S P R I N G 2017 MAG A Z I N E FOR FAMILIES, FRIENDS, ALUMNI, AND SUPPORTERS OF ST. MARY’S SCHOOL
NEXT GENERATION TEACHING
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SPRING 2017
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MANAGING EDITOR Virtue Byrd CONTRIBUTING WRITERS Carmen Anderson Virtue Byrd Carole Blake Christine Downie Shelly Harmon Madlen Hulme
Head of School Letter........................................................................................................... 2 Cover Story: Transcending the Ordinary: Portrait of a St. Mary’s Graduate................. 4 Global Connections.............................................................................................................. 9 Developing a Mathematical Mindset ............................................................................... 11 Community Projects Crown a St. Mary’s Education ....................................................... 12 Our Outstanding Faculty Captures the Attention of IB Accreditation Board ............. 14
Terry Moore
Mathematics in the Real World ........................................................................................ 15
Nancy Qushair
Purposeful Play................................................................................................................... 16
Lauren Sterner Marrie Stone Sharon Taylor Heather Wilkins ART DIRECTION AND DESIGN
Ally Taylor Upholds a Legacy in Leadership ................................................................... 18 Robust Additions to the St. Mary’s Board......................................................................... 20 Keeping Up with Our Alumni ............................................................................................ 22
k.j. schultz design CONTRIBUTING PHOTOGRAPHERS Rick Davitt Jennifer Engleman
ST. MARY’S MAGAZINE is published two times a year for families, friends, alumni and supporters of St. Mary’s School. WE WELCOME YOUR FEEDBACK. Please address questions and comments to Virtue Byrd at virtue.byrd@smaa.org ALUMNI: We enjoy hearing from you. Please send us your latest news and notes: alum@smaa.org Join St. Mary’s community online on Facebook, Instagram and LinkedIn. St. Mary’s School 7 Pursuit, Aliso Viejo California 92656 USA www.smaa.org 949.448.9027 ST. MARY’S SPRING 2017 MAGAZINE
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Head of School
LETTER “Human resources are like natural resources; they’re often buried deep. You have to go looking for them. They’re not just lying around on the surface.” – Sir Ken Robinson
At St. Mary’s, we are blessed with over 700 “human resources” waiting to be discovered every day. Our vision to prepare young people to become courageous, caring global citizens and enlightened leaders of tomorrow is made possible through the indispensable partnership between teachers, students and parents. A true learning environment requires educators who are committed not only to their academic work, but to the overall betterment of their students. It consists of students who are aware of their own unique abilities and understand how they can make an impact, both within themselves and in the world around them. Parents are also a key ingredient in this partnership. They provide the support and encouragement that their children need to spread their wings and fly. Parent involvement is one of the biggest predictors of student success. Throughout the pages of this year’s Spring Magazine, you will see teachers taking innovative, progressive steps to inspire their students. You will discover how our students (both current students and alumni) are using the concepts and
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attributes they developed at St. Mary’s to make a difference in the world. Behind each of these success stories, you will notice the great impact supportive parents have had in their children’s lives. At St. Mary’s, we remain committed to the next generation of learners and educators and, as a result, we are a part of the education transformation. Identifying and nurturing the precious resources found within each and every child motivates and inspires all of us to greatness. Sincerely,
Sharon Taylor
Head of School
ST. MARY’S SPRING 2017 MAGAZINE
COVER
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STORY
TRANSCENDING THE ORDINARY: Portrait of a St. Mary’s Graduate
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By MARRIE
STONE
emember dropping your child off on that very first day of school? Maybe you felt some nervous excitement? Maybe a little apprehension about the unknown? Maybe you found yourself both eager for her/his future and curious about what that future might look like.
When your child is 5, it’s hard to imagine who he or she will be at 15 or 25. There’s so much . . . potential. The possibilities seem infinite. And yet parents must choose a school that will set the course for that child’s life—whatever that life might hold. Many parents choose St. Mary’s based on our commitment to concrete ideals, and the demonstrated results of our graduates.
While our students are independent individuals, they graduate with many things in common. How they apply the ideals St. Mary’s instills is unique. But the ideals themselves unite them.
St. Mary’s promises to give students the skills necessary to navigate their own path, even if they don’t know where that path might lead. By (1) fostering respect for humanity, (2) instilling the ability to effectively communicate and collaborate, (3) inspiring the desire to serve and (4) stirring a longing to live a life that transcends the ordinary, St. Mary’s commits to providing an extraordinary education.
In the pages that follow, we’ll explore these four ideals of a St. Mary’s graduate. You’ll see examples, both in St. Mary’s students and graduates, of how these ideals have taken root. Our young scholars assimilated what their education gave them to create their own exceptional paths. But across all the students, common characteristics emerge—they form the portrait of a St. Mary’s graduate.
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FOSTERING RESPECT FOR HUMANITY & GLOBAL-MINDEDNESS A transformative education is not confined to classrooms. Instilling respect for humanity requires students to step outside their comfort zone and off their campus. It asks them to experience other cultures and customs. Our students are given this opportunity every year. At St. Mary’s, we challenge our students to broaden their perspectives through the enrichment of travel. Travel is an act of empathy. It demands tolerance, forgiveness, fairness and open-mindedness. In return, it rewards students by imparting understanding of a rich variety of people with diverse religious, cultural and economic backgrounds. It inspires compassion and encourages honesty. Alexia “Ally” Taylor (Grade 8) found that true this year on her service-learning trip to Costa Rica. Ally, along with her classmates, worked at Monte Zion School, located in one of the poorest communities in the region. They painted classrooms, constructed garden structures and built beehives, all part of a health and sustainability education project to teach local children about the importance of bees and their role in food production. That trip, Ally says, transformed her. “The people there were so grateful and involved in the process,” she says. “It was wonderful knowing they were dedicated to improving their community and eager to help.” The global classroom teaches students to treat their surroundings, and the people around them, with respect. It compels them to recognize the unique worth and beauty of all human beings. Students are exposed to biodynamic farming, ecology, history, culture and language. But beyond the academics, students develop empathy, compassion and understanding. There is no substitute for these hands-on, personal experiences. As Ally says, she’s a different person because of it.
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INSTILLING CRITICAL THINKING AND EFFECTIVE COMMUNICATION
While not all St. Mary’s students have a passion for politics, they are all grounded in a curriculum that demands inquisitiveness and pushes them to apply their critical thinking skills across disciplines. They are prepared to lead lives as independent thinkers. They ask hard questions. They courageously search for answers. And they effectively communicate their ideas to others.
Noah Hill’s (’13) passion for politics sparked in Grade 2 when he was nominated to attend the National Young Scholar Program. Every summer for the past ten years, Noah has participated in this summer program. Now a senior at Santa Margarita Catholic High School, Noah was one of 1,000 high school students selected throughout the U.S. to be a youth delegate to the Presidential Inauguration Leadership Summit in Washington, DC.
“St. Mary’s recognizes students’ need to have a voice in their learning,” says Carrie Zulanas, Dean of Academics. “They are encouraged to share their ideas, take risks and initiate change. Each learning experience is designed to prepare students to be enlightened leaders who influence and innovate.”
For Noah, the inauguration was nothing new. He also attended Barack Obama’s second inauguration four years ago, as part of the same five-day leadership conference. This year, Noah presented his summit solution for the topic, “Racing Extinction: Water, Wildlife and Weather in 2050,” and won second place for his work. He recognizes how imperative his voice is in politics—now more than ever—to save our planet from environmental extinction. At the conference, Noah had the opportunity to hear from speakers including Nobel Prize laureate Malala Yousafzai, former Secretary of State Colin Powell and film director Spike Lee. “It’s a really fun and life-changing experience,” he said of the conference. “It opens your horizons to different perspectives and how the politics of our society work.”
What unites our graduates is their curiosity and their rigorous thinking. Noah is but one example of where these skills can lead.
STRIVING TO SERVE By the time Quin Baldwin-Favorito (Grade 8) was 6 years old, she was already helping others. Quin’s close family friend Eva had been diagnosed with hydrocephalus, a life-threatening condition caused by excessive fluid in the cavities of the brain. Quin quickly joined Eva’s parents to become a leader in efforts to raise funds and awareness for brain research. Quin spent her free time and enlisted the aid of her friends to collect donations while trick-or-treating (“Trick-orTreat 4 Hydrocephalus.”) She participated in Freaky Friday, doing household tasks and donating the chore money to a hydrocephalus charity, and logged several hours of walks to raise awareness and find a cure.
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LONGING FOR AN EXTRAORDINARY LIFE
Quin is not alone in her commitment to charity. For Kayla (’12) and Brianna (’15) Jahangiri, community service has always been an integral part of life. From Thanksgiving soup kitchens to raise money for the Pediatric Cancer Research Foundation, to international travel to help impoverished children through a service trip to Peru, the Jahangiri sisters have always found ways to give back.
Education isn’t about daily assignments and weekly tests. It’s a foundation for a lifetime of learning and preparation for future success. Education imparts problem solving skills, critical thinking skills, social skills, values and more. It requires students to draw connections between what they’ve learned and real-world problems their knowledge can solve. It demands creativity, high order thinking, inquisitiveness and curiosity.
Their St. Mary’s service project was therefore a natural extension of their passion to provide educational resources to disadvantaged youth and their commitment to community service. Several years ago, “Participate to Educate” was born. The sisters collect school supplies donated by students and faculty, and distribute them to less fortunate children. What started locally around Orange County through Boys and Girls Clubs of San Juan Capistrano and Aliso Viejo, as well as Kinoshita Elementary, has grown into an international enterprise. The Jahangiri sisters have traveled to several countries to donate not only school supplies, but also toys and hygienic products to children in orphanages and impoverished schools. Their efforts earned Kayla the Congressional Gold Medal Award for public service, as well as two Presidential Service Awards from Santa Margarita High School. She is also the recipient of the Prudential Spirit of Community Merit Award and the Coure de Coure Service award, not to mention several academic awards. “St. Mary’s students recognize that they have a responsibility to take care of each other and our planet. They commit to acts of service as early as three years old,” says Zulanas. “These service-learning projects, which are intentional and purposeful, occur each year, and the students realize they do not have to wait to change their worlds. They can start today.” Our graduates understand that service and action are the outward expressions of inward convictions. That understanding will pay dividends over the course of their entire lives, and shape the future generation these generous youth will influence.
A St. Mary’s education is a lens through which our graduates will see the world the rest of their lives. It shapes who they are, what they value, how they think and who they will become. And it leads to lives that transcend the ordinary. As students stand on the precipice of graduation, they are asked to complete a service-based community project that will connect what they’ve learned to real-world problems. Grade 8 students identify a need within the community, and uses their skills and knowledge to solve it. The possibilities are limited only by their own imagination. You may read about where those imaginations might take them on page 12. By the time our students graduate, they are poised to succeed on whatever path they pursue, at whatever institution they choose. “When our faculty and staff were tasked with identifying the portrait of a St. Mary’s graduate,” says Terry Moore, Head of Finance, Operations and Advancement, “the ideals came easily even if the specific language was elusive. These ideals are in the DNA of who we are, and who we’ve always been. And every teacher and administrator agreed.” The ideals are not isolated concepts taught only in certain grades or specific subjects. They blend across both age and discipline to create a richly layered program that educates the whole child, and the multifaceted, complex adult that child will become. Together they form a mind-changing program that produces world-changing students— students who transcend the ordinary.
PORTRAIT OF A GRADUATE •
Our graduates possess a deep respect for humanity and the world in which they live. They recognize the unique worth and beauty of all human beings. They respect that the world is populated by a rich variety of people with diverse religious, cultural and economic backgrounds. They are tolerant, empathetic, fair, forgiving and honest.
• Our graduates are prepared to thrive in a process-based, collaborative world. They are grounded by an inquiry-driven, interdisciplinary, skills-rich curriculum, preparing them to lead lives as courageous, independent thinkers who communicate effectively. • Our graduates understand that service and action are the outward expressions of inward convictions. • Our graduates are on their way to welI-chosen higher education and, most importantly, lives that transcend the ordinary.
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GLOBAL CONNECTIONS By CARRIE
ZULANAS
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obody can discover the world for somebody else. Only when we discover it for ourselves does it become common ground and a common bond and we cease to be alone.” – Wendell Berry
At St. Mary’s, our students are given opportunities to discover their world every day. Walk into any classroom on campus, and you will see students reading stories about, singing songs from, or inquiring into the histories of cultures from around the world. Through these experiences, they begin to recognize the “unity within diversity.” We may have different beliefs, but all people share common wants and needs. This develops empathy and tolerance for others, essential attitudes for internationally-minded students.
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As part of the 2017 Strategic Plan, teachers were tasked with the goal of continuing to enhance the international focus of our curricular program. We began by exploring the idea of global connections — experiences that would allow our students opportunities to collaborate with students from around the world, learning from and with one another. When these collaborations occur, assumptions are often challenged and misconceptions are corrected. Students cultivate a deeper understanding of their world and their responsibility to be active participants in it. Last year, Year One Language and Literature Teacher Heidi Galloway introduced her students to the world through the LevelUp Village Program Global Conversations. LevelUp Village is an organization committed to facilitating partnerships with students from around the globe. After reading I Am Malala, our Grade 6 students communicated with students in India through a video letter exchange. With their global partners, they discussed themes from the book, including equality and education, shared their cultural perceptions of each other’s country and explored the traits of an enlightened leader. Most importantly, the Grade 6 students established a meaningful connection with their global partners. “My favorite part of this experience was the video exchanges because we got to learn about each other’s similarities and differences,” said Amelia Kang (Grade 7). “It was cool to be able to see my partner’s face and hear her voice.” With the success of the Global Conversations program, we brought LevelUp Village to Grade 3 this year. During the Sharing the Planet unit of inquiry, Grade 3 students participated in the STEAM-based Global Scientists program. Partnered with students in India, they learned about each other while exploring how water is used in each other’s culture. As part of the unit, both global partners calculated and shared their water usage for a typical day. Our students were shocked to learn some of their partners in India used as little as eight liters per day. One five-minute shower is 35 liters of water! Zaiden Gurusamy (Grade 3) said, “Through this experience, we learned we are lucky. The kids in India have limited water, and we take it for granted.” Recognizing the importance of conserving water, the students completed a water conservation plan and shared it with their global partners. “They were very excited to exchange their vision
on how to inform their community about water conservation and proudly presented their conservation posters and slogans to their partners in India,” said Mrs. Burchill. These real-world global connections are happening throughout our campus. In the Grade 6 service course, students learned about environmental challenges and solutions with pen pals from around the world. Together, they considered reasons why people would want to protect the environment, and the benefits and potential drawbacks of using fossil fuels. For the second year, Grade 4 students collaborated with students in Sweden to craft an action plan to reduce their carbon footprints. It is never too early to introduce our students to the world. Last fall, Junior Kindergarten classes participated in The Peace Crane Project while inquiring into the idea that when people make peaceful choices, conflict can be resolved. The Peace Crane Project invites students to fold a peace crane or dove, fill its wings with words and pictures of peace, and trade it with another child somewhere in the world. Our students had an opportunity to connect with students in India and Australia, sending symbols of peace to children on two separate continents. “Learning to be peaceful in our classroom was a springboard for establishing a peace connection with students in other parts of the world, namely India and Australia. The nugget of truth revealed through The Peace Crane Project was that WE ARE MORE ALIKE THAN DIFFERENT, no matter where we live in the world; we all seek peace, harmony, and friendship,” said Kimberly Komrosky. We are part of a global community and, to take part, our students must understand their world. It is no longer enough to study the histories and cultures of other countries. If our students are preparing to be global citizens, we must give them opportunities to connect with individuals from around the world. These connections lead to common ground and a common bond. At St. Mary’s, we recognize we are a vital part of a larger world — a world waiting to be discovered by our students.
The Peace Crane Project
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DEVELOPING
A Mathematical Mindset
U
By NANCY
QUSHAIR
ntil recently, many people believed you are either a math person, or you aren’t. In no other subject do we accept this as truth. No one says you will be able to understand history, analyze literature or conduct science experiments, or you won’t. Why have we accepted this for mathematics?
After years of research, distinguished graduate-school professors at Stanford University, including Jo Boaler of Math Education and Carol Dweck of Psychology, have debunked the theory of the “math person.” They explain that due to the brain’s plasticity and the power of a growth mindset, anyone can do math. We all have the ability to flex our brains. When we believe we can do something, we will achieve
more. Mistakes and struggles are the most beneficial times to learn because challenges fire synapses and stimulate brain growth. Last fall, I was fortunate to attend Jo Boaler’s workshop at Stanford. Intrigued and inspired, I began incorporating many of these strategies and messages into my classroom the very next school day. I now include more visuals. Instead of teaching a lesson and doing an activity, I pose problems first and ask students to make observations and draw conclusions on their own. I give them freedom to answer in different ways. The impact was immediate. By Christmas, one student wrote, “In the beginning, I never thought I could do math. You knew I could do it when I didn’t. That’s all it took for me to finally know that math is for everyone. You helped me like math, and I’m so thankful for that.” The class has been more engaged. Students take risks and share ideas. One student said, “I finally learned that to raise your hand is okay in class. I was very scared before to get the wrong answer. I feel as though I have moved past that, and I hope I raise my hand more like I did today.” My students believe, more and more each day, that math is for everyone. Synapses are firing and brains are growing. That’s the power of the mathematical mindset.
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Growing Up and Giving Back:
COMMUNITY PROJECTS CROWN A ST. MARY’S EDUCATION By HEATHER
A
WILKINS
s part of St. Mary’s ongoing mission to introduce innovative programs that expand upon the International Baccalaureate (IB) curriculum, this spring the Grade 8 student body will complete the first-ever Middle Years Programme (MYP) Community Project. The project encourages students to explore their right and responsibility to apply their knowledge and services to a respective community. As the culminating MYP assignment, the Community Project asks students to connect traditional areas of academic study with real-world challenges and successfully develop an effective process that will result in positive change.
13 Because St. Mary’s commits to community involvement, servicebased learning is not a new concept to middle school students. The Community Project builds upon the knowledge, skills, and attitudes developed in the Exhibition Project Primary Years Programme (in Grade 5) where students work in cooperative groups to cultivate their own ideas, craft essential questions, research and synthesize information. As middle schoolers, with the support of an IB Advisor, students have the freedom to choose any community-based need they feel passionate about, and then decide whether to work individually or as a small group. Some of the community needs Grade 8 students are exploring include:
• Feeding hungry children of Orange County • Performing music for veterans at the Long Beach Veterans Administration Hospital • Researching ways to reduce the Pacific Garbage Patch • Decreasing pet homelessness in Orange County • Encouraging literacy for young children in low-income communities through book drives and reading sessions • Providing food to low income and homeless communities through the Second Harvest Food Bank
To complete the Community Project, students are required to: Define a goal to address a specific need in a community 1. (e.g., to raise awareness for an issue, to advocate for a group, etc.). Students establish a detailed and quantifiable goal to measure against their action plan. Identify the global context to establish the relevance of 2. their inquiry (why it matters and to whom). Develop a proposal for action to serve as a process guide 3. to meet the stated goal. “St. Mary’s strives to develop caring, global-minded citizens who recognize the importance of giving back to our local and international communities,” said Arturo Valdez, Middle School Assistant Principal. “We believe the best way to cement that philosophy is through action. The Community Project calls upon a student’s communication skills, intercultural understanding, and global mindset to establish and follow a process necessary to achieve an objective.” Students are asked to dedicate approximately 15 hours toward planning, process exploration, and documentation. In late spring, students will prepare and deliver a six to 10-minute presentation to St. Mary’s IB Leadership. Students have the choice about how they want to deliver their presentation — ranging from digital formats to posters — and must include a personal journal (map of their process). “It’s inspiring to see the authenticity and creativity students are applying toward their projects,” said Valdez. “They’re designing, problem-solving, decision-making and investigating. All of these skills are crucial as they continue their path to becoming global leaders.”
TYPES OF ACTIONS STUDENTS EXPLORE DURING THE SERVICE LEARNING PROCESS: • INVESTIGATION – Requires gathering information through research from varied approaches: media, expert interviews, surveys of varied populations and direct observation • PREPARATION – Involves planning the service experience with clarification of roles, responsibilities, actions to be taken, resources required and timelines, while acquiring any skills needed to successfully carry the plan to completion • ACTION – Involves plan implementation as an individual or small group • REFLECTION – Requires the student to describe what happened, express feelings, generate ideas and ask questions. It occurs intermittently and in summation to gauge understanding and synthesis, to assist with revising and rethinking plans, and to internalize the experience • DEMONSTRATION – Involves metacognition, requiring students to make explicit “what” and “how” statements about their accomplishments to capture the totality of the experience ST. MARY’S SPRING 2017 MAGAZINE
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OUR OUTSTANDING FACULTY
Captures the Attention of the IB Accreditation Board
By LAUREN
STERNER, Primary Years Programme Coordinator MADLEN HULME, Middle Years Programme Coordinator
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n the fall of 2016, both the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP) at St. Mary’s underwent rigorous evaluations, during which trained IB representatives visited our campus to determine areas of strength and improvement regarding programme implementation. Both evaluations resulted in full five-year reaccreditations for each programme, as well as a range of commendations, many of which focused on our exceptional, highly qualified faculty who deliver the programmes. Throughout the PYP evaluation, teacher excellence flourished. Our teachers continually applied their knowledge of the programme to transform their classrooms into “creative spaces that encourage student inquiry.” Site visitors noted how the increased collaboration between grade levels and single-subject teachers in the last five years “directly impacted the students and strengthened the implementation of the programme.” Daily, St. Mary’s PYP teachers introduce challenging, engaging ideas that inspire students to ask questions, establish routines and structures that support inquiry, teach skills and processes and provide time for reflection. The team also noted that “there was unanimous enthusiasm for the programme.” St. Mary’s continues to seek and retain quality staff members in the PYP who exhibit passion for creating transformative learning experiences that motivate students to take action and make the world a better and more peaceful place.
Likewise, MYP evaluation site visitors commended the presence of “qualified local, national, and international staff to implement the programme.” St. Mary’s MYP faculty members demonstrated both enthusiasm and knowledge, as well as investment in the ideals and principles of the International Baccalaureate framework. The visiting team specifically noted that “teaching and learning at the school consistently engages students in inquiry and as thinkers” and “all subject groups include learning experiences that promote students’ awareness of local, national, and world issues.” The thoughtful, detailed work that MYP teachers put into planning and executing their various units was remarkable. The team also praised the MYP at St. Mary’s for cultivating “a stimulating learning environment based on understanding and respect throughout the school community.” Author and education advisor Sir Ken Robinson sums up the value of a qualified, dedicated faculty. “There is no system in the world, or any school in the country, that is better than its teachers,” he says. “Teachers are the lifeblood of the success of the school.” The IB evaluation process reaffirmed our faculty members exemplify superior knowledge and drive. St. Mary’s maintains our commitment to recruiting and retaining the most passionate, talented and dedicated professionals working in education today.
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Mathematics in
THE REAL WORLD
By CARRIE
S
ZULANAS
tudents in both the Lower and Middle Schools are developing a new understanding of, and appreciation for, math. By giving students genuine dilemmas or projects they are likely to face outside the classroom, St. Mary’s teachers are asking students to think about mathematics in authentic, meaningful ways.
A group of Grade 5 students reflected on their recent experiences in their classrooms. “We aren’t just using the math journals anymore,” one student said. “The teachers are showing us why we need math in real life. I have always liked math, but now it is really fun.” “Yeah,” another student chimed in, “The teachers have really stepped it up with those checks.” These “checks” are part of a new mathematics unit designed to encourage fiscal responsibility. As a component of the “How the World Works” unit of inquiry, students are exploring their roles as citizens. “One of the most important rights and responsibilities we have is to keep a budget,” says Grade 5 Lead Teacher Amy Hoffman. “We wanted to give our students an understanding of the impact of personal financial decisions, so we created a project that simulates the real world.” Throughout the unit, students receive a paycheck, make daily decisions about how to spend their money and record the transactions in a check registry. They practice basic accounting skills and learn to calculate the percent of a number. “Some,” Hoffman adds with a smile, “have even discovered negative numbers.” The faculty in the Middle School also recognizes the importance of providing a real-world context for the math skills and concepts taught in class. This year, pre-algebra teachers Nancy Qushair and Courtney Field are helping students understand how geometry and algebra can be used to create “light” for others. Applying their knowledge of angles, area, surface area and volume, the students use design thinking to create working polyhedron lamps with dowels and tissue paper. “This is a wonderful opportunity to connect mathematics and service learning,” says Qushair. “The completed lamps will be sold and all proceeds will be donated to studentselected global initiatives.” As part of the Strategic Plan, our teachers have been asked to “reassess the mathematics program, emphasizing an inquiry-based curriculum by incorporating projects, experiments, and hands-on tasks to engage the students, foster collaboration, and stimulate curiosity.” The budget and lantern projects are examples of our commitment to the initiative and to creating high-quality, meaningful math experiences for our students. These real-world applications are crucial for engaging students and preparing them to use mathematics beyond the classroom. Lamp Project.
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PURPOSEFUL PLAY By CARMEN
T
ANDERSON
hinking about the world from the perspective of a toddler provides us with a lesson in empathy. Most things require extra effort for our little ones, not only because the world is structured with
adults in mind, but also because so much learning is happening at this stage of development. Take, for instance, mealtime. At home, children sit at adult-sized tables in adult-sized chairs to eat. Imagine the amount of effort required to pull out a chair that is twice your size and then climb onto the chair to dine at a table that sits just beneath your chin because it’s so tall. Compare this image to kids playing in a pretend kitchen or having a meal in the sandbox—miniature tables and chairs, dishes made to be dropped, kitchen sinks and countertops that are just the right height or sand transformed into cakes. Child-sized play equipment allows children to test out scenarios without constant reminders to be careful.
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Learning is most effective for young children in the context of play because they structure their own learning. Neuroscientist Jaak Panksepp believes the function of play is to create pro-social brains. His research on rats found that of the 1,200 genes his team measured, one-third of them were changed as a result of half an hour of play. According to researcher Sergio Pellis, “There is good reason to believe play has similar effects on the human brain since monkeys, rats, and children all abide by similar rules that require participants to take turns, play fair, and not inflict pain.” (Hamilton, 2014) Adults need to ask how to encourage purposeful play among children or, perhaps more accurately, how not to interfere!
Encouraging language is different from language that praises children. For example, it’s important not to overuse the phrase “good job,” because children are tuned in to behavior that elicits praise from adults. The goal of purposeful play is to let imaginations run wild. It’s better to comment on what you notice than to tell your child how much you like what they’re doing. For instance, “The dragon is hiding in his cave. When do you think he’ll come out again?” is a better way to engage than to say, “I love your dragon.” Language should build upon the stories our children weave organically rather than attempt to influence their play in a particular direction.
CREATING A “YES” ENVIRONMENT
ENCOURAGING OPEN-ENDED PLAY
All play has meaning. Even if it looks arbitrary to adults, there are steps we can take to foster creativity rather than inhibiting it. The next time your child asks if she can pull out all of the sheets to make a fort, say yes. When he asks if you want a bubble smoothie while taking a bath, say yes. And when she wants to help you bake, wash the car or feed the pets, say yes. You get the idea. Our children are constantly trying to master various skills. The most effective way we can partner with them is to create a “Yes” environment. Even if you could get things done quicker without their help, invite them to assist you. Try to create at least one space at home designed with your children in mind, a space that allows them to be self-sufficient so that if they make a mess it’s no big deal.
ADOPTING ENCOURAGING LANGUAGE
Adults can enhance or inhibit play through the language we use. Take, for instance, that moment when your child says, “I’m going to spy on you.” Do you acknowledge the comment and then get back to what you were doing, or do you play along? Saying something like, “Did you hear that?” to your partner, or even a pet in the room, may provoke a giggle and encourage the play to continue. Asking questions to help children expand their ideas is one way we can help them grow and build their confidence.
Open-ended play prepares children for the unexpected and requires them to exercise their imaginations and grow in their ability to be flexible, to compromise and to problem solve. It allows children to make up the rules as they go and even change directions when they want. The science behind the importance of open-ended play has to do with the neural pathways in the brain that develop as children navigate complex social interactions. New pathways are formed as children make mistakes and learn how to recover from them. They’re not bound by expectations, which often permeate the rest of their lives. In open-ended play, a cardboard box can be used as a rocket ship, house or bakery. A jump rope can be turned into a lasso, a belt or a snake. The beauty of this type of play is that right and wrong don’t exist because the possibilities are endless. The key here is to follow the children’s lead and let them guide the play instead of vice versa. We relinquish control and see where the adventure leads. That is authentic learning. So the next time you’re invited to a tea party in the sandbox, or to put on a cape so you can help save the world, go ahead and give it a whirl! Just remember to say “yes” as often as possible, use encouraging language and expect the unexpected.
*Hamilton, J. (2017, March 13) How free play can define kids’ success [Interview]. Retrieved from https://ww2.kqed.org/mindshift/2013/02/15/how-free-play-can-define-kids-success/
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Ally Taylor
UPHOLDS A LEGACY IN LEADERSHIP
E
very year, St. Mary’s School presents a Legacy Leadership Award that honors a St. Mary’s Grade 8 student who demonstrates
superior leadership skill, evidence of service and civic responsibility. The competition focuses on four principles, called the “Four ACES,” which form the cornerstones of a strong community: Attitude, Commitment, Engagement and Service. Each applicant writes two essays and undergoes a personal interview conducted by a panel of judges representing local community and business leaders. This year, 13 finalists were named for this prestigious award, including:
• Emma Ballantyne, Aliso Viejo • Jake Blazona, Ladera Ranch • Jillian Duarte, Laguna Niguel • Declan Edwards, Irvine • Katelyn Ge, Irvine • Lauren Kramer, Laguna Niguel • Julia Le, Laguna Niguel • Kaylin Maddox, Aliso Viejo • Max Musto, Laguna Niguel • Joseph Purcell, Laguna Niguel • Madison Santley, Newport Coast • Ryan Shihabi, San Juan Capistrano • Alexia Taylor, San Clemente
“I am very blessed. I love my community, I go to the best school, and I have the most amazing family anyone could ever hope for. I love being able to give back to others who may not be as fortunate as I am and to be able to help in even some small way. Sharing my good fortune with others motivates me to give back to my community.” — Ally Taylor
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The judging panel included: • PAULA BRAUN, former National Officer for National Charity League and ICEC, currently works with Keen Center for Senior Resources. • DAVE BRAUN, who runs the National Dealer Services, also serves on the Board of the Orange County Council of the Boy Scouts of America and as liaison to the Friends of Scouting fundraising campaign. •
KEVIN ECKHOFF is a retired United States Marine Corps Master Gunnery Sergeant who served in the Middle East and Africa. During his 30-year career, Eckhoff earned the Legion of Merit Medal and three Bronze Star medals with valour designations. He is currently Assistant Superintendent at Dove Canyon Country Club.
•
BILL PHILLIPS, founding member of the Aliso Viejo City Council, is currently serving his third term as mayor while continuing to be instrumental in maintaining the excellent quality of life in Aliso Viejo.
• MIKE HAMILTON, retired senior partner at Ernst & Young, serves on the board of two college foundations where his focus is to make a difference in the lives of the students.
This year’s winner, Alexia (Ally) Taylor, was announced at the Leadership Awards Ceremony on March 24, 2017, in front of more than 1,000 students, parents and members of the community. Ally aspires to make a difference in the world. Active in school, church and her community, she exemplifies the “Four ACES” every day. She is a member of the Laguna Chapter of the National Charity League, the Boys and Girls Club, and sponsors families each year at Christmas. She also acts as a student ambassador for St. Mary’s and demonstrates both her engagement and commitment by playing five years of school volleyball and six years of school and club lacrosse. Ally’s positive attitude shines at St. Mary’s, both in service and in academics. She actively participates in on-campus service-learning activities for the Grade 3 Water Conservation Project, Grade 4 Gymopoly Project and the Grade 5 Loaves and Fishes Project. She has won multiple awards and recognitions throughout her years at the school. But the “Four ACES” are all on display in her role as a Sunshine Reader, where she reads to children at the local public library. In addition to enjoying her ability to provide a community service, Ally has learned to keep kids engaged in the stories by using different character voices. She is proud of her public speaking skills and improved confidence since she began the program. Ally loves to see the kids smile and ask her to read another story when she finishes a book. Ally’s attitude, commitment, engagement and service are remarkable. She’s leaving a legacy of leadership from her years at St. Mary’s and anticipates a bright future ahead.
ST. MARY’S SPRING 2017 MAGAZINE
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ROBUST ADDITIONS
To The St. Mary’s Board
I
n January, the St. Mary’s Board of Trustees proudly announced the appointments of Matt Stewart as Chairman and Serena Benson as Vice Chairwoman. In addition to filling these leadership positions, the Board welcomed Chantal Manseau Guerdat and Jeff Van Hoosear as members. Matt Stewart, a Board member since 2012, deeply enjoys his involvement with St. Mary’s. His family was drawn to the school nine years ago because of the IB curriculum and the low student-teacher ratio. Since then, they have embraced the school’s culture and community. “It is an honor to be selected as Chairman,” says Stewart. “I am ardently committed to the growth and success of St. Mary’s, and will work diligently with the Board and the faculty to advance the strategic objectives and mission of our school.” Stewart is the Co-founder and CEO of National Service Group, a construction and investment holding company operating two Stewart, a University of California, Santa Barbara alum, lives in Laguna Niguel with his prominent international wife, Jill, and their two children Jake (Grade 9 brands. He has served on at Sage Hill School) and Kennedy (Grade 6). the Board of Directors for multiple organizations, including acting as past Chairman of the Global Board for the Entrepreneur’s Organization. Stewart has traveled extensively around the world speaking about entrepreneurship, strategic planning and business development.
In addition to serving as the Development Chair for St. Mary’s, Serena Benson has been elected Vice Chairwoman of the Board of Trustees. Since 2002, Benson has been the owner and President of Southern California Real Estate Services, a full-service commercial real estate management company based in Tustin. She’s also on the Board of Valiant Women at Mission Hospital (an organization that supports women’s health care and nursing education), and is the sponsorship chair for the group’s 2017 luncheon.
Serena is devoted to her son Hayden’s (Grade 4) education and feels strongly that St. Mary’s provides a warm, well-rounded environment that gives her son the tools he needs to succeed in the future.
Chantal Manseau Guerdat and Jeff Van Hoosear are both new to the Board. Chantal Manseau Guerdat is an Executive Vice President, Co-head of the U.S. Corporate Client Practice and Account Manager for PIMCO, operating out of the Newport Beach office. She has 18 years of investment experience and holds an MBA from the University of Southern California. Chantal is married to Alex Guerdat, who stays at home to care for their sons, Jules (Grade 3) and Sacha (Grade 1). They are originally from Switzerland, though they were both born in the U.S.
Manseau Guerdat Family
Jeff Van Hoosear is the Chairman of the Trademark Practice Group at the intellectual property law firm Knobbe Martens. He graduated from Beloit College before obtaining a law degree from McCollum-Van Hoosear Family Boston University. He and his husband Greg McCollum have two children, Lucas (Grade 7 at OCSA) and Kate (Grade 3).
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Keeping Up with
OUR ALUMNI
We love when our Alumni make us proud, which they often do.
Class of 1998
Dylan Kinney ’11 graduated from Santa
Jennifer Cook ’98 attended Laguna
Margarita Catholic High School in 2015. He
Hills High School before graduating in
currently attends Michigan State University
2007 from Laguna College of Art and
where he was recently admitted to the Eli
Design. She earned a Bachelor of Fine
Broad School of Business with plans to major
Arts degree with a focus on painting
in finance. He serves on the Philanthropy
and drawing. She is currently the
Committee at Phi Gamma Delta Fraternity,
web designer for the California State
where this past fall he raised over $27,000
University Board of Trustees in Long
for the event, FIJI Survivor. The funds were
Beach and is the creative director and part owner of JC Creative,
donated to the American Cancer Society to help
Inc., a public relations firm based in Los Angeles.
further cancer research.
Class of 2010
Class of 2012
Kristen Flanagan ’10 graduated from JSerra Catholic High School.
Spencer Firestone ’12 graduated from
She currently attends Iowa State University where she is majoring
Santa Margarita Catholic High School
in elementary education with specializations in social studies,
last spring. While at SMCHS, he was an
language arts and reading. She also works as a teaching assistant
award-winning member of Model United
for Grade 5 students at a private Catholic school in Des Moines, and
Nations, competing in conferences with
volunteers at a low-income-housing daycare center.
an emphasis on human rights in Panama held at Yale University. He is currently
Class of 2011
studying pre-law at the University of
Baylee Corona ’11 graduated from Santa Margarita Catholic
Southern California.
High School and is currently majoring in English (creative writing) and film & digital media at Loyola University of Chicago. She is a
Cristina Gomez ’12 graduated from
member of a coed acapella group and has been initiated into the
JSerra Catholic High School last spring
Chi Omega Sorority.
where she was a member of the Caritas Christi group, an orientation leader and
Carlee DiNicola ’11 graduated from Santa Margarita Catholic High
mentor for incoming freshman. She is
School and is currently finishing her sophomore year at Southern
currently a freshman at the University
Methodist University where she is an accounting major with a minor
of Redlands, majoring in environmental
in fashion media. She is a member of Chi Omega Sorority and holds
science. Cristina is pursuing a
the position of campus activities director. Carlee serves as warden
Community Assistant position to help
on the Executive Board of Alpha Kappa Psi Professional Business
run a dormitory and an Admission Host position to give tours to
Fraternity. Recently she was inducted into the honor society,
prospective families. Cristina plans to return to Lake Mission Viejo
National Society of Collegiate Scholars, and this summer she will
to work as a park attendant for the second year.
attend the University of Oxford in England where she plans to study international finance and Victorian England.
ST. MARY’S SPRING 2017 MAGAZINE
22 Cole Schillne ’12 graduated from Scottsdale Christian Academy last spring and is currently a freshman at Grand Canyon University, majoring in finance and economics. In 2016, Cole started a clothing company called Speak No Evil Supply Company and has sold over 1,500 items to date. The name was chosen to encourage people to be true to themselves, shun the judgements of others and honor the idea that everyone is uniquely created.
Class of 2013
Lauren Drysch ’13 and Erin Gerardo ’13 graduate this June from Santa Margarita Catholic High School. They will both attend Yale University next fall as members of the women’s track team.
Evan Deakin ‘13, a senior at Santa Margarita Catholic High School, has
Lauren and Erin were
earned distinction as a National Merit
members of the SMCHS Track
Finalist. During his time at SMCHS, he led the Comedy Sportz Improv Team as co-
Team, winning their second
captain, appeared in five Talon Theater
consecutive CIF-SS Division 3
productions, served as an MUN delegate
championship last year. Lauren
and founded the school’s chess club.
was the CIF-SS Division 3
Evan will complete the International Baccalaureate diploma and plans to study biology at the University of Oxford.
Champion in the 400 meter and placed fourth in the 200 meter. Lauren holds the SMCHS girls’ track record in the 200 meter, 4x100
Noah Hill ‘13 is a senior at Santa Margarita Catholic High School and a member of the Chambers Honors Choir
relay, 4x200 relay, and 4x400 relay.
and National Music Society. He was
After almost 10 years of
recently awarded the Nicholas David
gymnastics training, Erin
Kraus Memorial Scholarship and is the
decided to switch to pole
third St. Mary’s alum to be awarded this scholarship since it was established
vaulting her freshman year,
in 2015. Noah was featured in The OC
training with both her club,
Register Varsity Arts as an Artist of the Week in the fall of 2016 and
Higher Flyers, and with the
was recently nominated for Artist of the Year. Noah was selected to
SMCHS Track Team. She fell in
perform as first tenor in the school choir at The Vatican in late June. Additionally, Noah was awarded the Outstanding Young Alumnus Award and a $500 scholarship from the All-American Boys Chorus.
love with pole vaulting and began running hurdles and the 4x400 relay, along with Lauren. In her junior year, she received second place in CIF pole vault.
Noah recently had the greatest opportunity of his young life. Out of about 18,000 students who applied, Noah was one of 250 talented singers who had the opportunity to attend a four-day trip to New
Both Lauren and Erin keep busy outside of track.
York City which culminated in a performance at the prestigious
Lauren is a Santa Margarita School Ambassador and
Carnegie Hall.
a member of National Honor Society. She is also involved in National Charity League and has earned
23 Noah was also one of 1,000 high school students selected from students throughout the United States to be a youth delegate to the Presidential Inauguration Leadership Summit in Washington, DC. During the five-day conference, Noah presented his summit solution for the topic, “Racing Extinction: Water, Wildlife, and Weather in 2050,” and won second place for his work. During the conference, Noah had the opportunity to hear from speakers including Nobel Prize Laureate Malala Yousafzai, former Secretary of State Colin Powell and Film Director Spike Lee. Noah has participated in this program since he was in Grade 2 at St Mary’s, when he was nominated to attend the National Young Scholar Program. He has attended St. Mary’s summer programs for the past 10 years. In the fall, Noah will study music at Tufts University. Grant Lowrie ’13 graduates this June from Laguna Hills High School. He plans to major in business management at San Diego State University.
the President’s Volunteer Service Award twice for
Cassie Rasich ’13 graduates this May from JSerra Catholic High
more than 100 service hours in each of the last two
School. While at JSerra, she was the secretary for the Business
years. Lauren enjoys reading and spending time
Magnet Program, was on the varsity basketball team for four years
with family and friends.
and was the team captain for three years. She will attend Purdue University in the fall where she plans to major in marketing.
While at SMCHS, Erin was involved with Model
Anthony Shara ’13 graduates this May from JSerra Catholic High
United Nations all four years. She is a full
School. He plans to major in electrical engineering and computer
International Baccalaureate candidate, an AP
science at the University of California, Berkeley in the fall.
Scholar with Distinction, and a member of National
Class of 2014
Honor Society and CSF. She has a 4.74 GPA and
Justin Evans ’14 is a junior at Santa Margarita Catholic High School
is in the top 2% of her class. According to her
where he has played on the baseball
parents, Erin had a great experience at St. Mary’s with teachers that challenged and supported her. They said this prepared her for the honors track at
team for the past three years. He is currently one of eight juniors and one of three starting pitchers on the varsity team.
SMCHS. Another commitment that is very important to Erin is her work with Special Camp for Special Kids where she will spend her fourth summer as the development coordinator, helping special needs children to engage with the world.
ST. MARY’S SPRING 2017 MAGAZINE
24 Alex Firestone ’14 is a junior at Santa
Jackson Odgers ’14 is a junior at Santa
Margarita Catholic High School where
Margarita Catholic High School where
she is a member of Model United
he is in the full IB Diploma program, is
Nations. She recently traveled to a MUN
a member of the California Scholarship
conference in London with fellow St.
Federation (CSF) and participates in
Mary’s alumnae Lauren Lemieux ‘14,
MUN. He is on the SMCHS boys’ varsity
Nicole DiNicola ‘14 and Kaylin Martin
swim team, and a year-round member of
’14. The trio won several awards. Alex
the NOVA swim team. Last year Jackson
volunteers for JDRF and Aegis Senior
completed his Certificate of Merit (CM)
Center and is excited to shadow doctors this summer through the
level 10 for piano.
UCI Summer Shadow Program. She is also involved with children’s health related charities, including National Charity League, and
Class of 2015
volunteering to make blankets for kids at CHOC.
Ryan Simpson ‘15 and Daniel Gamini ‘15, both sophomores at Sage Hill
Savannah Larkin ’14 is currently
School, won the Startup Weekend Irvine
spending her junior year as an exchange
event in November 2016. The 54-hour
student in Spain, attending IES Isabel
event began with participants pitching
Catolica. She has immersed herself in
entrepreneurial ideas on Friday evening,
the culture and Spanish traditions while
then forming teams and developing
learning the language. She attends
their ideas and finally proposing their
school full-time and travels during the
company concept to a panel of judges
vacations to learn more about cultures
on Sunday evening. Their award-winning
and customs from other countries
idea was an app that centralizes all
including Morocco, France and Portugal.
student communications for high schools. Ryan and Daniel are exploring
Isabelle Odgers ’14 is a junior at
the development of the app this
Santa Margarita Catholic High School
summer.
where she is captain of the girls’ varsity swim team. She holds the 100-yard breaststroke record for the team, and
Marissa Gabrielian ’15 is a sophomore
is a member of several relay teams that
at Santa Margarita Catholic High
also hold records. In 2016, she competed
School where she participates on the
in the Olympic Swimming trials. Isabelle
JC Cheer Team and sings in the concert
is a member of the California Scholarship
choir. She enjoys promoting school
Federation (CSF), participates in MUN
spirit through cheering at football and
and is currently taking several IB and AP
basketball games, and representing
classes.
SMCHS in cheer competitions. Marissa also enjoys spending time at the beach and with her family and friends.
CONNECT WITH US! We love to hear from our alumni Email your updates and photos to alum@smaa.org
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ST. MARY’S SPRING 2017 MAGAZINE
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