, but students discover a myriad of unique solutions to each distinct challenge.

We are a part of the Museum District, so you can expect to see great works on display. There are three kinds of surfaces in our new spaces: fabric walls designed to absorb sound to increase student focus, writable walls for increased learning space, and tackable walls to allow display of student work. There will also be gallery space to showcase grade exhibits. An environment rich in evocative objects triggers active learning by letting students stretch their minds and engage with the information and experiences at hand. Classrooms should emulate museums, which invite learning to happen. Posting student work up on the walls not only tracks progress in visible ways but also enables the learning community to actively observe, discuss, reflect, connect, and learn from each other’s work. (The Third Teacher, 65-67)

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Working with programming and robotics, teachers find that students have a greater opportunity to apply and retain their learning. The largest lesson of “building to code” is the emphasis on following a logical process and sequencing. Students are quick to discover that one misstep in coding or sequencing can bring about entirely different outcomes and scenarios. Robotics provides a fantastic hands-on experience while growing students’ creative, critical thinking, and problem-solving skills. Students find their work to be most meaningful when their academic subjects are integrated into an authentic and real project that is innovative and fun!

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Presbyterian School ’09 Episcopal High School & Strake Jesuit ’13 Texas A&M University & Baylor University ’17

“

meet Allie Luther & Eric Blackwell Allie and Eric have fond memories of their days at Presbyterian School. Allie remembers how the School valued and placed faith at the forefront of school life with weekly chapel and Christian values. Eric remembers the real sense of community at the School. He met several lifelong friends at the School whom he still keeps up with. He shares, “Presbyterian School fosters an environment that makes people feel right at home. There was never a time I felt ousted.” Driven by their faith and sense of connection with others, Allie and Eric have reconnected, a decade after graduating from Presbyterian School, to help the people of Honduras. Allie, a Texas A&M University graduate with a BS in Food Science and minors in Spanish and business, reunited with Eric, a Baylor University graduate with a bachelor’s degree in religion, to develop and expand the reach of a local startup coffee roasting company, Café 504. The prospect of working in business development for Café 504 was exciting for Allie given her entrepreneurial spirit and background in food science. 504 is the international code for Honduras, where Café 504 beans are sourced. Café 504 has partnered with World Vision, and through this partnership, every cup of coffee that a person drinks provides economic opportunity and a gallon of clean water to people in Honduras. Allie and Eric were drawn to the mission of Café 504 because clean water is currently a large issue in the world, particularly in Honduras. Four million people–out of a population of 10 million in Honduras–do not have clean water to drink, which does not allow them to develop as a country. And, coffee farmers are often not paid fair prices for their beans. With the help

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of World Vision, Café 504 is able to cut out the predatory middlemen and pay the farmers fair prices for their commodity. This can look like a change from $600 a year in salary to $600 a month for a rural Honduran farmer. As a result of clean water and economic opportunity, children are healthier, and parents can send their children to school. In January Allie and Eric had the opportunity to visit Honduras and their World Vision partners. They went to multiple coffee farms, tasted different coffee beans, and placed orders with the farmers. On this eye-opening trip, Allie and Eric enjoyed meeting the farmers firsthand and seeing their faces light up when talking about business. Allie and Eric are working to differentiate Café 504 in the coffee industry to sell enough to help Honduran farmers and put a dent in the water crisis. Currently, their target market is Fortune 500 companies, hospitals, churches, and other commercial offices. They provide quality coffee at a competitive price, with a great mission, which appeals to many companies. In the past few weeks, Phillips 66 and PROS have placed orders, and Eric and Allie hope to continue the growth of Café 504 nationwide. Every day is different at a startup, and things can change quickly. In the fast-paced environment, Allie and Eric are learning a lot in a short amount of time. Producing a product and developing a sales and marketing strategy has required lots of creativity. Their team of three works well together, and they have fun!

Allie’s Advice to Panthers: “Follow your interests, challenge yourself, and be curious about the world around you.“

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Rhythms of Healthy Leadership The “wellness” of our students is an important component to developing future leaders of character: healthy, fit, of sound mind and body. In addition to focusing on academics, our program supports time for faculty to nurture each student’s well-being. Early Childhood and Lower School students go to Physical Education (P.E.) every day. These daily classes in addition to daily outdoor recess ensures a healthy amount of time for physical activity and developmentally appropriate socialization. P.E. classes emphasize the importance of physical development through activity. Younger students work on gross motor skills, listening, following directions, and cooperation. In PK3 there is a strong emphasis on following directions, an awareness of self-space, and moving through space. Emphasis is placed on sharing, safety, and the proper use of equipment. Students are exposed to basic motor skills, including jumping, rolling, throwing, and kicking. They are introduced to locomotor movements, volleying, dribbling, striking, rhythms, and transfer of weight. By second grade, students are starting to use their skills in game situations, and in fifth grade, students are practicing skills in sports and games that apply

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challenging experiences in motor skills to inspire a lifetime of recreational sports. When students move into Middle School, they take fitness classes in addition to P.E. classes. The fitness class provides students with dynamic activities that produce positive results for recreational and competitive sports and lifetime fitness. All activities are sequential and comprehensive to encourage hard work and physical development. These activities include training in strength, endurance, and agility using weights and circuit training. Working closely with the School nurse, the P.E. department also dives into topics such as nutrition, bones, muscles, washing hands, and heart health. We are fortunate to have passionate individuals leading our students and caring for their overall wellness. We encourage you to get to know our wellness faculty who model and encourage the rhythms of living a healthy life. Below, theyâ&#x20AC;&#x2122;ve shared the reasons they teach. Alvaro Baltodano, Assistant Director of Athletics I teach to ignite courage in my students to accomplish their goals in life and to help them prepare for their future

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by planting a seed that takes work, dedication, faith, discipline, and love to get where they want to be. Julie Brunson, School Nurse My passion for a being a school nurse stems from the rewards of making a positive impact on the lives of children by taking care of their health needs, as well as providing education about health-related topics that contribute to a successful future. Darnell Cleary, P.E. Teacher I teach because I feel called to share what I have learned to influence a generation to do better than I have. Andris Dikmanis, P.E. Teacher I teach P.E. because sports and physical activity was such a positive influence in my life. I know that not all kids will play organized sports, but they can all take away lessons I learned from sports for health, body awareness, teamwork, cooperation, and personal resilience.

Marty Durden, Director of Athletics I teach to reach a higher standard. Ann Horne, Director of P.E. and Wellness I teach physical education so that children have the tools to be active, know basic movements, and receive enjoyment from being active so they develop and grow into fit, healthy adults. Beth Spearman, P.E. Teacher I teach physical education because it’s fun to come to work each day and see a child’s face light up with a smile and get a high five. It’s fun to watch them grow; it’s fun to listen to their stories about life, and it’s fun to play and learn with them each day. Stephen Spears, P.E. Teacher I teach physical education to be a role model and help students grow in their skill level.

Athletes looking for a diamond can find one at our Outdoor Education Campus. Thanks to the generous support of families and donors, proceeds from the School’s Carnival in the fall funded the building of a new baseball and softball practice field at the Outdoor Education Campus. With over 34 sports teams, the addition of baseball and softball gives students yet another opportunity to grow. A child’s world expands as he develops each year in middle school. Students benefit from opportunities to try new things as their interests emerge and take shape. Widening the athletic learning landscape helps the School keep pace to provide developmentally appropriate experiences that will impact and shape our students before they begin high school. (The Third Teacher, 183)

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Presbyterian School ’11 Second Baptist School ’15 Texas Christian University ’18

“

meet Adam Nunez It was always a dream of mine to play college football. While in high school on the varsity football team at Second Baptist, I was selected as 1st Team All-State punter, 1st Team All-State kicker, All-District Special Teams Player of the Year, and Academic All-American. I was also honored by the Houston Touchdown Club as a nominee for the Defensive Player of the Year. However, out of high school I was not highly recruited to play football. This gave me a chip-on-my-shoulder mentality, but it drove me to become better. The road was challenging as I had to continue practicing and improving even after many people told me I was not good enough to play football in college. So when I was given the opportunity to walk on at Texas Christian University (TCU), I couldn’t pass it up. As a redshirt freshman, I was able to witness the Horned Frogs in their epic win against the University of Oregon. Our team came back from a 31-0 deficit at halftime to a 47-41 win in triple overtime. Just like my team, I was determined to make the most of the opportunity before me. I worked hard my freshman year, subsequently earning an athletic scholarship to be the punter for the Horned Frogs my sophomore year. Getting to play college football was a defining moment in my life. After starting in 40 consecutive games at TCU, I played a part in our team making it to the Big 12 Championship. Playing in the NFL stadium where the Dallas Cowboys play was a highlight of my athletic career. One of the reasons I wanted to play college football was I wanted to be a college football coach. During my first year at TCU, my career aspirations changed, but my love for the game

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did not. At TCU, I graduated with a degree in strategic communication, which is a mix between public relations and advertising, and a minor in business. I plan to pursue graduate work in the Master of Accounting program at Rice University because I want to get into the business world, and I hope to work for a Big Four accounting firm. I will continue my athletic pursuits at Rice University and hope to be selected to the All-Conference Team this upcoming fall. Looking back to Presbyterian School, I remember the care and support that the teachers showed each student and how they were able to mold me in constructive ways. My advice to Panthers is to get involved in athletics. Students should play in as many sports as they have interest in. The best part about Lower and Middle School sports is how much fun they can be. Definitely take advantage of that and enjoy yourself!

Adam’s Advice to Panthers: “Get involved in athletics. Students should play in as many sports as they have interest in. The best part about Lower and Middle School sports is how much fun they can be. Definitely take advantage of that and enjoy yourself!”

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Class of 2019 Lifers The Presbyterian School experience shapes confidence, not merely for what happens to our students through eighth grade, but for the choices they will make in high school, college, and beyond. We are challenging our students into a confident awareness not only of what they lack and need, but also (and far more importantly) of what they can and will become. Lifers, students who have been at Presbyterian School since Alpha, Beta, PreKindergarten, or Kindergarten, embody a positive sense of self-confidence, selfworth, and security. They have been provided with the resourcefulness and confidence required to thrive in an uncertain and dynamic future. Guided, nurtured, and challenged as they matured at Presbyterian School, they are now increasingly confident to do right in life and by others and to take appropriate risks throughout their lives to make a difference. In the pages that follow, our lifers share favorite memories from Presbyterian School, distinct moments where confidence emerged, and hopeful aspirations for their future. Watch outâ&#x20AC;&#x201C;25 future movers and shakers are ready to take on the world ... or at least high school.

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Chase Anderson (Alpha) My confidence has grown at Presbyterian School. I have become confident speaking in front of people because people donâ&#x20AC;&#x2122;t judge me at the School. I really want to be a lawyer because law is cool and interesting to me.

John Banks Brown (Beta) My favorite memory was when I was line leader, and Dr. Carleton was subbing in my class. He has referred to me as line leader ever since, and itâ&#x20AC;&#x2122;s kinda fun. PS has taught me the basics of math and engineering, and I hope to be an engineer for Boeing or NASA when I grow up.

Paige Champion (Beta) I honestly never thought I could do public speaking like Great Moments in History or presenting projects, and now I can. In music, I have gone from barely singing in a group to performing solos. Presbyterian has taught me courage, and that has brought me to where I am today.

Davis Crain (Kindergarten) I think Presbyterian School has prepared me to manage my time better. I have learned to ask teachers for help and visit tutorials, and in turn, I have been more successful overall. I think this will help me in high school. I am most likely going to be a lawyer when I am older.

Henry Crain (Kindergarten) As I became more familiar with the School, I began to feel more confident, which allowed me to grow as a student. PS has prepared me so well, because the teachers push me to be my best. I want to be a basketball coach because I love basketball and have played for a long time.

Paul Dunn (Alpha) My favorite memory at Presbyterian School was running around on the south playground in the front of the School. We had so much fun playing for hours. My confidence grew by sitting at lunch with people I like to be around, not the people I want to be.

John Farrell (PreKindergarten) Presbyterian School has helped me endlessly. Presbyterian’s core values of Respect, Integrity, Gratitude, Compassion, and Courage have taught me not only how to be an excellent student and succeed in school, but also have given me the values to live life as a good human being.

Jakob Fjeld-Hansen (PreKindergarten) I don’t know what the future holds for me, but I do know that Presbyterian School has prepared me for it and given me abilities to guide my life in any direction. If I become the CEO of a major company, PS will have helped set the foundation for that by giving me proper leadership and public speaking skills.

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James Frank (Beta) One of my favorite memories at Presbyterian School was going to Dewberry Farms in first grade and running through the corn fields. Another good memory that I have here is spending time in Colorado with my friends and getting to the top of the mountain.

Christian Fridge (PreKindergarten) My favorite memory at Presbyterian was when I spent three days on the trail in Colorado with my friends and teachers. I like to talk to people, and more importantly, listen to what they have to say. I hope to tell their stories to the world. I see myself becoming a reporter.

Bonner Johanson (Beta) My confidence grew as I got older, and I want to keep growing as a successful student. Presbyterian School has prepared me for high school by teaching me valuable lessons. I see myself becoming a lawyer because both my parents are lawyers.

Emily Keenan (Alpha) My favorite memories at Presbyterian School were with my Kindergarten buddies. I loved that we could always say hi and give big hugs every time we saw each other. In the future, I want to start my own business because I enjoy the aspects of running a business and being creative.

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Madison Kim (Alpha) I would love to be a lawyer when I grow up because when I was in sixth grade, I was the lawyer defending Odysseus in a trial. I liked the feeling of being a lawyer and the competitiveness between the two groups. Ever since that day, I have liked to watch shows that involve crime.

Zoe Kroencke (Beta) I’d like to create my own business with interior design, photography, and organization because of the leadership skills I learned at PS. The School has also helped build my faith immensely, so half of the money from my future business will go to the needy, and it would be a God-inspiring business.

Kyle Kruppa (Alpha) My confidence grew when the teachers told me to never give up and not to quit on something. My favorite memory was the Colorado trip. It brought people together and made me step out of my comfort zone. We hiked several miles and picked each other up along the way.

Matthew Lewis (Alpha) Over the years, my confidence has grown tremendously. Friends and teachers have assured me that everything will be OK when I might be worried and that it’s OK to do something different and take risks. I wouldn’t change anything about the School I grew up in because it has shaped me and my classmates into great people.

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Harrison Martin (Kindergarten) I grew in such an amazing way at Presbyterian School and hope to go to a high school with a good engineering program. PS is small, which allows students to quickly fall into a friend group. These friends become close and help each other to build confidence throughout the years.

Jack Mayo (Kindergarten) I have grown confidently at PS and would like to continue growing as a successful student. I see myself as a businessman because I am strong in critical thinking and mathematics. I have the innate ability to negotiate and feel like this will allow me to create a successful business.

Lawton McLemore (PreKindergarten) My favorite memory at PS was the eighth grade Colorado trip. We had to persevere carrying heavy packs and hiking in the high-altitude conditions for three days. Iâ&#x20AC;&#x2122;m grateful for the amazing opportunity to have traveled and enjoyed the summit of a beautiful mountain.

Madison McLemore (PreKindergarten) I want to keep growing in perseverance. Presbyterian has taught me this core value and has taught me to persevere through challenges. My teachers have taught me to have confidence in myself and allow myself to try new things outside my comfort zone.

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Nia Parks (Kindergarten) My favorite memory at Presbyterian School was the Kindergarten Circus because the process of practicing and getting our routine together was very fun. As a kindergartner doing cartwheels and flipping around LC181 was memorable. I will most likely become a surgeon, singer, or actress.

Mercer Peakes (Alpha) In sixth grade I was a complete mess. I was the least organized person, but Mrs. Mouton personally helped me get more organized, and my organization has improved. Itâ&#x20AC;&#x2122;s little things like this that the teachers at Presbyterian School have done that helped prepare me for the next step.

Ada Powitzky (Alpha) From Alpha to fourth grade, I was a very shy kid, but after fourth grade I learned to become more outgoing and confident in myself. I also learned to be more confident in the classroom and on the fields by learning to raise my hand, speak up, and believe in my athletic skills.

Kara Seade (Beta) I hope to be involved with sports medicine when I grow up because I love helping people, and I would like to combine my passion for people with my passion for sports. When I had my ankle injuries and concussion, I wanted to learn more about what was going on, and the medical staff helped to spark that passion.

Anayla Wilson (Kindergarten) I feel like Presbyterian has given me so many opportunities to grow and find my voice. We have had many performances that have allowed me to shine. It started with the PreK parade, followed by Kindergarten Circus, first grade career day, third grade Great Moments in History, and then the eighth grade play. I see myself writing a book series. PS has allowed me to free my creative thoughts and share them with the class without being judged.

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Extra, Extra, Read All About it! Ten years ago, Presbyterian School was “the best kept secret in Houston.” Today, the School is approaching its 30th anniversary and our presence in the Museum District is undeniable with the opening of our very own new Early Childhood and Lower School building and completely renovated Middle School space. While the face of the School may be changing, the heart of the School beats the same. The founding purpose of PS, established in 1989, was and remains to provide families with a “Christ-centered learning environment in which the total family will experience support and growth.” For 30 years, we have provided programs designed to help each individual discover that unique mixture of intellect, emotion, talent, and spirit while seeking to become caring, compassionate citizens of the School, family, community, and world. In the pages that follow, you will read class notes from the School’s graduating classes. These updates are a great testimony of how our graduates are thriving beyond the PS walls. Our alumni are making a difference in school, in their professions, sporting arenas, families and communities. The seeds planted long ago at Presbyterian School are growing beautifully now for the world to see. There’s no hiding the School now. The buzz is out!

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1996

1997

Kathleen Parks Thompson

Jennifer Rustay Kuck (Lamar

(Lamar High School ’03, Baylor University ’07, University of Texas Medical Branch ’10) was a part of the second graduating Lower School class. Kathleen completed her Masters of Physician Assistant Studies in 2010. In 2011 she joined Baylor of College of Medicine as an instructor in the Department of Pediatrics, Section of Critical Care Medicine with clinical privileges at Texas Children’s Hospital (TCH) Pediatric Intensive Care Unit. In 2018 she became an assistant professor with a joint appointment as core faculty with the Baylor College of Medicine Physician Assistant Program and continued clinical practice with Pediatric Critical Care Medicine at TCH. Kathleen resides in Houston with her husband, Graham, their son, David Keith, and their Rhodesian Ridgeback dog Cruz. 1

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High School ’04, Baylor University ’09) is a buyer for Stage Stores purchasing an assortment of missy and plus dresses for their stores, which include Bealls, Goodys, Palais Royal, Peebles, Stage, and Gordmans. She is married to Chad Kuck and has one daughter, Charlotte, who is a Beta at Presbyterian School. Jennifer’s favorite memory is sitting on the steps of the chapel while listening and singing along with the Chapel teacher. Looking back, she now realizes what a special impact those weekly teachings had on her spirit and faith. Jennifer was eager to send her daughter to PS to give Charlotte a firm foundation for learning while allowing her to have the same special experience she had over 20 years ago. Acceptance, love, encouragement, and perseverance are some of the many and longlasting impressions the School had

on Jennifer’s life, and she hopes that Charlotte gains those as well. 2

2003 Emily Brents (Lamar High School

’07, Texas A&M University ’11, University of Houston ’14) lives in Houston and works in development at the Houston Museum of Natural Science. She currently serves as the Museum of Fine Arts, Houston placement chairman for the Junior League, is a member of the Houston Livestock Show and Rodeo Wine Garden committee, and attends First Presbyterian Church. 3 Ben Clemenceau (Episcopal

High School ’07, Millsaps College ’11) works as a market analyst for Greene Tweed, an aerospace, defense, semiconductor, and energy company. He was recently accepted into the Class of 2021 M.B.A. Program at Rice University. Ben serves on the PS Alumni Board.

Will Joyce (St. John’s School ’07,

Stanford University ’11, Rockhurst University ‘13, Yale University ‘16) received his B.A. in Political Science, and traveled the country working in the education sector while earning his M.Ed. and M.B.A. Will currently lives in Boston with his wife, Annie Chor Joyce, and after working as an education consultant for Huron, now works for Oliver Wyman. 4 Eddie Millard (Lamar High

School ’07, Denison University ’11) is back in Houston after finishing his Master in Urban Planning. He is currently looking into further studies and job opportunities. Ambhar Miranda Nieto

(Wheatley High School ’07, University of Houston ’13) is married with two children and works as a second grade dual language math and science teacher at DeZavala Elementary in Channelview ISD. Katy Odom Sermas (Episcopal

High School ’07, The University of Texas ’11, University of Houston

Law ’14) and her husband, Patrick, welcomed their son, James Wendell, on February 17, 2019. Katy serves on the PS Alumni Board. 5

2004 Julia Wood Harris (The

Kinkaid School ’08, Texas A&M University ’12) married Dalton Harris on December 1, 2018, at First Presbyterian Church in Houston. Julia works in business development at Debner, a furniture company helping PS furnish their new building. Julia serves on the PS Alumni Board. 6 Cristina Masson (St. John’s

School ’08, University of Pennsylvania ’12, The Wharton School, University of Pennsylvania ’13) is the Vice President of Finance for Zenith Energy. She helps develop and execute an overall strategy for the company, evaluates M&A opportunities, oversees preparations

of financial budgets, and coordinates debt and equity raises. Cristina serves on the PS Alumni Board. Jorge Ortiz (St. John’s School ’08, The University of Texas ’12) is the president and CTO of VYPE Media, the leading promoter of youth and high school sports in Texas. Andrew Sterling (Episcopal High

School ’08, Dickinson College ’12) graduates from Vanderbilt University in May, where he has been studying the last two years to complete his M.B.A. Last year he married his wife, Alex, and they will be moving to Houston at the end of the summer after touring national parks. 7

2005 Malcolm Bremer (Kinkaid ’09, Drexel University ’14) wrapped up his first season with the New York Jets in their Group Ticket Sales department. With the football season

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over, he is enjoying some down time and exploring New York City. Prior to the 2019 season kicking off, he looks forward to traveling and visiting friends in Houston, Florida, and California.

2006 Laura Brill Blevins (St. John’s

’10, Nebraska Wesleyan University ’14) married Matthew Blevins on April 27, 2019, in Chicago, where they live and work. Laura integrates her diverse intellectual and artistic pursuits at Threshold Acoustics, a design consulting firm that specializes in performing arts facilities. Some of her projects include renovations to the Kennedy Center Concert Hall in Washington DC and The Perelman Center, a new performing arts center at the World Trade Center in NYC. 8 Katherine Egner Brown

(Episcopal High School ’10, Texas

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A&M University ’14, ’15) is a pricing analyst for Baker Botts, LLP. She works with lawyers to help them set annual billing rates and create pricing proposals for them to initiate work with new clients. When Katherine is not at work, you can find her baking; enjoying Houston’s arts, sports, and live music, or working out in the Pilates studio. Katherine serves on the PS Alumni Board. Taylor Burnett (Episcopal High School ’10, Rhodes College ’14) will be graduating from the American University Washington College of Law this May. After graduation she plans to stay in D.C. to take the bar exam and pursue a career on Capitol Hill. 9 Kelly Strickland (St. Agnes

Academy ’10, Occidental College ’14) began graduate school at Simmons University in the fall of 2018. She is working toward her M.S. in Library and Information Science. While in school, she is living and working at Argus Media in Houston.

Chris Winters (Strake Jesuit

’10, Wake Forest University ’14) after spending five years in North Carolina, has recently moved to Houston. He currently works for J.P. Morgan in the private bank providing wealth management and banking services to families in Houston. Chris serves on the PS Alumni Board. 10

2007 Patrick Diamonon (Lamar High School ’11, Hendrix College ’15) was named the head coach for the Frisco Black Bears High School varsity lacrosse team. Taylor Miller (St. John’s School

’11, Southern Methodist University ’15) married Alex Turner on May 30, 2019, at Park Cities Presbyterian Church in Dallas, Texas. The reception was at The Mansion at Turtle Creek as was the Cuban after party. Catherine Hay ’07 served

as a bridesmaid. Taylor and Alex honeymooned on the island of Mauritius and then went to South Africa for a safari. This spring Taylor opened her flagship Hazen store in Dallas. 11 Madeline Nash (St. Agnes

Academy ’11, The University of Texas ’16) is engaged to Nicholas Alexander Bartram. The couple plans to marry at the Driskill Hotel in Austin on December 28, 2019. Maddy is in her second year of medical school at the University of North Texas and is planning to pursue a career as an ob-gyn. Sa’Misty Utley (Second Baptist School ’11, Boston College ’17) works for Baylor College of Medicine as a social worker. In 2018 she became an executive board member of the Latino Social Workers of Greater Houston, (LSWGH). This group provides support, guidance, and mentorship to newer generations of Latino/a social workers. With much planning and excitement, LSWGH hosted their first-ever conference on

February 28, 2019, Somos Houston: Confidently and Competently Working with the Latino Community. The conference highlighted a diverse set of topics, including cultural humility and ethics, grief and bereavement in the Latino community, reproductive health, and immigration and trauma.

2008 Sarah Cordill (St. John’s School

’12, The University of Texas ’16) helps manage one of the major food floors at Google’s main office location in downtown Austin. With a background in nutrition and a love for food, she is able to apply her knowledge and passion into a corporate workplace that places an emphasis on sustainability. She also helps plan and execute events for Googlers on other teams. 12 Nina DiStefano (Episcopal

from Savannah College of Art and Design (SCAD) in 2018. For her final project at SCAD, she designed beautiful bridal gowns inspired by the book The Five Languages of Love by Dr. Gary Chapman. 13 Leslie Donoghue (St. Agnes

Academy ’12, University of Alabama ’16) is a Ph.D. candidate in biomedical engineering at the University of Alabama at Birmingham. She recently won a National Institutes of Health T32 training grant through the National Institutes of Diabetes and Digestive and Kidney Diseases. Her fellowship will fund her predoctoral studies and living for two years as she works toward her Ph.D. The project will be focused on creating a microfluidic kidney platform to accurately reproduce the structure and function of the proximal tubule as seen in vivo (within the body). Ultimately, this model will be used in preclinical trials for the evaluation of drug-induced toxicity.

High School ’12, Savannah College of Art and Design ’18) graduated

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14 11

Isa Hetherington (Episcopal

High School ’12, The University of Texas ’16) lives in Dallas and works at CultureMap, a network of local lifestyle sites delivering 24/7 news and recommendations to readers. CultureMap’s featured content includes information about restaurants, live events, real estate, arts and culture, travel, innovation, and society. Isa compiles recaps for their clients and ensures that they are happy with CultureMap’s service and advertising performance. 14 Leo Linbeck (St. Thomas High

School ’12, University of Notre Dame ’16, The University of Texas ’17) is currently a senior business analyst working in the Auto Finance division at Capital One in Dallas, Texas. Leo serves on the PS Alumni Board. Haley Manley (Episcopal High

School ’12, Southern Methodist University ’16, Columbia University ’18) graduated with a Master of Public Health from Columbia University. She is employed at New York Presbyterian Hospital while

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working on her post-baccalaureate so she can apply for medical school.

Alumni Board. To read more about Eric in the Window, see page 31.

Peter Ten Eyck (Strake Jesuit

Adair Cook (Episcopal High School

’12, The University of Texas ’16)

’13, University of St. Andrews ’17)

is a software development engineer at Amazon.com in Austin. On November 3, 2018, he married Robin Snyder in Magnolia, Texas.

lives in London where she recently graduated with her graduate diploma in law with commendation. She is currently completing the legal practice course with her Master in Law, Business, and Management. This August she will begin working as a trainee solicitor in the Vinson & Elkins London office.

Andrew Winters (Kinkaid ’12, Wake Forest University ’16) has returned to Houston from North Carolina and is working as an analyst at GulfStar Group Investment Bankers.

2009 Eric Blackwell (Strake Jesuit ’13, Baylor University ’17) works in business development for a coffee roasting company called Café 504. Working with fellow PS alum Allie Luther ’09, they source beans from Honduras. Eric serves on the PS

Allie Luther (Episcopal High

School ’13, Texas A&M University ’17) does business development for Café 504, a start-up coffee roasting company. Working with fellow PS alum, Eric Blackwell ’09, they source beans from Honduras. Allie loves to run, play volleyball, and read books for her Book Club. Allie serves on the PS Alumni Board. To read more about Allie in the Window, see page 31. Catherine Tharp Schuler

(Episcopal High School ’13, Texas

Christian University ’17) lives in Dallas and is a total rewards analyst for an asset management firm. Leah Stevenson (Lamar High

School ’13, University of Miami ’16) is in her final year of law school at the University of Miami School of Law. Currently, Leah works at Akerman LLP in the Litigation department in the Miami office. Leah also holds various leadership roles at her law school. In November 2018, she launched a luxury streetwear brand, Bosses About Business, and serves as the CEO of her Houstonbased small business. After Leah graduates from law school in May, she plans to take the bar and travel before she pursues her entertainment law interests. To read more about Leah in the Window, see page 7. Caroline Stewart (Episcopal

High School ’13, The University of Texas ’17) is the Director of Community Management at The Cannon Houston, a coworking space and entrepreneurship hub for local start-ups, freelancers, creatives, and

small businesses. In her free time, she loves spending time with family and friends, traveling, hunting, fishing, and cheering on the Texas Longhorns. Caroline serves on the PS Alumni Board. 16 Maggie Wilson (Episcopal High

School ’13, DePauw University ’17) started working at PaperCity Magazine.

2010 Charlotte Braverman

(Episcopal High School ’14, Washington and Lee University ’18) will graduate from the University of Virginia’s McIntire School of Commerce with a Master of Accounting in May. In August, she will move to New York City to work for a public accounting firm. 17 Ben Burnett (Episcopal High School ’14) will graduate from The University of Texas this May.

Jack Miller (St. John’s School

’14, The University of Texas ’18) graduated as a firefighter from Texas A&M Engineering Extension Services, and he is now working as a firefighter at La Salle County Fire Rescue. To read more about Jack in the Window, see page 25. Maggie Rippeto (Episcopal ’14, Rhodes College ’18) began graduate school at Vanderbilt University for her Master in Human Development Counseling, Mental Health Track in August. She is a peer career mentor and member of Chi Sigma Iota Counseling Honor Society. Maggie also works part time at a local boutique called DUET. 18

2011 Dewey Gonsoulin (Strake Jesuit ’15) graduates in May from The University of Texas with a B.S. in Corporate Communications. He

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19 17

plans to attend law school in the fall. Dewey is involved in the UT Fly Fishing Club, and he placed seventh in Trap Shooting at the ACUI Collegiate Clay Target Championship. Brooke Jenkins (Houston Christian ’15) is majoring in business with a concentration in sports marketing and sales at Samford University. This past summer, she interned with Rawlings Sporting Goods in St. Louis and the Falcons Training Camp in Atlanta. This year she worked with Samford’s Athletics and was in charge of putting together and executing the marketing plan for Samford’s softball team and created the hashtag #TogetherWeCan. Brooke has accepted a position with the Houston Texans to begin after graduation. 19 Emery Larkin (Episcopal High School ’15) is graduating from Baylor University in May with degrees in Finance and Real Estate. After graduation she will return

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to Houston to work at JLL, a commercial real estate firm. Adam Nunez (Second Baptist

School ’15, Texas Christian University ’18) graduated from TCU in December of 2018. He heads to Rice University this summer to pursue his Master of Accounting and has been invited to join the football team. To read more about Adam in the Window, see page 37. Katherine Ten Eyck (St. Agnes Academy ’15) is wrapping up her senior year at Baylor University and second year at Baylor’s nursing school in Dallas. She has served as co-chair of the Orientation Leader Steering Committee of the nursing school, a student leadership organization that plans and facilitates new student events, including new student orientation. She has served as a student leader in the college ministry and been an active member of The Porch ministry. Katherine has also engaged with the Dallas community by volunteering weekly at Dallas Life, a Christian homeless

recovery organization. In May 2019, she will be graduating with a Bachelor of Science in Nursing. Beginning in June, she will be working as a registered nurse at Roberts Hospital on a medicalsurgical floor at Baylor University Medical Center in Dallas. 20 Shelby Raye Zimmerman (Episcopal High School ’15) graduates from Baylor University in May 2019. She recently got engaged to John Henry Styles, and the couple plans to marry in Northern California in late 2019 or early 2020. 21

2012 Suman Alturi (St. John’s School ’16) attends Emory University and was elected as Emory’s Indian Cultural Exchange’s co-president. Chris Borders (Westbury Christian High School ’16) currently attends Texas State University in San

Marcos where he is studying criminal justice law enforcement. He also recently walked on to the Bobcat football team and is excited to be a part of the program. 22 Adeline Braverman (Episcopal High School ’16) is in Fusion Dance Ensemble at Dartmouth College, holds an executive position in her sorority, Sigma Delta, and is involved in Growing Change, a group of Dartmouth students who teach about environment, sustainability, and scientific practices at a local elementary school. Last fall she interned at Presbyterian School in the Early Childhood division. This summer Adeline will be working for Ascend Public Charter Schools in Brooklyn, NY as an intern on the Curriculum and Instruction team. She will be refining curriculum for K-12 students, and developing a teacher training program. 23 Sam Clark (Strake Jesuit ’16) is currently a junior at The University of Texas. Last summer Sam completed internships with private

equity firm Legacy Star Capital, as well as with a wealth management team at Merrill Lynch. Sam will be interning with Bank of AmericaMerrill Lynch’s Energy Investment Banking group in Houston this coming summer. In his free time, Sam works as a real estate agent in the Austin area and enjoys having fun with his fraternity, Sigma Phi Epsilon. Laura Knaus (Aspen High School ’16) attends The University of Texas and is majoring in communication studies and minoring in business administration. She is president of her sorority, Pi Beta Phi, Texas Alpha Chapter. Brittney Reese (St. Agnes Academy ’16) recently became a member of the Honor Society at Stephen F. Austin University, and she is a member of the National Society for Collegiate Scholars. Hunter Reinertsen-Forehand (Episcopal High School ’16) is currently a junior at Louisiana State

University working toward two degrees in digital advertising and Spanish. She is a member of Kappa Kappa Gamma and was inducted into the National Collegiate Hispanic Honor Society, Sigma Delta Pi. This summer she will travel abroad to Spain to continue her studies. 24 Sam Wempe (Episcopal High School ’16) is a sophomore at Louisiana State University and is a member of Tau Kappa Epsilon fraternity. He was awarded the Most Outstanding Sophomore in Accounting from the LSU Department of Accounting. Recently, he accepted a spring audit internship with PwC in Houston for the year 2020. He is enjoying his last few years of college, but is eager to return to Houston to work.

2013 Katharine Juden (St. Agnes Academy ’17) is at Tulane University.

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She is the public relations officer for the Alpha Kappa Psi Business Fraternity and is a member of the Chi Omega sorority. Eva Kramer (HSPVA ’17) took a gap year and went to Northern Iraq to work in a refugee camp. She then went to Tanzania to work at an orphanage for sex-trafficked children. After spending six weeks in Tanzania, she traveled to Nepal and became an elementary school’s only English teacher. 25 Cooper Lueck (St. John’s School ’17) is currently studying bioengineering with an intent to matriculate to medical school following his undergraduate studies. He hopes to use the engineering principles he’s learned through his coursework and research to help develop and further the field of surgery. Cooper serves on the PS Alumni Board. Caroline Rippeto (Episcopal High School ’17) is currently a sophomore at Vanderbilt University, where she is double majoring in child

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development and medicine, health, and society on the nursing track. She plans to be a pediatric nurse practitioner. Caroline is a member of Kappa Alpha Theta and serves as the chapter president. She volunteers weekly at the Susan Grey School, a daycare for special needs and normal developing children. 26 Gus Smythe (St. Pius X ’17) is completing his sophomore year at The University of Texas with a double major in political science and economics. He is interning this spring with State Senator Jane Nelson, chair of the State Finance Committee and the highest ranking Republican in the Senate. Marion Watkins (Lamar High School ’17) is currently a sophomore at The University of Texas. She is the vice president of the lacrosse team and holds an executive position in her sorority. Additionally, she is the lacrosse coach of a fifth and sixth grade team in Austin.

2014 Chance Allshouse (The Kinkaid School ’18) is a freshman at Rice University who is planning to attend law school upon graduation. He also competes on the Rice track and field team in the decathlon. Chance serves on the PS Alumni Board. Allie Brown (St. Agnes ’18) is currently a freshman at BirminghamSouthern College in Alabama majoring in history. Last fall she pledged Kappa Delta and serves as VP-Membership for her sorority. In May she was selected as a 2019 Southern Ambassador for Birmingham-Southern College. Allie serves on the PS Alumni Board. Cameron Chickering (Episcopal High School ’18) is at Savannah College of Art & Design in Savannah, Georgia. He is majoring in fashion and hopes to have an internship in Houston this summer.

Will Rippeto (St. John’s School ’18) took a gap year for the 2018-19 academic school year. This past fall Will spent three months traveling through England, France, and Italy studying art history. He also spent six weeks in New York City attending an acting for film workshop at The New York Film Academy. Most recently, he spent five weeks in South Africa teaching and coaching underprivileged children living in the townships of Port Elizabeth. He will begin college at Vanderbilt University this fall. 27

major in finance, minor in Spanish, and complete her International Business certificate. She is also involved in her sorority, Pi Beta Phi. Paola serves on the PS Alumni Board.

2015 Sam Anderson (Episcopal High School ’19) won Best in Show for 3D Art during the spring semester.

Edward Clarke (HSPVA ’19) discovered a new interest in filmmaking through a digital storytelling course he took at HSPVA. As part of his HSPVA Senior Show, he screened a 10-minute film, The Midnight Milkman. 28 Zack Georgsson (Episcopal High School ’19) is currently a senior at Episcopal High School where he plays varsity tennis and was named MVP of the tennis team. This fall he will attend the University of Denver. 29

Chloe Roman (St. Agnes Academy ’18) is a freshman at the University of Oklahoma majoring in public relations and was one of 30 students selected for the global engagement fellowship out of 600 applicants. As a fellow, she is minoring in international studies and Spanish and hopes to study abroad in Spain to become fluent in the language. Paola Sagel (St. Agnes Academy ’18) is currently a freshman at Texas A&M University, where she plans to

Cassie Barham (HSPVA ’19) was the youngest productions manager in school history as a sophomore. She will attend New York University in the fall. To read more about Cassie in the Window, see page 13. Sydney Bosarge (Episcopal High School ’19) received a Scholastic Art Honorable Mention for drawing and illustration.

Mallory Jenkins (Houston Christian High School ’19) is finishing her senior year as student body president and received the Most Outstanding Student Council Member Award. She was the cocaptain for the girls varsity basketball team and was on senior homecoming court. Last summer she was chosen to travel to Croatia with a group of students and the Houston Christian Headmaster, Dr. Livingston, and his wife. Additionally, Mallory received

Future Ambassador of Buzz | 62

panthers on the pr wl CLASS OF

2015 COLLEGE DECISIONS

Samuel Anderson

Edward Clarke

Olivia Holley

Annie Badum

Phoebe Crow

Mallory Jenkins

Julian Bahramipour

Peter Daichman

William Keenan

Cassie Barham

Daniel Davis

Emily Kernell

Cabot Barton

Dorothy Davis

Emerson Knapp

Anna Belle Bayley

Joseph Eaton

Rachel Koch

Emma Bond

Megan Finkel

Sara Koh

Sydney Bosarge

Grace Flowers

Hallie Krudy

Clayton Butler

Zachary Georgsson

Alexander Landowski

Lewis Chandler

Gweneth Harrington

Landon Lueck

K. Simone Chi-Ferson

Sophia Haugh

Olivia Mandola

The University of Texas Texas A&M University University of California - San Diego New York University University of Mississippi Loyola Marymount University University of Houston Savannah College of Art and Design Trinity University

Indiana University

University of California - San Diego

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College of William & Mary University of Georgia University of Colorado Southern Methodist University University of Houston Southwestern University New York University Principia College

University of Denver Gap Year

Washington and Lee University

Southern Methodist University Texas A&M University Texas Christian University Chapman University University of Redlands University of St. Andrews Rice University Gap Year

University of Missouri

Texas A&â&#x20AC;&#x2122;M University The University of Texas

Arjhong Mardani

Andrew Pickens

Alex Thompson

Lauryn McClung

Taylor Ranucci

Patrick Trask

Claire McNeill

Lionel Russell

Maronda Washington

Lena McZeal

Gabriela Sagel

Matthew Washington

Macy Miller

Albert Salazar

Gray Watson

Emily Moak

Jeffrey Scales

Luke White

Mekaela Murphy

Tate Schidlowski

Benjamin Wilkie

Jane Murray

William Simmons

Jackson Williams

Tamara Nassar

Jimmy Smith

Hannah Windle

Delaney Newsome

David Southerland

Grace Wolfe

Lizzie Norman

Cullen Stewart

Pierce Zylman

George Washington University University of South Carolina University of Colorado University of San Diego University of California - Santa Barbara The University of Texas Texas A&M University University of Alabama Louisiana State University The University of Texas

Texas A&M University

Furman University

University of Arkansas Howard University The University of Texas University of Colorado Purdue University Louisiana State University Furman University

University of Arizona New York University

Texas Christian Univeristy

Southwestern University Davidson College

University of Oklahoma Morehouse College

Northwestern University Southern Methodist University Boston College

The University of Texas Washington & Lee University The Citadel

The University of Texas

Future Ambassador of Buzz | 64â&#x20AC;&#x192;

an invitation to attend the arrival ceremony of President George H.W. Bush at Ellington Field. Most recently, Mallory was recognized as The Bush Center Leader of the Month by Colonel Wilson, who oversees the Leadership Program at Houston Christian. This summer she will be leaving right after graduation to be a Pine Cove Counselor for Camp in the City. 30 Emerson Knapp (St. John’s School ’19) will attend The University of Redlands in Redlands, California, and was accepted into the Johnston Center for Integrative Studies where he will design his own major and course of study. David Southerland (Strake Jesuit ’19) was accepted into New York University and will be a member of the Class of 2023. Stone Simmons (The Kinkaid School ’19) committed to playing college baseball at Furman University beginning in the fall. 31

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Alex Thompson (Episcopal High School ’19) ran the Chevron Houston Marathon this past January. 32

Gray Watson (St. John’s School ’19) has spent four years at St. John’s School performing in musicals and plays, and working backstage. During the summer of 2018, Gray attended the National High School Institute Cherubs Theatre Program and spent seven weeks in theatre classes and performing in shows at Northwestern University. He looks forward to attending Northwestern next fall as a theatre major. To read more about Gray in the Window, see page 19. Grace Wolfe (St. Agnes Academy ’19) signed a letter of intent with The Citadel for cross country. She plans to go into the military after college. 33

2016

Angelina Ciaravino (Episcopal High School ’20) is a member of Repertory Dance and choreographed her first piece for the spring dance concert. She is also involved in cheer, Psychology Club, and assists in Chapel. Outside of school, she enjoys hip hop, cycling, and Pilates. Gianna Ciaravino (Episcopal High School ’20) is a junior at EHS and is involved in dance, cheer, Math Club, Mission Club, and will be a student ambassador next year. This past spring she choreographed her first piece for the spring dance concert. Mia D’Andrea (St. Agnes Academy ’20) is currently a junior at St. Agnes. She is involved in Campus Ministry, which is an organization focused on faith, and helps organize retreats and other faith-based activities for the students. As for her future aspirations, she hopes to stay in Texas for college and plans to study business. Mia serves on the PS Alumni Board.

Sam Filardo (George Ranch High School ’20) is a junior at George Ranch High School and is involved in wrestling. Will Georgsson (Salisbury School ’20) attends Salisbury School in Salisbury, Connecticut, where he plays soccer, squash, and golf. Hayden Hanslik (Episcopal High School ’20) continues to excel academically, receiving Highest Honors in the fall semester. She enjoys her extracurricular activities in dance and cheer. She is a member of the Impact Dance Ensemble and the 713 Dance Ensemble, and was awarded a scholarship with Open Dance Project for their 2019 summer intensive. She recently returned from a dance trip to Chicago where she attended Master Classes at Visceral Dance and DanceWorks Chicago, along with performances, and she did a little sightseeing. Hayden continues to enjoy varsity cheer at EHS and was awarded NCA All-American. This summer Hayden looks forward

to being a counselor at Camp Longhorn. 34 Jacqueline Heal (St. John’s School ’20) was among approximately 40 Houston-area teens selected for the Contemporary Art Museum Houston’s Teen Council exhibition, Shapeshifters. Shapeshifters showcases painting, sculpture, video, photography, textile, and digital media addressing responses to rapid shifts in our cultural, socio-political, and physical landscapes. It includes three abstract oil paintings by Jacqueline, two of which juxtapose contemporary issues with nature, and one charcoal and oil abstract portrait titled Signore. 35 Harrison Manley (Episcopal High School ’20) started as a midfielder on the EHS Varsity Lacrosse Team this spring, along with fellow PS alum Thomas Minton ‘16. Harrison’s favorite class this year was Computer Science AP and he is attending an engineering class this summer to further explore the field. In June, he will also be

working on a pipeline in south Texas. At EHS, Harrison enjoys being an acolyte and he loved the interim term trip in January to Barcelona and Madrid with the Spanish department. Lane McCool (Episcopal High School ’20) earned second place in wrestling at the Texas State Prep Championship, which qualified him for the Prep National Championships at Lehigh University. Margaret Murray (Episcopal High School ’20) is completing her junior year at Episcopal High School. After school she works at a neighborhood boutique, A’bientot. This summer she will travel to Costa Rica for a mission trip with First Presbyterian Church. Weston Stanley (Episcopal High School ’20) has been on two mission trips to Africa with his family who support several children there through Family Legacy. 36 Sacha Waters (St. John’s School ’20) and her family are annual

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spectators of the Houston Art Car Parade. Last year her family entered their own art car. Inspired by a fiberglass triceratops weighing over 2,000 pounds which they “rescued” from a junkyard, the Waters family spent weeks making the dinosaur mobile. The Waters’ “Hippysaurus” won the Mayor’s Cup Grand Trophy and $2,000. This year they entered “Hippytortoise,” which won second place for Best Contraption. Sacha also recently performed in the St. John’s School play Red Herring in January. 36

2017 Mayra Basra (Episcopal High School ’21) was nominated for three photography awards at EHS, and won the Outstanding Emerging Photojournalist award. Anna Brown (St. Agnes Academy ’21) is a sophomore at St. Agnes. She is a St. Thomas High School cheerleader and sings in the St.

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Agnes/Strake Jesuit Mixed Chorus. Robert Gonsoulin (Strake Jesuit ’21) plays football and is a pole vaulter for the track and field team. Last year he tied for third in UIL District 19-6A at the freshman level with a vault of 9’6”. This year, his personal best is 11’9”. His goal for the season is to clear at least 12 feet in pole vault and become the JV district champion of UIL District 23-6A. During the fall, Robert enjoyed being on the 7-3 JV football team at Jesuit and helping the varsity finish off a great season with a record of 10-2. Randall Holstead (Episcopal High School ’21) is an EHS varsity cheerleader, a member of Repertory Dance Company, an acolyte in daily Chapel, a member of Fellowship of Christian Athletes, and an ambassador for the Creative Writing Club. Michael Juden (Episcopal High School ‘21) is finishing his sophomore year at EHS and played

the role of Avram in the spring production of Fiddler on the Roof. Scott Koh (St. John’s School ’21) performed in the St. John’s School play Red Herring in January. Nora Lawless (Episcopal High School ’21) received Highest Honor Roll and the Exemplary Effort Award in English Honors. She performed in the Fiddler on the Roof dance ensemble, as well as the EHS fall and spring dance concerts. This winter she traveled with the dance team to Chicago where she attended Master Classes at Visceral Dance and DanceWorks Chicago. Additionally, she is an active member of Model UN and the EHS National English Honor Society. River Reinertsen-Forehand (Episcopal High School ’21) is currently a sophomore at Episcopal High School and a member of Model UN and the International Thespian Society. She recently was an ensemble cast member in Fiddler on the Roof and was Desdemona

in the fall production of Othello. She won Outstanding Female Performance for her role in Othello. Summer plans include volunteering at her church, college visits, and some fun! 37 Bennett Manley (Episcopal High School ’21) just completed his sophomore year at EHS. He played three sports: football, basketball, and lacrosse. He also plays the piano, is involved in FCA, and FPC youth groups. Last summer, Bennett went on a Moondance leadership trip with fellow PS alum Colton Deutsch ‘17 to Spain and Morocco. They trekked the tallest peak in northern Africa, Mt. Toubkal. This summer Bennett plans to work at Camp Seagull in North Carolina. 38 Will McKinnie (Episcopal High School ’21) is completing his sophomore year at EHS, where he is heavily involved in sports, competing on the varsity football team and the varsity track team. He is also pursuing his interest in musical theater, having played the role of

Perchik in the musical Fiddler on the Roof. In his free time, he likes to play basketball and video games, and go to the movies with his friends. 39

2018

Lindsey McNear (Episcopal High School ’21) is a sophomore at EHS and a member of Repertory Dance. This spring she choreographed her first piece for the EHS spring dance concert.

Camille Carleton (St. John’s School ’22) is completing her freshman year at St. John’s School. She loves writing, playing sports, and working with children with disabilities. Camille serves on the PS Alumni Board.

Gwen Rippeto (Episcopal High School ’21) is currently the sophomore class president and will be the junior class president at Episcopal. Gwen plays varsity basketball and lacrosse, and earned an SPC accolade (All-South Zone) for basketball. Gwen is also involved in several clubs, including Admissions Council (Knights Ambassadors), Chapel Committee, and Fellowship of Christian Athletes. 40 Samantha Wotring (Episcopal High School ’21) won a Scholastic Writing Gold Key Award in Flash Fiction.

Leo Filardo (Strake Jesuit ’22) transferred from George Ranch High School to Strake Jesuit this past January. Chloe Song (Episcopal High School ’22) won a Scholastic Writing Gold Key Award in Poetry. Blake Stanley (Episcopal High School ’22) received Highest Honors, and was awarded EHS Student of the Month for the Arts Pillar in Media Arts. Additionally, he is involved in the Student Senate and Family Legacy Club, and plays on the tennis team with fellow PS alum Rawley Lueck ’18. 41

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17 42

Kate Teagarden (Episcopal High School ’22) is completing her freshman year at Episcopal High School. She went to London with the Fine Arts Department and sang an Evensong at Southwark Cathedral. She participated in the productions of Othello and Fiddler on the Roof. Additionally, Kate swims and plays lacrosse. 42 Leah Teagarden (Episcopal High School ’22) traveled to London with the EHS Fine Arts Department and sang an Evensong at Southwark Cathedral. She also toured the city enjoying the arts and theater sites including the Globe Theatre and Stratford-uponAvon, Shakespeare’s childhood home. She participated in the productions of Othello and Fiddler on the Roof, and she plays golf. 42 Robert Trail (St. Thomas High School ’22) is a freshman at St. Thomas High School. He joined the lacrosse team, and this was his first year to play the sport. He really enjoyed it! This summer, Robert looks forward to going to Camp Longhorn and to scuba diving in Mexico. (And to being behind the

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wheel as much as possible so he can get his driver’s license in November!)

2019 Many thanks to Duchesne Academy, The Emery/Weiner School, Episcopal High School, Houston Christian High School, Second Baptist School, St. Agnes Academy, St. Francis Episcopal High School, St. Thomas Catholic High School, and Strake Jesuit College Preparatory for giving Presbyterian School’s Class of 2019 an inside glimpse of high school. Congratulations to the Class of 2019 for their admissions into the following high schools: 43 The Awty International School Bellaire High School Duchesne Academy The Emery/Weiner School Episcopal High School George Ranch High School Heights High School Holland Hall (OK) Houston Christian High School Incarnate Word Academy

Kinder High School for the Performing and Visual Arts The Kinkaid School Lamar High School Memorial High School Second Baptist School Shadow Creek High School St. Agnes Academy St. Francis Episcopal School St. John’s School St. Pius X High School St. Stephen’s (Austin) St. Thomas Catholic High School Strake Jesuit College Preparatory

UPDATES? Want to share your news? Email Kendall McCord, Director of Special Events & Alumni, at kmccord@pshouston.org.

MEET OUR ALUMNI BOARD The Presbyterian School Alumni Association is led by a board of 16 alumni from all walks of life, from high school to college and beyond. Since the first eighth grade graduating class in 2003, the School has graduated 16 classes of eighth grade students. Presbyterian School’s alumni association is growing! The purpose of the alumni association and its board is to act as the liaison between Presbyterian School and its former students by promoting alumni involvement through beneficial and stimulating alumni events every year. Get to know our Alumni Board below and hear what they learned from their time at Presbyterian School and what they look forward to contributing back to the PS community. Chance Allshouse, Class of ‘14 (The Kinkaid School ’18) I credit Presbyterian School for instilling the values that have shaped and guided my life. My love for track and choir began at Presbyterian School. Dedicated teachers nurtured and strengthened my talents and helped me get to where I am today.

Eric Blackwell, Class of ‘09 (Strake Jesuit ’13, Baylor University ’17) I learned to value education. Before going to Presbyterian School, I attended a local public school in my neighborhood. The difference was shocking. This is not to rag on public schools, but just to say that Presbyterian School had an unmatched environment. Where you go to school matters, and I value it even more now. Don’t take the School for granted. The values of the School have stayed consistent since I spent my years there. Even through the growth, the School has stayed true to its mission. That’s special. It’s crazy to see where the School is now. I’m thrilled to be a part of the School again.

Allie Brown, Class of ‘14 (St. Agnes Academy ’18) It is so easy to fall into negativity and worry, but something I learned at PS is to be positive no matter what. I came across many obstacles at PS, but I always had someone to help me along the way. I learned not only how to handle stressful situations, but how to support others when they are feeling low. I have so many positive memories from PS that I would like to share, and I know others do too. I absolutely love being involved in the alumni association and hope to get more alums involved with PS.

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Katherine Egner Brown, Class of ‘06 (Episcopal High School ’10, Texas A&M University ’14, ’15) At Presbyterian School I learned the importance of a firm handshake and making eye contact upon meeting someone. Being greeted daily with a friendly handshake by a teacher, counselor, or the headmaster left a lasting impression on me. I hope to remind PS alumni of the wonderful ways that Presbyterian School impacted and shaped them, and encourage them to give back to PS. I also want to help the alumni association connect with alumni of all class years.

Ben Clemenceau, Class of ‘03 (Episcopal High School ’07, Millsaps College ’11) Presbyterian School helped me understand what it means to have integrity, as well as how to embrace my creative drive and to use it in all walks of life. I wanted to find a way to give back to the School through service, so I accepted the position of leading the Presbyterian School Alumni Association. My goal is to help the School grow its community of alumni so that future graduates find an engaging group for support, networking, guidance, and friendship.

Camille Carleton, Class of ‘18 (St. John’s School ’22) Presbyterian School has always been a big part of my life, and I’ve always had a “behind the scenes view,” as my dad is the headmaster of the School. I have sat in his office while countless faculty meetings ran long, run through the hallways in socked feet after school, and snuck out food from the faculty workrooms. I know how hard the faculty work to have PS at its best for the students. I want to give back to the School, and continue to be a part of one of the most impactful institutions of my life. I hope to accomplish the task of getting more young adults involved with the alumni association.

Mia D’Andrea, Class of ‘16 (St. Agnes Academy ’20) I have always felt extremely at home in the PS community. Presbyterian School taught me to be authentic and bold in life. The confidence PS instilled in me still travels with me to this day. I’m learning that staying focused on school is crucial. It is easy to be swept away in the rush of high school and life. Grades are vital, but it is also important to cultivate extracurricular activities in your free time. I hope to continue my involvement in the School and guide others in the alumni process.

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Julia Wood Harris, Class of ‘04 (The Kinkaid School ’08, Texas A&M University ’12) My advice to students is to not take yourself so seriously right now. Enjoy your childhood in the nurturing environment of Presbyterian School. The real world is hard! Presbyterian School nurtured my faith as a Christian woman and prepared me well for high school, college, my future, and family life. I got involved with the alumni association to give back to the community that gave me so much.

Leo Linbeck, Class of ‘08 (St. Thomas High School ’12, University of Notre Dame ’16, The University of Texas ’17) Our class trip to Utah was eye opening; setting up camp, eating camp food, not showering for five days, and most of all, canoeing miles down river with just mountains and trees, getting to know my classmates better than I ever could have at school. The sheer beauty of the area along with the close friendships I made really stuck with me. People at PS, from the administration to the teachers, gave so much and really helped shape my life. The least I can do is give a little bit of that effort back by continuing the excellent traditions of PS and ensuring the alumni network can remain connected and in one another’s lives.

Cooper Lueck, Class of ‘13 (St. John’s School ’17) Servant leadership. Simply put, many people in power today are disconnected from the average person and the people they may seek to lead and represent. Presbyterian School taught me the value of leading from the front by setting an example rather than resting on my laurels and “taskmastering.” While I have only been an alumni only since 2013, I have already seen the growth that PS has committed to and the positive effects it has had on the students who are now becoming alumni. I want to help ensure the continued betterment of the place that was my home for 13 years.

Allie Luther, Class of ‘09 (Episcopal High School ’13, Texas A&M University ’17) I enjoyed my time at Presbyterian School and believe it is a unique place. My advice to students is to follow your interests, challenge yourself, and be curious about the world around you. Faith was always extremely important at Presbyterian School, and it became and remains a huge part of my life. I hope to give back to the School in any way that I can.

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Cristina Masson, Class of ‘04 (St. John’s School ’08, University of Pennsylvania ’12, ’13) The School does a great job of offering a wide variety of extracurriculars (sports, knitting club, etc.). I joined the Scrapbooking Club in second grade, and that is a hobby I continue today. PS exposed me to new people, activities, and experiences and taught me how to be a good classmate and member of my community. All students, no matter where they came from, were given the same opportunities and encouraged to do their best. The value of inclusion and supporting your community still resonates with me. As one of the oldest alumna, I hope to provide perspective from the School’s early days.

Paola Sagel, Class of ‘14 (St. Agnes Academy ’18) I still have a laminated slip of paper entitled, “Elements of a Winning Attitude” that Coach Baltodano gave our soccer team. It had tips about how to be a better team player as well as definitions of what it means to work hard: to not get discouraged because of failure, but rather try again and put in twice the effort. This reminds me of all the lessons I learned while I was at PS and how much I grew as a person. I want to continue to be a part of the community that gave so much to me when I was growing up. Being a part of the PS alumni association makes me believe that we are making a difference in the School’s future.

Katy Odom Sermas, Class of ‘03 (Episcopal High School ’07, The University of Texas ’11, University of Houston Law ’14) Whether it is a new sport or exploring a new interest, Presbyterian School is a great place to explore new things. The School instilled in me a work ethic that has continued to impact me and influence my life. I don’t believe I would be where I am now without the work ethic study skills PS taught me that I was able to carry forward to high school and ultimately law school. I want to give back to the School that contributed so much to the person I am today. I also hope to reconnect with other alumni.

Caroline Stewart, Class of ‘09 (Episcopal High School ’13, The University of Texas ’17) Middle School is a time to start figuring out who you are and what you’re interested in. It’s OK if it’s outside your comfort zone; sometimes that’s the best place to be. I began PS in sixth grade, and during that time I became firm in my faith in God. I love how important God is to the School. Above all the other skills, facts, and breadth of knowledge, establishing my faith at PS has made the most influential and lasting impact on my life. I am eager to have the opportunity to become involved with the School again. I hope that during my time with the alumni association I’m able to give back and make a positive impact on the School that did so much for me.

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Chris Winters, Class of ‘06 (Strake Jesuit ’10, Wake Forest University ’14) The best piece of advice I would share with a student is to fully take advantage of everything Presbyterian School offers. Soak up the field trips, build lasting friendships, and establish real relationships with the teachers who want to see you succeed. What impacted me the most from PS was the feeling of love and support manifested through the care and attention the teachers and staff gave to each and every student. I was eager to get involved with the alumni association because the School provided me so many great years of my life, and I want to ensure that generations to come receive the same quality of education, skills, and experiences I had.

ALUMNI EVENTS Every year, Presbyterian School hosts events for alumni on and off campus. We love visiting with our alumni at happy hour, high school lunch times, and school events. Don’t miss an opportunity to connect with us! Dates for our alumni events are emailed to all alumni and posted on our alumni Facebook and Instagram pages. Email Kendall McCord, Director of Special Events & Alumni, at kmccord@pshouston.org with your updated contact information. Alumni Panel The School hosted a “Heading to High School” alumni panel discussion for eighth grade students. Seven alumni from various schools returned to PS to share their high school experiences with our students. They helped ease some of the anxiety around selecting a high school and gave eighth grade students clarity on which school might be the best fit. A huge thank you to Camille Carleton ’18, Mia D’Andrea ’16, Robert Gonsoulin ’17, William Hirtz ’18, Zach Kroencke ’16, Emily Moak ’15, and Gwen Rippeto ’17 for serving as our panelists.

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High School Visits The Alumni Office visited various Houston high schools to catch up with our alumni early in the fall. It was a joy to see our alum thriving. Mrs. Mouton and Coach Durden joined us at a few of the schools. We distributed Tiff’s Treats and “PS Alumni” pens to everyone who stopped by to say hello. Stay tuned for more high school visits this fall!

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Happy Hour In April Presbyterian School teamed up with Annunciation Orthodox School to host a joint Alumni Happy Hour. Alumni from a variety of graduating classes attended the event at the new local hot spot Present Company. Lite bites were provided as alumni mixed and mingled with former classmates and friends.

Class of 2015 Time Capsule Event On Monday, May 6, the Class of 2015 gathered together for our annual Time Capsule Party. Over 30 alumni returned to campus wearing their college t-shirts to open their time capsules from eighth grade. The graduating seniors loved reminiscing on their days at PS and many laughed at their eighth grade responses.

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NEW SPACES OPEN FALL 2019

New Early Childhood and Lower School Building Opening August 2019

Make Room for The Future Since our founding, Presbyterian School has grown steadily over the years in response to rising demand for our outstanding educational programs. Although this growth and success are cause for pride, they have also created a variety of facilities challenges for the School. Based on a comprehensive needs assessment by noted architectural firm Gensler, a new $25 million Campus Master Plan has been developed to address these needs. And in 2015, the Board of Trustees approved a capital campaign, Make Room for the Future, to fund this significant plan.

• A fully renovated and expanded Middle School

Make Room for the Future Capital Campaign includes: • A new three story 46,000 square foot building that will house Early Childhood with indoor areas opening to outdoor play and classroom spaces, and the Lower School with collaborative spaces that encourage critical and creative thinking.

Presbyterian School’s new building will be constructed on a 30,470 square feet site located across from Palm Court in between Oakdale and Pinedale Streets. The land is currently owned by First Presbyterian Church. The School has a 95-year lease with the Church with favorable terms and conditions: $1 per year.

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• • •

to better accomodate existing STEAM (Science, Technology, Engineering, Arts and Mathematics) initiatives and to create gallery and performance spaces for student and community artists. Expanded outdoor play areas. Additional spaces for a growing arts program and after school program. increasing the School’s dedicated funds to ensure that the new facility can be maintained properly over time.

PRESBYTERIAN SCHOOL 40 Oakdale Street Houston, Texas 77006 www.pshouston.org

Renovated Middle School Opening late fall 2019

Leave Your Prints Behind We are in the final stages of our Make Room for the Future Capital Campaign that will transform our learning spaces for every student, every day. However, there is still time for you to be a part of the future of Presbyterian School. We invite you to join us in making a commitment to this campaign. Gifts may be pledged over five years and major gifts of $25,000 and above will be recognized on a donor wall in the new Early Childhood and Lower School building. To make a pledge or give a gift to the campaign, go to www.pshouston.org/campaign. Questions? Head of Philanthropy, Ashlea Taylor ataylor@pshouston.org | 713-620-6562

2018-19 BOARD OF TRUSTEES Dorian Benn Brady Carruth Michael Casey Dolores Cavatore Chris Champion Kim Clark, Chairman Catherine Crain Martha Erwin Jonas Georgsson Julie Harris Sharon Henry Joe Karlgaard, Secretary Nelson Mabry Taylor Reid, Vice Chairman Kelli Rhee Jenn Rustay Kerry Sandberg Chandler Sulton Patrick Trask Carlton Wilde Marilyn Winters Ex-Officio Members Rev. Dr. Jim Birchfield Dr. Mark Carleton ACADEMIC LEADERSHIP Dr. Mark Carleton, Headmaster Janet Fox, Academic Dean Lois Geiger, Head of Early Childhood Christy Heno, Head Lower School Charlie Gramatges, Head of Middle School THE WINDOW Andrea Lawless, Editor Jessica Wright, Design & Photography Parent Volunteers, Photography A special thank you to the faculty, alumni, and parents who contributed to this magazine. We have made every effort to ensure the accuracy of the printed information.

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40 Oakdale Street â&#x20AC;¢ Houston, Texas 77006

P R ESB Y T ER IA N SC HO O L

PRESBY TERIAN SCH O OL