2024 SPRING MAGAZINE
FUTURE IS BRIGHT DESIGNING THE NEXT 30 YEARS
Head Of School:
Doug Patterson
Managing Editor: Heather Wilkins
Contributors:
Jillian
Dr.
Adrienne Bononi
Virtue
Gregory
Keri
Christine
Vince
Shelly
Kristie
Taylor
Rob
Tim
Lauren
Rob
Photography: Alex
Nick
Rick
Patty
Heather Wilkins
As we celebrate the completion of our 30th anniversary school year, I am delighted to share our St. Mary’s Spring Magazine. This magazine celebrates community milestones and achievements while looking forward and dreaming of the next 30 years.
Throughout this school year I have shared many times that our 30th anniversary marks an amazing time at St. Mary’s. Every day we dedicate ourselves to bringing Father Sillers’ vision to life. Throughout this school year, our students have showcased their world-sized hearts and world-class minds. Within this magazine, read our academic spotlights that articulate how the IB Programme uniquely brings our curriculum to life. St. Mary’s academic team has implemented meaningful enhancements to our program and the results are evident. Take a moment to understand how we are preparing our Grade 8 students to succeed in high school and beyond.
“Model United Nations Embraces Service as Action: The Future Looks Brighter with Our Falcons In It” is a fantastic example of our mission in action. Our Middle School saw record-breaking numbers on the MUN team, traveled to Singapore to compete on a global stage and also found time to give back to the local community. Athletics too had more Falcons than ever trying new sports, winning League and County banners and demonstrating Falcon Pride. The future is brighter with St. Mary’s students in it.
This magazine beautifully shares how actively engaged our community is and their dedication to our students. We are so blessed to have the support of our PTF, parents, grandparents, alumni and more. From the Gala to the beloved Father Daughter Dance – St. Mary’s is thriving and prepared for the next 30 years and beyond.
As we look to the next 30 years, we are actively realizing our dreams. We are designing The Future for Generations of Falcons. The completion of our campus spaces has been a dream, and we are making it a reality as we start the build of Design The Future this summer. We are at the beginning of this journey, and everyone has an opportunity to get involved and share in it. Peruse these pages to understand how these spaces will transform learning experiences and the leadership who will ensure we are meeting the needs of today and future learners.
Thank you for supporting St. Mary’s and enjoy our Spring Magazine.
Doug Patterson Head of School
On Saturday, March 9, over 320 members of our community donned their cowboy hats and boots to help celebrate everything we love about St. Mary’s! Guests enjoyed a cocktail reception with a “Cowboy Margarita” signature cocktail and champagne “Watering Hole,” photo opportunities, dinner and dessert, silent and live auctions, Fund-a-Need, themed vendors, dessert bar and a night of cowboy boogieing to a live band.
Thanks to the overwhelming support of our event sponsors and community, we raised over $512,000 through ticket sales, sponsorships, auction and Fund-a-Need! Many thanks to our families and community members for their generous donations. Your incredible support makes a direct impact on our mission to cultivate world-sized hearts and world-class minds.
by Kristie Kender
Parent Engagement & Events Manager
Gala 2024 Fund-a-Need: Making Innovators
The Fund-a-Need for the 2024 Gala goes directly towards equipping our students with the tools, resources and inspiration necessary for a transformative learning experience. Making Innovators Fund-a-Need funds coding and robotics, digital fabrication, virtual and augmented reality and digital citizenship, curriculum, tools and skills necessary for students to thrive in an ever-changing world. We raised an incredible $212,000 specifically during the Fund-a-Need! Thank you for helping us reach our goal.
Thank you to our amazing Gala Committee who worked tirelessly to ensure the success of this event!
Gala Co-Chairs: Megan Roshan and Lindsay Dickhout. Committee Members: Jamie Goodman, Cathy Green, Sara Harty, Sarah Jebreil-Ghannadi, Jennifer Kite, Carey Tushin-Vile and Rebecca Wong.
On behalf of all parents, The PTF Board expresses appreciation to our hardworking faculty and staff throughout the year with specialty coffee service and themed treats served in the teachers lounge. The PTF also coordinated week of appreciation, May 6 - 10, where parents volunteered to bring in items of appreciation each day. Additionally, faculty and staff received a special token of appreciation from the PTF Board, representing the collective gratitude of parents. We love our faculty and staff!
Being a Room Parent is not just important, it’s an incredibly valued role within our school community! Our Room Parents play a vital part in fostering communication between parents, building a sense of belonging and supporting our teachers and staff. Working closely with our dedicated PTF Room Parent Directors, Room Parents help organize class parties, facilitate communication and contribute to the success of events like Teacher Appreciation Week. Their dedication and commitment truly make a difference in creating a vibrant and connected school community.
Early Education Program (EEP) Room Parents
Lindsay Carmona
Tracy Chen
Ashley Kalimada
Jenna Kohnke
Alyssa Monroe
Alisha McCullough
Lena Patrick
Eva Pekarske
Stephanie Steinhafel
Kari Sylvester
Yassi Tavakoli
EEP Room
Parent Director, Maggie Liu
Lower School (LS) Room Parents
Cara Abrahams
Victoria Bailey
Casey Brown
Amanda Burke
Lindsay Dickhout
Lisa Dooley
Ashley Fisher
Jasmine Ghatode
Jamie Goodman
Melissa Hadhazy
Sara Harty
Manna Kadar
Rebecca Maloof
Colleen Masterson
Athena Merage
Ines Micali
Jen Pangborn
Dannii Portsmouth
Asha Robertson
Jessica Simonoff
Jodie Sivewright
Kamri Spanos
Maggie Stamelman
Beth T’Kindt
Sally Vandermolen
Joy Wang
Sara Webb
Rebecca Wong
Maryam Yamin
LS Room Parent Director, Mingying Gu
Our PTF Board is a leadership group that commits to serving our school in various positions to ensure we fulfill our mission of supporting the educational, fundraising, cultural, physical and spiritual needs of St. Mary’s.
Do you know all the amazing things the PTF Board does? There are so many community events and programs led by our parent leadership. Here are the highlights:
• Welcome Back Coffee and Mid-Year Coffee
• Founder’s Day
• Parent Education Series
• Community Candy Canes
• Father-Daughter Dance
• Mother-Son Game Night
• Social Events for Parents
• EEP and Lower School Room Parent Program
• Middle School Parent Program
• Care and Compassion Program
• Volunteer Program
• Community Service Outreach
• Faculty and Staff Appreciation Program
Thank you to the 2023-2024 PTF Board for working together to support and enrich our St. Mary’s Community! A special thank you to Joy Wang, PTF Volunteer Director, for overseeing all of our volunteer opportunities and to Laura Clifford, PTF Communications Director, for being our event photographer and overseeing PTF Communications!
President: Mahdis Bormand
Vice President: Carey Tushin-Vile
Secretary: Shiva Manoucheri
Communications Director: Laura Clifford
PTF Events Assistants: Lindsey Michael & MaryAnn Samuel
EEP Room Parent Director: Maggie Liu
LS Room Parent Director: Mingying Gu
MS Parent Directors: Leslie Murphy & Alexandra Weed
Volunteer Director: Joy Wang
Outreach Directors: Kim Davenport & Michele Hull
Care and Compassion Director: Priscilla Colwell & Stacey Marriott
Faculty/Staff Appreciation Directors: Liz Chayes & Caitlin Steffien
Social Events Coordinators: Mariko Nordhoff & Heather Senner
Thank you to Mahdis Bormand for her four years of service as PTF Board President. Mahdis has served in numerous leadership positions on the PTF Board for a total of seven years. Mahdis has consistently provided leadership to fellow board members in their respective roles, as well as supported all PTF events and parent engagement efforts. On behalf of the entire St. Mary’s Community, we are so thankful for you and looking forward to your continued guidance on the board as Parliamentarian during the next school year.
2024-2025
Carey Tushin-Vile will be our new PTF Board President. Carey has held numerous volunteer leadership positions and is excited to oversee all PTF Board events and programs for the next school year. We are looking forward to Carey’s enthusiasm and dedication for the upcoming school year.
On Friday, January 19, Falcon fathers and daughters enjoyed a special Candy Land themed evening of dancing, games and of course, sweets. Guests enjoyed showing their best moves on the dance floor, hopping through a real-life Candy Land game and even a friendly hula hoop competition on the dance floor. Smiles and laughter were shared by all. Special thank you to our PTF Events Assistant, MaryAnn Samuel, for her leadership in creating such a magical evening!
The Care and Compassion Committee works with St. Mary’s Chaplain, Pastor Mark, to provide support and care for our school community. In addition to providing meal trains, flower delivery and prayer to families in need, they also meet monthly for coffee, community and words of encouragement. We extend our heartfelt gratitude to Priscilla Colwell and Stacey Marriott, our dedicated leaders of the PTF Care and Compassion Committee. Their guidance and commitment have been invaluable in fostering a nurturing and supportive environment within our Falcon community!
Thank You!!
To All Our Volunteers & Commitee Members
On Friday, April 12, St. Mary’s mothers and sons enjoyed an action packed evening of fun and bonding on St. Mary’s Field! The DJ kept the energy high with music and interactive games, skateboarding enthusiasts showed off their skills and laser tag was a hit! A special thank you to our PTF Events Assistant, Lindsey Michael, for her hard work ensuring this event’s success!
In the spirit of giving back, generous donations were collected at Mother-Son Game Night for our local Boys and Girls Club providing sporting goods to those in need. Thank you to our PTF Outreach Directors, Kim Davenport and Michele Hull for coordinating these much appreciated donations!
Thank you to our PTF Social Events Coordinators, Mariko Nordhoff and Heather Senner, for their dedication to planning engaging off-campus events that bring our parents together for moments of laughter and connection. From local hikes to exercise classes, coffees and even a dads’ night out, their creative initiatives have enriched our community experiences this year!
• Implemented increased math fluency integration via Reflex Math program (Grades 2 – 8).
• Employed robust NoRed Ink reading/writing/grammar program (Grades 4 – 8).
• Enhanced Tinker Time for Lower School students to create new learning connections.
• Introduced Chromebook program so students are equipped with their own laptop throughout their Grades 3 – 5 journey.
• Secured educational Minecraft subscription for Grade 5 classes to focus on sustainability throughout their Sharing the Planet unit.
• Began working with robots and coding, linking to various units in Early Education Program.
• EEP and Grade 8 students created a mobile regenerative organic garden enhancing service learning and units of inquiry.
• Introduced Grade 8 High School Placement Test program within Tutorial blocks and after-school sessions to prepare students for high school.
• Partnered with a third-party security consultant to provide a detailed security assessment of campus; feedback was overwhelmingly positive.
• Added tables outside of all Lower School classrooms to better utilize outdoor learning spaces.
• Extended security presence beyond the school day.
• Installed outdoor lighting to provide safer walkways.
Child.
An Innovative 21st Century Campus That Is Flexible And Environmentally Responsible.
• Launched inaugural two-day Lower School Intersession, “World-Sized Hearts in Action!” Program linked to units, included on and off-site field trips, had service components and much more.
• EEP strengthened the Social Emotional curriculum with books, calm-down devices, furniture and training for faculty and staff.
• Continued to annually grow the Middle School Intersession program by expanding areas of study and trips, including an inaugural trip to London, England.
• Increased support for experiential learning by offering a Model United Nations international trip to Singapore.
• Introduced two service learning initiatives in Middle School: first-ever local beach clean up and Helping Hands lunch clean up in the Green Family Commons.
PILLAR FOUR
A Premier International Baccalaureate (IB) Programme.
The 2023-2024 St. Mary’s Fund annual campaign: “Celebrating 30 Years of Making a World of Difference” has raised a remarkable $886,000 thus far for our students and programs. At St. Mary’s School, we are committed to providing an exceptional education that prepares our students with the tools to make a positive difference in our world. To continue delivering on this promise, we rely on the support of the St. Mary’s Fund. It allows us to continue to say YES to new ideas and programs and to attract and retain exemplary faculty who continually inspire our students.
We are grateful for our community of supporters—parents, faculty, alumni and grandparents — who have made this possible.
The St. Mary’s Fund’s contributions were used immediately this school year to support our Strategic Plan. Below are just a few examples by strategic pillar of how gifts have impacted the St. Mary’s student experience and various aspects of school life.
• Proactively sent 14 faculty from all three divisions to IB training and workshops throughout the country including Colorado, Northern California, Texas and Florida.
• Continued to grow the Global Conversations program, hosting a total of six events this school year.
• Refocused and restructured the Middle School Community Project program to ensure students’ passions tied to community issues were relevant and evident.
• Conducted CORE Learning teacher literacy training based on The Science of Reading for all LS faculty.
• Conducted EXPLO Design Thinking training for all faculty and staff.
• Sent 16 teachers and admin to visit a leading school in the Pacific Palisades, California. The purpose of the visit was to inspire our team and facilitate collaboration between our teachers and school leaders to understand how design thinking can enhance various subject areas.
• Head of Early Education is now certified as an American Red Cross Trainer who can certify all employees moving forward.
• Members of leadership visited Atlanta International School and Westminster School to learn and experience their design programs.
• Every faculty member has participated in at least two full days of Professional Development sessions.
• Faculty have participated in external conferences and training, including science, technology, athletics and arts.
PILLAR FIVE
For Our Faculty And Staff.
• Held the first Middle School Fest where all Middle School families were invited into classrooms to experience all facets of learning.
• Successfully hosted 10 community events, all receiving record-breaking attendance (e.g., Founder’s Day, Grandparents & Special Friends Day, Design Faire, Father-Daughter Dance, Mother-Son Game Night).
• Launched a new dynamic school website to bolster our admissions efforts and communication among our community.
• Upgraded and launched Veracross, a fully integrated web-based information system for use by parents, students, faculty and staff.
Thanks to the generous support of our community, all of this and much more was possible for our students. Thank you!
St. Mary’s is thrilled to announce the groundbreaking of the Design The Future project, encompassing a cutting-edge, two-story, 28,000-square-foot, state-of-the-art building and outdoor park-like spaces.
Every student at St. Mary’s will benefit from the new building, and our entire community will flourish in our new park-like community spaces. The project will provide our students with an optimal learning environment, now and in the future, preparing them to excel in a rapidly changing world.
Shawn & Keri Baldwin, Campaign Committee
This new building will house a Design Center tailored to all students and a new space for its Early Education Program.
The project also includes the creation of 40,000 square feet of park-like community spaces, contributing to an enriched campus environment.
Groundbreaking begins June 2024, and construction will be completed by the start of the school year in September 2025.
by Virtue Byrd Director of Campaign and Alumni Relations
St. Mary’s is one of Orange County’s only Early Education through Grade 8 International Baccalaureate and Design Thinking schools. St. Mary’s has a distinctive educational model coupled with a culture of care, support and innovation. St. Mary’s Design Center will allow its students the freedom of exploration and the proper environment to test their theories. The Design Center will be on the second floor of our new two-story, 28,000-square-foot facility. It will host state-of-the-art science, technology and fine arts labs for all students to foster collaboration, hands-on learning and creative problem-solving. Six specialized labs will surround a Gallery Space. The labs are for research, collaboration and prototyping. The spaces will enable students to transform their exciting ideas into tangible possibilities, giving them access to the materials and equipment necessary to produce those designs.
Design Thinking is a potent tool for shaping a brighter future. It instills confidence in St. Mary’s students, empowering them to be agents of positive change, irrespective of the challenge’s magnitude. Through the Design Thinking curriculum, St. Mary’s equips students with the skills and mindset necessary to effect meaningful change by fostering an integrated, collaborative approach to problem-solving.
The Early Education Center will be located on the first floor. The International Baccalaureate and Design Thinking curriculum starts at age two and is designed to nurture creativity and intellectual growth. The facility includes a Learning Hub that will also serve as a hub for communal dining, group activities and special events, creating an environment that fosters strong bonds and a sense of belonging. Classrooms can be reconfigured to accommodate a variety of student needs while maximizing imagination, play, wonder and reflection.
Complementing this, the Playground Park will be a captivating wonderland where students can connect to nature. The area will feature a play structure, bicycle track, gardens, calming corners and imaginative and creative play spaces.
The 40,000-square-foot outdoor and collective spaces will offer park-like settings for the community to gather or quietly reflect. A new Community Hub will house a coffee cafe and student store where parents, students, faculty and staff can socialize. “Community” defines the St. Mary’s experience. To foster that intent, the school has integrated thoughtful and organic spaces throughout our campus for families to connect during the seemingly simple moments in their day.
“ “
As
our campus has evolved over the years, it has become clear we need facilities that enable us to fully execute Design Thinking and refresh our Early Education Program spaces. This is where the Design The Future campaign, a collaborative effort of our community, has played a pivotal role.
Doug Patterson Head of School
Architect: RGA Office of Architectural Design
Design The Future Project Team
Contractor: Oltmans Construction Company
Landscape Architect: LandStudio 360
Project Manager: Westling & Associates
Keri Baldwin
Shawn Baldwin
Virtue Byrd
Kevin DeAllen
Kim DeAllen
Daniele Floriani
Jordan Floriani
Anne Marie McNeill
Gordon McNeill
Doug Patterson
Jennifer Staudenbaur
Sharon Taylor
Pokey Thompson
Louis Vandermolen
Sally Vandermolen
April 2024 BOND FUNDING (approved by Board of Trustees)
May 2024 DEMOLITION & GRADING PERMITS
June 2024 CONSTRUCTION BEGINS Fall 2025 CONSTRUCTION COMPLETE & GRAND OPENING
Fundraising Project Goal $14 Million
62 Families Join Forces to Raise $11 Million Together
We invite the entire community to join us on this journey by supporting the project. Your participation is appreciated and integral to our success. By joining us, you’ll change the lives of countless students, faculty and families for years to come.
To learn more about this exciting project, please visit www.smaa.org/designthefuture
by Doug Patterson Head of School
Educators around the world are facing a significant design challenge. How might we best prepare students for the uncertainties they will surely face in the future? Successful schools will develop the capacity for addressing the challenges of our time. It is no longer enough to teach our students what to think. We must teach them how to think.
In The Art of the Longview Peter Schwartz lays out simple and practical principles of scenario planning and source gathering. The idea being we cannot predict the future, but we can create scenarios to help us prepare for what might come.
Equipped with an inquiry-based mindset, members of the academic leadership team and I have visited, learned from and collaborated with national leaders in education and design thinking. Together we built scenarios of the future of education and discussed outcomes. The experiences have been enlightening, empowering, motivating and affirming.
In 2021 Sharon Taylor and I visited Nueva School, Campbell School of Innovation, Stanford d.School and the Google campus. This initial trip is where we witnessed and were inspired by how schools cultivate empathy in their students through integrated design projects. The students we saw were given the tools and mindsets to tackle challenges and grow their creativity. This is when the seeds of our innovative designs are planted and we are eager to learn more. We invited renowned design thinkers to our campus to train our teachers. In 2021 Shelley Paul came to St. Mary’s to lead a robust day of professional development training for our faculty and staff. Shelley is a Stanford d.school trained design thinker. She is the founder of Second Circle LLC, and prior she was the Head of Research and Learning Design at Atlanta International School. To continue educating our teachers and building momentum for design thinking, in 2022 we invited Dave Hamilton who at the time, was the program director at Explo Elevate responsible for designing all professional learning engagements.
Our teachers have developed and incorporated design thinking projects and design challenges into their curriculum. The creative potential of our teachers and students has been unlocked. Two parallel tracks have emerged. The Design The Future campaign, specifically The Design Center architectural plans have taken shape and curriculum is rapidly evolving to meet the needs of students and teachers.
Most recently in April the academic leadership team and I visited some of the top schools in the country and studied their design spaces and programs. We spent time in Atlanta visiting the Atlanta International School (AIS) an IB school that focuses on innovation and The Westminster School, an independent Christian day school. Westminster is currently building The Blake Center, a new home for innovation. The vision for this space is to house “dynamic, future-focused opportunities” and much like our
design center to “inspire a generation of inventors, entrepreneurs and problem solvers.” AIS is home to multiple maker spaces and the Adair Science and Design Center, which “brings the creative intelligences of visual arts and digital design together with science, design technology and engineering.” In this space students, “design, create, engineer, build and present solutions to real-world problems.”
As we toured spaces and met faculty and leadership we were inspired by what we saw and equally affirmed in our own efforts to bring design and innovation to St. Mary’s in the form of campus spaces, curriculum and faculty. We shared ideas, compared notes and even reviewed blue prints. Academic teams met and developed scopes and sequences filled with critical and crucial skill sets we believe students of the future will need. We collaborated on co-curricular and enrichment activities we could introduce to our Falcons. We met and interviewed students as young as 5 years old and others who were working on their senior projects.
Our Academic Leadership team was moved by the experience. Adrienne Bononi, our Director of Technology and Innovation responded to her trip saying, “Design thinking can be used as a framework for everything we do; all decisions, ideas and processes can be run through design thinking. That way we are modeling it in our everyday lives.”
Keri Del Conte, our new PYP coordinator noted, “Design thinking requires resilience. Innovators/ students take risks, persist in the face of challenge, approach failure and frustration as part of the process and iterate using mistakes to form new thinking. Design thinking fosters problem solving skills and requires practitioners to recognize challenges as opportunities and approach problems with optimism.”
St. Mary’s continues to ensure our pedagogy and practices are well-calibrated to meet the needs of the 21st century. While we don’t know exactly what the future will look like, we can be confident the citizens of tomorrow will demand a different skill set. Design thinking via challenge based and project based learning will cultivate the skills and habits of mind that our students need for the future. A Grade 8 teacher from Rowland Hall said it well when he explained, “If we are serious about teaching students to think critically, become engaged citizens and live lives of passion and purpose, we need more creative, student-centered modes of instruction.” This is the purpose of our new Design Center, and how St. Mary’s will continue to prepare and inspire all our students to lead lives that transcend the ordinary.
At the heart of the Design The Future campus spaces is a 28,000-square-foot Design Center. The Design Center will house innovative technology and fine arts labs for every St. Mary’s student. Specialized flex labs, including a workshop, tool shed and studio, will facilitate research, collaboration and prototyping.
It’s critical to the success of these spaces that we have a highly capable and innovative leader at the helm. St. Mary’s leadership conducted an exhaustive national search and in-depth interview process to fill this mission critical position. We are thrilled to announce Trent Jones will serve as Director of the Design Center beginning in July.
We are confident Mr. Jones’ significant first-hand experiences with the evolving landscape of education will equip our students with the skills and mindsets necessary to thrive today and in the future. From digital design to prototyping, Mr. Jones will influence the next generation of Falcon problem solvers, critical thinkers and changemakers. Through these unique experiences St. Mary’s students will gain the skills they will need to thrive in an ever-evolving world.
As the Director of the Design Center, Mr. Jones will lead St. Mary’s transition into our new spaces, oversee the Design Center and its resources and collaborate with faculty and academic leadership to fully integrate design thinking with St. Mary’s outstanding IB and designcentered curriculum. Mr. Jones will coach our students and faculty in the many innovative ways to utilize our new spaces and equipment, while ensuring the IB cur-
“My unique educational background, hands-on work experiences and community/corporate partnerships have thoroughly informed how I view academic subjects, teaching, systems and building relationships with people. Over the years, I have witnessed the positive impact that increasing the access to design, technology and other resources can have on students.” —Trent Jones
riculum remains at the center of all curriculum.
Before joining St. Mary’s, Mr. Jones served in a faculty capacity as Lecturer of Product Design and Technology, while also serving as the Maker-In-Residence for the USC lovine and Young Academy (IYA) of Arts, Technology, Business and Innovation. Within the Iovine and Young Academy, he served as faculty teaching interdisciplinary product design coursework, senior capstone courses and facilitated and oversaw special sponsored projects featuring a wide array of industry clients. In recent years, Mr. Jones collaborated with research and development and innovation teams at companies such as Fisher-Price, Samsung, XQ Institute, Adidas and Northrop Grumman, where he managed teams of up to 20 graduate and undergraduate students in interdisciplinary design sprints. Through these projects, he introduced methodologies of design research and human-centered design, and leveraged 2D and 3D prototyping tools to communicate nascent ideas and experiences. Similarly, as Maker-In-Residence at IYA, Mr. Jones worked directly with designers and engineers on various fabrication techniques, concept ideation processes and building and testing product concepts, ranging from lowfidelity prototypes to digitally fabricated (use of laser cutters, 3D printers, CNC and water jet) minimum viable products with electronic interactions.
Mr. Jones has been a part of many exciting projects. He believes the most impactful has been his role in the development of the new South Los Angeles Iovine and Young Center (IYC) Magnet High School
of Integrated Design, Technology and Entrepreneurship. In the earliest development of this new institution, he served on a small team of staff and faculty from USC where Mr. Jones provided critical perspective on the curriculum, student and teacher experiences and recommended necessary resources and equipment for creating an interdisciplinary high school and maker space. He envisioned both contemporary and future scenarios around multidisciplinary education, where students could execute their creative endeavors and develop the hard and soft skills needed to reach their goals. Later, in collaboration with the Los Angeles Unified School District, Mr. Jones participated in the curriculum development and teacher training where he collaborated in the creation of cross-subject and crossdisciplinary classes, along with identifying the digital and physical technologies needed to support those classes. Lastly, in ushering in IYC’s inaugural academic 2022-2023 class, he served as a codesigner and facilitator of the first annual “Innovation Days” summer camp at USC where he introduced IYC teachers and 40+ students to the mindsets, technologies, creative practices and skills needed as a modern innovator.
Suffice to say, St. Mary’s is thrilled to welcome Mr. Jones to our family. As we embark on this exciting new chapter in St. Mary’s history, we extend a warm welcome to Mr. Jones and eagerly anticipate the transformative impact he will have on our school community. Together, let us embrace the spirit of innovation and reimagine what is possible within the walls of our Design Center and beyond.
St. Mary’s Early Education Program (EEP) has been accredited by the National Association for the Education of Young Children (NAEYC) since the 1990s. We have been reaccredited every five years since, with our most recent reaccreditation being in 2022. Research shows a direct correlation between high-quality early learning and children’s positive long-term outcomes, including increased educational attainment, healthier lifestyles and more successful careers. As well, teachers develop a shared understanding and commitment to quality. The accreditation process leads to increased staff morale, greater staff retention and a more positive, energetic work atmosphere, equipping centers to provide a solid foundation for children. An NAEYCaccredited program also helps families recognize and feel more comfortable knowing their children are receiving a high-quality, research-based education that will prepare them for future success (NAEYC, n.d.).
The Week of the Young Child is an annual NAEYC celebration that spotlights early learning, young children, their teachers, families and communities. St. Mary’s kicked off Week of the Young Child (WOYC) on Friday, March 22, with our EEP Multicultural Fashion Show. We had 23 countries represented by 48 students. Dressed in clothing representing their culture, Falcons walked the red carpet, and Ms. Mimi, our Librarian, highlighted each student’s cultural details as our families learned more about each other. We had daily dress-up themes and unique experiences designed specifically for our young students by our Outdoor Classroom Teacher, Kelsey Flynn. On Music Monday, the children made musical instruments, sang karaoke, danced and made music by riding bikes over bubble wrap. Tasty Tuesday offered sensory play in oodles of noodles, an all natural
by Shelly Harmon Head of Early Education
egg dying station, imaginary play in the lemonade stand and a snow cone treat. On Work Together Wednesday, children finger painted, constructed and worked in the garden. Artsy Thursday was a blast filled with an egg hunt and a sensory walk.
While EEP played and celebrated WOYC, St. Mary’s Middle School students participated in Intersession. We are so thankful and had the pleasure of service from 20 Middle School students who chose to give back by volunteering to work with our EEP students and teachers during this eventful week. Having Middle School students work with our early learners brings our school community together and fosters our world-sized hearts philosophy. Middle School students are also given the opportunity to serve as leaders and role models for our younger students. This special group of Middle School students got a glimpse into the life of our amazing EEP teachers. Falcons helped with hands-on activities in the classrooms and on the playground, provided hugs and assistance when the young children needed encouragement and helped us with prep work. We are grateful for their service and find so much joy in witnessing the special bonds and friendships that continue to take place among our Middle School and EEP students.
By bridging science, art and critical thinking, shadow casting empowers students to become active participants in their learning journey.
As St. Mary’s School looks to the future and explores innovative ways to engage students in learning, one such method is incorporating shadow casting into the curriculum. Shadow casting, beyond being a playful pastime, holds significant educational potential for students of all ages. By exploring the interplay of light and shadow, students not only deepen their understanding of scientific concepts, but also sharpen their artistic expression and critical thinking skills. Students in Grade 4 piloted the idea of using shadow casting to illustrate a historical migration story for their Where We are in Place and Time unit summative. Students chose to write their own stories based on various migration stories throughout the unit including Gold Rush, Irish Potato Famine, Vietnam War and Lost Boys of Sudan. Through the casting of shadows, they illustrated the story that highlighted people’s reasons for migrating and the effects of migration on people, places, economies and populations.
The science behind shadows is quite simple and most commonly taught as part of the science curriculum. Through hands-on experiments and observations that start as early as Preschool, students grasp abstract scientific principles in a tangible and memorable way. For instance, students can investigate how the position of the light source affects the size and direction of shadows, thereby gaining insight into principles of reflection and refraction. Beyond its scientific underpinnings, shadow casting nurtures students’ creativity and artistic expressions. By manipulating light and objects, students create captivating shadow scenes, exploring themes from literature or history, illustrating stories, summarizing events or showcasing their own imagination. This interdisciplinary approach not only reinforces academic concepts, but also encourages students to think outside the box. Through collaborative work students develop communication skills and learn the value of teamwork fostering a sense of ownership and pride in their creations.
Shadow casting presents students with puzzles to solve and challenges to overcome, igniting creativity and honing their problem-solving skills. During the Migration unit, students experimented with different angles and sources of light as they created their illustrations. They learned to anticipate outcomes, analyze results and adjust their approaches accordingly. This process of inquiry-based learning empowers students to ask questions, test hypotheses and draw evidence-based conclusions, nurturing a mindset of inquiry and critical thinking that transcends the classroom.
The versatility of shadow casting lends itself to seamless integration across various subjects and grade levels. In mathematics, students can explore geometric shapes and spatial relationships by studying the shadows cast by differ-
ent objects. In language arts students can write narratives inspired by shadow scenes or explore the symbolism of light and shadow in literature. In history or language, students can create plays depicting historical events or cultural traditions, fostering empathy and understanding.
Whether incorporating shadow casting into a Grade 4 Migration unit, weaving theatrical narratives through shadow puppetry or crafting shadow art installations, shadow casting is one more tool students can add to their learning toolkit. By bridging science, art and critical thinking, shadow casting empowers students to become active participants in their learning journey, fostering creativity, curiosity and collaboration. As educators at St. Mary’s School, we continue to cultivate unique learning opportunities like the power of shadows to inspire young minds and foster a lifelong love of learning.
by Adrienne Bononi Director of Technology and Innovation
As our Grade 8 Falcons prepare to graduate and leave the nest, we challenged students to participate in a writing contest asking students to predict what St. Mary’s will be like in 30 years. Students were encouraged to take inspiration from their recent speculative fiction study in Lang & Literature and St. Mary’s celebrating its 30th anniversary to answer the prompt: in 2054, what and how will Falcons experience learning at St. Mary’s? We are pleased to announce two winners: Maddux Labovitch and Sophie Stamelman
Maddux took a unique perspective and crafted an advertorial piece including a message from the future Head of School, information about new sports offerings and what a typical day looks like as a Falcon. Sophie wrote a beautiful piece weaving in a future filled with Design Thinking, biodiversity, sustainability and service. WELL DONE MADDUX AND SOPHIE!
In the not too distant future, St Mary’s will serve as a tool to connect the minds and hearts of students to the changing world around them through fostering innovative thinking and keystone values. For one, St. Mary’s will expand the Sillers’ Seeds Garden with the objective of connecting children to the beauty of nature and life. This interdisciplinary garden curriculum complete with animals and plant species will serve as a biological classroom that optimizes the study of life cycles. This powerhouse of a garden will also donate a percentage of crops to local food pantries in accordance with the service learning aspect of this education-haven.
St. Mary’s prides itself in its unique and effective teaching strategy of cultivating the design skills of students through providing innovative resources to children. With the implementation and development of the design labs, students will craft biodiversity-increasing pollinator hotels in the tool shed, elderly-assisting robots in the garage, and collaborative online softwares in the idea lab. Through this dispensing of resources and support that encourages students to color outside of the lines, children will be prepared to step into the world equipped with a toolbelt of fundamental design skills and creative and critical ways of thinking. As technology’s capabilities advance, St. Mary’s will utilize these powers to connect Falcons with students from other countries and allow this rising generation to collectively converse, debate, and advocate for the issues that they feel strongly about.
What might the campus and learning look like, you may wonder. Cultural beauty will be honored in classrooms and spaces through colorful yet meaningful furnishings and artwork. Topnotch athletic facilities including an Olympic sized swimming pool and an ice hockey arena will provide students with coaches and individualized AI bots that will analyze and improve athletic performance of budding athletes. Teachers will also be assisted by the new IAs, AI bots that will roam through the classrooms and assist students if the teacher is unavailable. Each communal area will contain a collaboration board, on which students of all grade levels may work jointly to solve community problems with the input of differing perspectives.
by Sophie Stamelman, Grade 8 Student
Courses that require mathematical problem-solving and group brainstorming will contain portions of whiteboard space so that all students may simultaneously work on the board and consider the views and ideas of their fellow classmates. In addition, students of upper-grade levels will have virtual reality sets in classes that allow students to be proactive about their dreams and test their knowledge in hyper-realistic situations. Concerning a thirst for sustainability, St. Mary’s will be electrically powered by the coupling of a solar and a water power system which students will be educated on the functioning of. In addition to this, three types of specialized rubbish bins (compost, recycling, landfill) will be sprinkled through classrooms and communal spaces as a keystone aspect of the trash to treasure program. This recycling and reusing program will foster students’ ability to craft original pieces of artwork with sanitized pieces of trash collected from these bins.
The weaving of connection between faculty members, students, and all members of the community is a thick thread incorporated into the values of this school. St. Mary’s will lead service-based travels to developing countries that provide students with opportunities to learn about world issues, take action on humanitarian, environmental, and societal issues around the globe, and further connect with other members of the St. Mary’s community. Not only that, but each week members of all grades will gather together around the communal Round Tables for grade level discussions concerning the activities of the week, and for students to propose ideas formed with the intention of altering aspects of day-to-day life at school.
Overall, St. Mary’s is an unparalleled and creativity-fostering school. While we often condemn time for sneaking up upon us like a mid-afternoon shadow, time is sure to do this school well and will elevate its many aspects.
by
by Dr. Carmen Anderson School Counselor
Consider the last time you were immersed so deeply in a project the world around you seemed to fade into the background, time stood still and all that mattered was your full immersion in the creative process. Mihaly Csikszentmihalyi, co-founder of the field of positive psychology, dedicated his professional life to researching human well-being and conditions that enable people to flourish and live satisfying lives. Csikszentmihalyi studied painters in their studios, and what captured his interest was that when the painters completed a work of art they rarely took time to admire it. Rather, they would set the work aside and begin another painting becoming lost, once again, in the process. Deep absorption in the act of creation was a term Csikszentmihalyi eventually coined “flow state.” It was Csikszentmihalyi’s belief that being in a flow state leads to happiness.
As St. Mary’s embarks on building a cutting edge Design Center, we’re looking to expand opportunities for students to get into the flow, find creative solutions to real-life problems and tap into experiential learning that builds confidence and supports mental health. Being focused on a task with optimal attention and enthusiasm facilitates the release of neurochemicals that lead to motivation, feelings of pleasure and well-being and an elevation in mood. Students in the flow state are driven by intrinsic motivation. As much as our society focuses on success as defined by positive outcomes, Csikszentmihalyi and others would argue that a life well lived is defined by immersive experiences and the satisfaction that grows out of wrestling with multiple iterations of an idea, developing one’s skills and competencies and using said skills and competencies to master challenges. In fact, a 2023 study by the National Alliance on Mental Illness found that 60% of young people surveyed reported an increased level of confidence and reduced feelings of stress and anxiety when engaging in creative activities. As an IB school, St. Mary’s believes that inquiry and project based learning go hand-in-hand with mental wellness. When students pursue their passions and dive deep into topics that pique their interests, they develop a love of learning and feel good simultaneously. This educational philosophy not only sets them up for success academically, it also prepares them for a life well lived.
Csikszentmihalyi, Mihaly, and Csikszentmihalyi, Isabella. (2023). A Life Worth Living: Contributions to Positive Psychology. Oxford University Press, 2023. White, Amy. “Adobe Foundation and NAMI release new study showing the powerful connection between creativity and mental health.” Adobe Blog, https://blog.adobe.com/ en/publish/2023/06/20/adobe-foundation-nami-new-study-connecting-creativitymental-health.
“We saw an opportunity to equip our Grade 8 students with the specialized skill set needed to successfully take high school placement tests. I love all things that pertain to reading, grammar, vocabulary, quantitative and qualitative math concepts, logic and analytical thinking! I was excited to lead this effort to guide our students through this process.”
—Mimi Yogaratnam (Ms. Mimi)
“The HSPT practice exams helped me adapt to the time restrictions and formulate an effective strategy to complete the test on time while answering questions correctly. After taking multiple practice exams, I was confident in my ability to take the test, and I ended up achieving my goal of being in the 99th percentile.”
—Ethan Zhang, Grade 8 student
“After the HSPT test prep camp I felt very prepared for my test. A strategy I learned from Ms. Mimi was managing my time wisely. She told us the time and the amount of questions we would have to answer which greatly helped prepare me for the test. I walked in on test day, feeling as confident as one can be.” —Benett Palfi, Grade 8 student
“The HSPT practice sessions allowed me to pinpoint what questions and categories I kept getting wrong, as well as why they were wrong. It was also very close to what the actual HSPT would be like, so I wasn’t walking in blind.” —Katie Boswell, Grade 8 student
At St. Mary’s School, our commitment to providing exceptional educational opportunities extends beyond the classroom. Many of our Falcons graduate and attend private and independent high schools. These schools often require high school placement tests (HSPT) or another form of an admission exam. Recognizing the significance of high school entrance and placement tests in shaping our students’ academic high school pathways, we have introduced St. Mary’s HSPT prep classes tailored specifically for Grade 8 students. This proactive initiative, led by Ms. Mimi, reflects our dedication to equipping students with the tools and resources needed to thrive in high school and beyond.
The decision to incorporate HSPT prep classes was driven by a deep understanding of the pivotal role these exams play in the high school admissions and placement process. We recognize that success on the HSPT can significantly impact our students’ future academic opportunities, including placement in advanced courses and acceptance to prestigious institutions. By offering targeted preparation classes, our goal is to empower our students to approach these exams with confidence and competence.
This school year, we offered a week-long summer camp session (5 half days), three after-school practice tests throughout the fall and designated prep work during tutorial. These tests have a unique structure, and we feel exposing our students to these types of tests is extremely valuable. Our HSPT prep classes are designed to bridge the gap between classroom learning and standardized testing, equipping students with the skills and strategies necessary to excel on the exam.
by Lauren Sterner Academic Dean
The curriculum of our HSPT prep classes is carefully crafted to address the specific content and format of the exam. From mathematics to language arts, verbal skills to quantitative reasoning, each aspect of the HSPT is covered in depth. Ms. Mimi guides students through rigorous coursework, emphasizing not only content mastery but also critical thinking, problem-solving and time management skills essential for success.
At St. Mary’s School, we are committed to assessing the effectiveness of our educational initiatives. We track our students’ scores to evaluate the impact of our instructional methods and make informed adjustments to optimize student outcomes.
Already, the inclusion of HSPT prep classes has yielded promising results. Students have demonstrated remarkable improvements in their test scores. As an administrative team, we engage in regular sessions with our feeder high schools, including JSerra Catholic High School and Santa Margarita Catholic High School to review detailed data on our students’ performances. This year’s data revealed an incredible increase in scores compared to previous years. We believe this notable improvement is a direct testament to the effectiveness of our test preparation. Beyond test scores, students have gained confidence and proficiency in tackling standardized tests, setting them on a path towards academic achievement and future success.
We feel strongly that the addition of HSPT prep classes reflects our unwavering commitment to providing our students with the resources and support they need to thrive academically. By addressing the need for targeted preparation and empowering students to excel on standardized tests like the HSPT, we are laying the groundwork for their future. We look forward to continuing to support and celebrate the achievements of our students.
St. Mary’s Prepares Middle School Falcons for the Future with
by Jillian Auckland MYP Coordinator
• Start Early: Begin the application process well in advance to ensure you are familiar with the various online portals, timelines and requirements. We recommend starting towards the end of Grade 7.
• Research Schools: Research many different options to find the schools that align with your child’s academic, extracurricular and personal interests. Make a top five list.
• Visit Schools: Attend admissions events, open houses and shadow days to get a feel for the school’s culture, facilities and community. Try to get these in before school starts in Grade 8, so your child doesn’t miss any classes!
• Research Admission Requirements: Each school is slightly different, so familiarize yourself with the individual requirements, including standardized tests, recommendation letters and essays.
• Prepare for Standardized Tests: Prepare for any standardized tests required for admission, such as the HSPT or ISEE, by studying well in advance and taking practice tests. Enroll in St. Mary’s summer courses for test prep and participate in practice sessions offered on campus.
• Secure Strong Recommendations: Most schools require Math and English teacher recommendations, but many will allow for a third recommendation letter that is more personal to you. Choose recommenders who know you well and can speak to your academic abilities, character and potential for success in high school.
• Prepare a “Brag Sheet:” Help your mentors in writing letters of recommendation by preparing a brief summary, or bullet points, that showcase your extracurricular activities, hobbies and interests to demonstrate your well-roundedness and passions beyond academics.
• Prepare Essays: Admissions essay requirements vary by school so have a short essay ready as a starting point that highlights your strengths, interests and goals and explains why you’re a good fit for the school.
• Prepare for Interviews or Portfolios: If interviews are part of the admissions process, prepare by practicing common interview questions and showcasing your enthusiasm and personality. If you have a special creative talent, consider curating a portfolio of work that could be added as an application supplement.
• Stay Organized: Keep track of deadlines, requirements and important dates for each school you’re applying to and submit your applications before the deadlines to avoid any last-minute stress.
At the core of St. Mary’s Athletics is Falcon Pride and building a legacy for future Falcons. Our student athletes demonstrate Falcon Pride within their sport and classroom by leading by example. Our goal is to teach our Falcons to show sportsmanship, grace, integrity and support for each other. As we wrap up another school year, it’s evident our 30th anniversary has been another banner year for St. Mary’s Athletics; in fact, we have hung more than 10 banners in the Gym. Our greatest successes are not necessarily coming from the fabric hanging from our rafters but the passion and excitement we have seen from our athletes and teams competing on the court, field, pitch and track.
St. Mary’s Athletics fielded 35 teams in 11 sports and five academies for our younger Falcons. Over 650 Falcons were rostered on teams, with many Middle Years students vying for the Athletic Hall of Fame by competing in each of our three sporting seasons. Qualifying for the Athletic Hall of Fame is based upon earning points by participating on a certain number of teams over a Middle Years athletic career.
Two marquee athletic events that showcase St. Mary’s Falcon Pride and further build our legacy are the 2024 allschool Jog-a-Thon and the St. Mary’s Track Invitational. This year’s Jog-a-Thon was a huge success with all grades enjoying time on the turf enjoying the benefits of running laps and promoting a healthy lifestyle. This year’s event raised nearly $60,000 to support the Athletic & PE departments. We use these important funds to purchase sporting equipment for all grades, which will be especially helpful this upcoming school year as the grades navigate around our exciting Design The Future build. Thank you to everyone who supported the Jog-aThon by running alongside your Falcons, volunteering or making a donation. We appreciate your support!
In early May, St. Mary’s hosted eight schools for a full day event of running, jumping and throwing. St. Mary’s has hosted a Track Invitational for more than two decades. The St. Mary’s Invitational is a fantastic community event which could not happen without the help of so many dedicated coaches and volunteers. St. Mary’s alumni return to the site of their own athletic beginnings to help current Falcons through their track journey. Our track meets are renowned for their organization, efficiency, sportsmanship and excellent competition. Competing in events such as the 100M, 200M, 400M, 1600M, 4x 100M and 4x400M relays as well as the long jump and softball throw, our students are able to showcase their talents while experiencing a track meet in a safe, positive environment. This exposure is crucial to athletes becoming comfortable with the pressures of running against different schools, in front of large crowds and dealing with official starters and timers. Thank you to the many parents, faculty, staff and alumni who volunteered their time to help us successfully host this 20+ year tradition!
On the court, the St. Mary’s basketball program won its first ever County banner led by Coach Matt Kraninger. This special group of Falcons earned an undefeated season and added the County banner to their League banner and their mid-season tournament win. In front of a raucous home crowd and with Pastor Mark entertaining those watching the Livestream at home, the Falcons triumphed to capture the County title in a heated
battle, ultimately winning 38-36. Showing hope for the future was our Canyon B boys basketball, which won a League banner under the tutelage of Coach Andrew Bournes. Girls basketball fielded four teams, all of which competed in the Mountain or Canyon leagues. This interest in girls basketball has also led to the decision to host a Girls PAL Basketball Camp this summer (August 19-23). This camp is aimed at girls who wish to play in the Winter 24-25 season.
Boys lacrosse entered the season playing a new form of lacrosse - Sixes. As the name implies, Sixes lacrosse consists of teams of six players on the field at a time and enables players to play a variety of positions throughout the course of a game, rather than be classified as a defender, midfielder or attack. This form of the game led to great competition amongst the schools in the lacrosse league, and both our Mountain A and B teams acquitted themselves very well.
Our spring season proved to be one of our busiest with boys volleyball, co-ed soccer, inline hockey, sand volleyball and track. Boys volleyball was popular with five teams and three League banners! Sand volleyball, which also proved to be a very popular team, competed in scrimmages locally and had a lot of fun in the sand. Falcons enjoyed the two player game before getting back on the court in the fall.
Our student athletes showcased Falcon Pride on and off the pitch this season. St. Mary’s fielded two co-ed soccer teams - Grades 5 and 6 and Grades 7 and 8. Our younger Falcons had a terrific season filled with growth, wins and many firsts. The pinnacle of the spring came from the Grades 7 and 8 soccer team that went undefeated and brought home the League banner. Our Falcons advanced into play offs and captured the County title for large schools. Congratulations on a well played season!
Finally, our Falcons fielded an inline hockey team. Led by Mr. Sherry, this team worked together and played well throughout the i3 League (coordinated by the Anaheim Ducks). This group of Falcons fiercely competed at play offs moving from a fifth seed to champions! Congratulations on a County banner!
For our Falcons who cannot wait for fall athletics — there are many athletic camps at St. Mary’s Summer Resort. Check them out at www.smaa.org/summerresort.
Falcons Soar at Cheer and Song
St. Mary’s has one of few Middle Schools offering robust Competition Cheer and Song programs. Our teams are talented, highly skilled and award winning. Congratulations to our Falcons for performing so well in competitions this winter and spring. If you are interested in learning more about these amazing programs, please reach out to Mrs. Acker or Mrs. Young for Competition Cheer and Mrs. Sterner for the Middle School Song Team.
Song Spotlight
Mrs. Sterner led a talented squad of 14 Middle School Falcons this season. Congratulations to our Middle School Varsity Song Team who competed at the USA Regional Competition and qualified for Nationals. Their regional performance was the highest earning score in St. Mary’s Song history. We are so proud of our Falcons on a wonderful season!
Competition Cheer Spotlight
Mrs. Minhas and Mrs. Young coached a Competition Cheer squad of 24 Falcons in Grades 3-6. This team trained and earned a spot to compete at Nationals. The squad performed exceptionally well and were just one point shy of making the top five! They worked so hard all season and it showed! Congratulations Falcons!
by Rob Risley Director of Athletics
• To provide the ability to participate in multiple sports throughout the school year.
• St. Mary’s Athletics promotes healthy habits.
• We provide opportunities to play for all students.
• St. Mary’s Athletics focuses on the quality of the student experience as well as the level of play for the team & individual.
• We offer a range of teams of varying abilities.
• To maintain productive relationships with parents.
• Good sportsmanship, strong character and fair play are essential to St. Mary’s athletics philosophy.
• St. Mary’s coaches and athletes exemplify the mission and values of the school.
• We value school spirit while respecting the game, fans and teams from other schools.
• A focus on teamwork and self-sacrifice for the collective good is expected of our students.
• St. Mary’s coaches and parents partner to care for the well-being of our students and pursue our principles for sportsmanship, excellence and balance.
• St. Mary’s coaches, teachers and administration partner to demonstrate a shared commitment to students’ academic, athletic and personal growth.
It has been another amazing year of arts events at St. Mary’s School. Students took on new roles, found unknown talents and showcased their creative side in and out of the spotlight.
During the Winter Market, many students showcased their talents by exhibiting and performing their work. We celebrated the student winners of the Christmas Card Artwork competition. Our Christmas carolers and choir started us off with a selection of winter-themed songs to get us in the spirit. Additionally, our Middle School students exhibited their Visual Arts and Media Arts work from our first semester classes while participating in our Winter Concert and Dance performances. We also had several individual performers singing songs throughout the event.
For the second year, The Falcon Theatre Company performed a Middle School play. This year’s production was The Grinch. In this favorite holiday story, filled with music and Seussian rhymes, The Grinch, a miserly and miserable character, observed the despicable Christmas joy of the Whos with disdain from a distance for decades. The Grinch creates a dastardly plot to destroy the holiday they love, but it’s the smallest of the Whos, tiny Cindy Lou, who extends a hand and changes The Grinch for the better. Through the combination of kindness and community, we witnessed not only a change in the course of Who-History but also the size and capacity of the cantankerous Grinch’s heart.
The Falcon Dance Ensemble staged our annual Dance Concert entitled “Prism” for the second year. Incorporating both Lower and Middle School students, the core of this show was about light. Students began in black and progressed through the color spectrum, arriving at white, thematically guided by the poems from the classic children’s poetry book “Hailstones and Halibut Bones” by Mary O’Neil. This was a special evening celebrating our student movers, dancers and choreographers.
The Falcon Theatre Company continued its success with the Spring Musical of Disney’s Aladdin JR. We had the privilege of seeing these exceptional young talents who dedicated themselves to this production over 10 weeks of rehearsal and tech club. Our Falcons’ (in Grades 3 – 8) performances and production work were truly inspiring. Whether their role was grand or modest, this experience left students with cherished memories. This timeless tale transported us to the enchanting realm of Agrabah, where magic, love and adventure await. Together, we celebrated the themes of friendship, self-discovery and the innate magic within each of us. As we witnessed this beloved story come to life on stage, it captivated our hearts and imaginations, reminding us that dreams can come true.
Finally, we celebrated another successful year of St. Mary’s students being recognized locally for their outstanding Visual Arts and Media Arts work. Congratulations to our students whose art was on exhibit at South Coast Plaza and the Festival of Arts. Those students include: Firewoman – by Allison Chen, Grade K; Foliage – by Grayson Ackerman, Grade 1; Northern Cardinal – by Lincoln Hepworth, Grade 1; My Family Lost in Space – by Henry Di Nuzzo, Grade 2; Dragon Display – by Juliette Cruise, Grade 3; The Nightmare – by Karina Zhang, Grade 4; Cheeseburger in Paradise – by Bretton Rollo, Grade 5; Celestial Voyage – by Josh Yang, Grade 5; Just a Pawn in the Game of Life – by Alyson Gostanian, Grade 5; Red Panda 3-D piece by Emma Hong, Grade 6; Under the Mushroom Creatures 2-D piece by Annie Zhou, Grade 7; and Mythical Beast 3-D piece by Annie Zhou, Grade 7.
Two films and one animation were also recognized by OCArts4All, a student art competition organized by the Orange County Department of Education. Art was on exhibit at the Frida Kahlo Theater in Santa Ana and Festival of the Arts in Laguna Beach. Congratulations to the two Grade 8 groups: Ethan Sippl, Logan Kite, Kian Shahrokni, Colt Ettwein, Alexander Ghailian and Melvil Delestre. And congratulations to the Grade 7 animation team: Claire Cao and Skylar Kral.
by Rob Warren Director of the Arts
As an IB PYP school, St. Mary’s Lower School feels strongly that taking action, especially in the form of service for one’s community, is integral to the PYP learning process and to our goal of creating caring, internationally minded students. When our students have the opportunity to choose and participate in tangible actions that can make a difference in the lives of others, they begin to see themselves as competent, capable and active agents of change. To highlight the importance of service and action this spring, our Lower School students took part in our inaugural Lower School Intersession Program: “World-Sized Hearts in Action!” These days of service activities (not to be confused with Middle School Intersession) highlighted the action component of our IB units of inquiry.
Grade 5 Falcons partnered with CHOC (Children’s Hospital Orange County) in a service learning project that connected with the IB profile Caring. Students learned about CHOC’s incredible mission and how they serve children and families through their excellence in pediatric healthcare and child life services. Several students also shared their personal experiences at CHOC. Grade 5 students wrote thoughtful encouragement cards and worked collaboratively to craft 15 comfort blankets, which they donated to CHOC for young patients to use while in the hospital.
In late March, all Lower School classes in each grade participated in a specific service project that was connected to a recent or current unit of study. St. Mary’s students receive a high-quality, well-rounded, academic education, but what sets us apart is that our students are encouraged to use their learning to help make the world a better place. We want our students to understand the “why” behind their classroom learning, and events like this year’s Lower School Intersession allow our students to get real-life experience in taking authentic and meaningful action. This is how we develop students who have world-sized hearts and world-class minds, so they can make a positive impact on their community today and tomorrow.
Grade 4 combined two units of Inquiry that brought together compassion from their Expressions unit and animals from their Adaptations unit to learn about animal rescues and opportunities for making a difference. Grade 1 teacher, Mrs. McDaniel, who is a volunteer and advocate for The Little Red Dog, an animal rescue organization located in Orange County, brought her own rescue dog, Jessie, to sit with the students, and she shared Jessie’s heartwarming story of survival. The students learned how shelters and rescues operate, how much expense it takes to care for, medicate and house these animals and they learned how they can help. Students were so moved by Jessie’s story that they began to bring in donations to help support The Little Red Dog. In addition, students participated in service by filling socks with rice, which the shelters use to heat and comfort baby kittens and puppies who have no mothers. These rice socks were donated to the Orange County Animal Shelter and The Little Red Dog.
Our students dove into their Sharing the Planet unit of inquiry on Water, where they learned about the necessity of water for Earth, especially in the area of agriculture. The whole grade took a field trip to Harvest Solutions Farm, which grows over 50,000 pounds of fresh produce every week for a local food bank. The students spent a morning in the fresh air on the farm helping out by planting cabbage, harvesting and helping maintain the produce at the facility.
by Tom Spence Head of Lower School
Grade 1 students were fresh off a How We Organize Ourselves unit on taking action called Small Steps, Big Change. They dedicated themselves to action within our community by walking up the street to The Covington, a nearby retirement community, to pick up trash, do weeding and show care to our neighbors. This included delivering cheerful spring greeting cards that they made with their Grade 3 study buddies to the residents of The Covington.
Through a connection with a school parent, our Grade 2 students learned about and partnered with an organization called Anidan. Anidan is an organization created to address the needs (shelter, clothing, food, education) of more than 280 children in Kenya. Our students wanted to connect with and support the children at Anidan by sharing what they had been learning about in school. Our students completed and sent an activity that mapped and labeled all the parts of the brain, so the students in Anidan could participate in the same learning activity. They created emotion cards to help the kids at Anidan identify and express their feelings. Finally, students created affirmation cards to send to their peers in Kenya. These activities connected to the grade’s Who We Are unit, all about the human body and also to their Sharing the Planet unit where they learned about conflict resolution.
Our Kindergarten students had recently completed a Who We Are unit learning about a variety of community helpers and also about the students’ roles as citizens within a community. Local firefighters visited the school (complete with a fire engine!) and students were able to meet them and learn about their important role in our community. Our Kindergarten students also wrote and delivered letters to our school community helpers and toured the school handing out treats to faculty and staff from their Kindergarten Kindness Wagon.
Embraces Service as Action: The Future Looks Brighter with Our Falcons In It
by Vince Fragasso Teacher & MUN Advisor
Throughout this special school year, St. Mary’s MUN team has soared to new heights. More than 60 Middle School students participated in MUN – this is the largest delegation in school history. Our Falcons, 60 strong, attended nine conferences locally and globally. Through MUN, students learn the value of dialogue, research, listening, effective public speaking and innovative thinking as they collaborate with other students to discuss and come up with solutions to current global issues. All while doing this, Falcons are furthering their world-class minds.
This winter, St. Mary’s sent a select student delegation to an international MUN Conference hosted by the Overseas Family School in Singapore. Over 500 students from 24 schools from a variety of countries participated in the conference. Our Falcons embarked on a trip of a lifetime to Singapore – filled with debating and experiencing the sights, culture and life in Singapore.
As the only delegation from North America, St. Mary’s students experienced first-hand the many different cultures in Singapore and had the opportunity to see how other people honor their historical past. Our Falcons were immersed into a new environment and country to seek to understand the different perspectives on global issues from students from other parts of the world.
St. Mary’s MUN students are not only developing their world-class minds but embracing service as action as they develop their world-sized hearts. Students learned about how food insecurity was not only a global issue but also present in our own community. This prompted our MUN students to use the design cycle to learn more about the issue and gain empathy about it as they began to “ideate” solutions to how they might be part of the solution to this issue in their own community. Simultaneously, the MUN Club invited Gaddi Vasquez, a former UN Ambassador and Director of the Peace Corps, to speak to the entire St. Mary’s Middle School student body. She spoke about the issue of food insecurity globally, nationally and locally and challenged our students to consider how they might embrace opportunities to be more informed about this issue and even serve others.
In the spirit of our school’s mission world-sized hearts and world-class minds, MUN students have taken service into action by volunteering at a local food pantry after MUN events.
St. Mary’s vision is to prepare and inspire children of today to become courageous, caring, global citizens. It’s fundamental that St. Mary’s gives students not only an opportunity to learn about the world around them, but also the chance to serve others. We are so proud of our MUN students. We are confident they will be enlightened leaders of tomorrow but are already leaders today through their courageous and compassionate service to others.
The Preschool transdisciplinary unit of inquiry, How the World Works, emphasizes inquiry-based learning, allowing children to explore, experiment and make connections with the world around them while developing early mathematical concepts. They learn about different tools and resources used to measure and engage in hands-on activities, such as comparing sizes, weights & capacities, and children begin to comprehend the concept of measurement organically. They explore the attributes of different objects, observe patterns and develop language skills to describe and compare quantities.
When it comes to understanding measurement, we decided to use the timely event of the Kentucky Derby to engage and bring measurement to life. From the length of the track – 10 furlongs – to the weight of the jockeys – 126 pounds or less – to the height of the horses – on average, 16 hands – there are numerous opportunities to integrate standard and non-standard units of measurement into the Derby experience.
We recently hosted a simulated Kentucky Derby on the St. Mary’s field for our preschoolers. As a crosscurricular unit, we began with the arts where students decorated hats to complement their Derby attire. Our students also learned about the 20 horses that would participate in the race and chose their favorite horse.
Pony sticks were available, and the children played and
Some years ago, University of Chicago researchers studied Americans’ relationship with poetry. They arrived at two key insights: first, adults averse to poetry tend to have formed their negative feelings as youngsters in school, and second, adults who do embrace poetry and regularly read poems “lead more engaged and satisfying social lives than those who don’t.”
Armed with this knowledge—the long-term dangers of exposing young people to poetry in a clumsy or uninspiring way, and the distinct advantages derived from a life enriched by poetry— I launched this spring a new unit in Grade 8 called Life as a Poem. Students began by reading and seeking to understand works by a diverse set of poets: William Shakespeare, Elizabeth Barrett Browning, Percy Shelley, Emily Dickinson, Walt Whitman, Langston Hughes, Robert Frost, Seamus Heaney, Rhina P. Espaillat, Billy Collins, Maya Angelou, Carol Ann Duffy and José Olivarez. The poems ranged from the comic (“Ode to Cheese Fries”) to the romantic (“Shall I compare thee to a summer’s day?”) and from the elegiac (“O Captain! My Captain!”) to the cautiously hopeful (“Let America Be America Again”).
Meanwhile, I invited students to construct their own poems. One particularly memorable class block, I showed students Vincent van Gogh’s painting The Starry Night while playing Don McLean’s 1970’s ballad “Vincent.” The song uses the painting as a starting point for waxing poetic about the artist’s work and life and especially his mental health. From this experience students gleaned insights into ekphrasis, an ancient practice of writing poetically about works of art. They immediately started to experiment. Visiting a dozen stations around the classroom where I had placed prints of different notable paintings, they paused at each one to jot down ideas for a poetic response. A color, a human figure, a specific daub of paint, a visual theme, a hint at a narrative—students noticed a massive range of features in the paintings and eventually turned their thoughts about them into full-fledged poems.
EARLY EDUCATION PROGRAM
by Shelly Harmon Head of Early Education
strengthened their large motor skills while galloping around the EEP Playground. On the field at the simulated “Derby,” preschoolers learned more about time measurement from how long the horses typically run.
Each class rotated through stations to develop their measurement skills, small and large gross motor skills, teamwork and so much more. All were encouraged to watch the Kentucky Derby and cheer on their chosen horse with their family. Upon returning to school on Monday and following the 150th Kentucky Derby, the classes debriefed, discussed the very close race and celebrated the winner, Mystik Dan. We then treated all EEP students to actual pony rides in the Courtyard.
In Preschool, connecting measurement to real-world experiences like the Kentucky Derby offers a dynamic and engaging way for children to explore how the world works. By integrating Derby-themed activities into the curriculum, St. Mary’s educators sparked curiosity, ignited imaginations and laid the foundation for a lifelong love of learning. Preschool successfully explored the world of measurement where every moment was a winning stride towards educational success.
by Gregory Campeau
Grade 7 Language & Literature Teacher
Soon students were abuzz every day with new ideas and poems. Reading great poets’ works turned into an exercise in foraging for techniques, forms and subject matter. Like bees, students were picking up the nectar and pollen of inspiration here and there and everywhere and then, with effort and time and creative processing, distilling them into a diverse array of aromatic honeys. Students’ poems “tasted” of many different places and experiences: the saltwater pleasures of beach living, the heartbreak of young love, the beauty of sunsets, the pain of loss, the glories of sport, the bitterness of injury (outward and inward), the sweetness of friendship.
The unit concluded with the submission of a portfolio of five original poems accompanied by a poet’s statement, in essence a reflection on their process and learning. In these statements many—indeed most—students wrote enthusiastically about reading and writing poems, even if sometimes it was befuddling or a struggle. “Poetry allows me to speak my mind and heart in a way I’ve never been able to before,” wrote one.
I don’t yet know whether my students will maintain a poetic life beyond my classroom, but I see positive signs. To me, that is a success.
As an IB World School, our curriculum is rooted in transdisciplinary teaching, placing emphasis on the interconnectedness of knowledge and its relevance to the real world. For Grade 3 students, the unit of inquiry Where We Are in Place and Time offers an exciting voyage of learning and exploration. During this unit, students delve into the central idea of how evidence of the past connects ancient civilizations to each other and the present. Students embark on a journey through time, exploring the contributions of Ancient Mesopotamia, Egypt, Greece and China. Throughout this unit, we seamlessly integrate the subjects of reading, writing, math and geography along with connections across single-subject classes and field trips.
Students engaged with a range of texts, reading both narrative and informational genres. They read numerous Greek myths, such as Pandora’s Box, Demeter and Persephone, Daedalus and Icarus, The Trojan Horse and King Midas. Analyzing story elements and character traits, writing summaries and discussing themes and morals were integral parts of their learning. A particular highlight was Readers’ Theatre, where students assumed the roles of Greek deities and the chorus. Readers’ Theatre provides a supportive environment for practicing public speaking skills among peers, enhancing reading fluency, expression, and communication abilities, all while fostering a sense of enjoyment and creativity.
As authors, students drew upon their understanding of the story elements found in Greek myths as a springboard for crafting their own adaptations. They first pinpointed a lesson or moral they wished to convey. This included the origins of natural phenomena such as storms, earthquakes, droughts, sunrise, stars and the seasons. Moral themes ranged from cautionary tales against boasting, the virtue of patience, the triumph of goodness and the consequences of greed, to the importance of obeying their parents. Students’ narratives featured various characters, including deities, monsters and humans, each contributing to their mythological reimaginings.
As mathematicians, students uncovered the ancient roots of fractions, tracing their origins back to the Egyptians. They learned that the Egyptians employed a concept known as ‘unit fractions,’ where the numerator of a fraction is one. Mathematicians focused on
by Keri Del Conte
Grade 3 Teacher
geometry, discovering that the word geometry is from Ancient Greek: ; geo- “earth” and -metron “measurement”. ; where ‘geo-’ signifies ‘earth’ and ‘-metron’ denotes ‘measurement.’
Through their studies, students engaged with both two-dimensional and three-dimensional shapes, furthering their understanding of spatial concepts and geometric principles. Geometry was critical in understanding the architectural wonders of ancient civilizations.
Students built on their geography skills by actively mapping each civilization’s location and discovering their proximity to bodies of water.
For instance, they uncovered that Ancient Mesopotamia earned its title, ‘the land between two rivers,’ due to its location between the Tigris and Euphrates rivers. Utilizing tools like Google Earth, students further explored the geographical placements of these civilizations today.
Our dedicated single-subject teachers played a pivotal role in enhancing interdisciplinary learning throughout this unit.
• In Art, students collaborated on the design and creation of large mixed media, Egyptian sarcophagi, influenced by the elaborate ancient burial cases designed for Egyptian royalty. Additionally, students benefited from the unique opportunity to step back in time during a visit to the Getty Villa, an actual reproduction of an Ancient Roman villa and home to authentic sarcophagi, the mummy of Heracleides and countless treasures of the ancient world.
Through exploring architectural structures like the Ziggurat, the Great Pyramids and the Parthenon, students discovered the significance of these structures, employing the key concept of function. The Ziggurat served as a religious temple in Mesopotamia. It symbolized the connection between the humans and the gods. In Egypt, the Great Pyramids functioned as monumental tombs for pharaohs, embodying the belief in an afterlife. The Parthenon, a temple dedicated to the goddess Athena, served as a symbol of Athenian democracy and housed a monumental statue of the goddess.
Guided by the key concept of change, students scrutinized how these inventions changed and evolved. Researching specific inventions from each civilization illuminated the evolution over time. For instance, focusing on the invention of the wheel, students traced its progression from its inception in Mesopotamia where it was used for pottery making and transportation, to its adoption in Egypt for chariots and Greek carts. In China, the wheel enhanced agricultural practices with the wheelbarrow. Today, the wheel remains a cornerstone of modern transportation, from automobiles to airplanes.
• In Music, students studied songs and instruments from various cultures around the world. They examined songs and instruments from a cultural perspective, drawing connections to their historical roots. This study of music resulted in the Grade 3 concert setlist.
• In Spanish, students learned about ancient civilizations in Spanish-speaking countries in Latin America, such as the Mayans, Incas and Aztecs. They learned about the lives of famous leaders, languages, gods, foods, famous places and more.
• In Science, students learned about DNA, inherited traits and acquired traits, studied dominant and recessive genes and how they are expressed, plant genetics and how alleles are expressed.
• In Design Technology, students honed their skills by creating a slide about their chosen god or goddess, mastering the navigation of Google Slides.
• During Physical Education, students enthusiastically participated in St. Mary’s Greek Olympics.
Thanks to the Segerstrom Center for the Arts Teach program, we had the incredible opportunity to host the renowned actor, Carl Weintraub, at St. Mary’s.
In the intimate setting of our Black Box Theatre, Carl mesmerized us with his performances of two classic myths: ‘Perseus and Medusa’ and ‘Persephone in Hades.’
For the Design Faire, Grade 3 students were tasked with designing various objects for Greek gods and goddesses. Following the design thinking steps, they empathized with their deity, defined the challenge, generated ideas and crafted prototypes. Drawing inspiration from Greek mythology, they unleashed their creativity to bridge ancient stories with modern design.
In the end, Grade 3 students embarked on an incredible journey of discovery. Throughout the unit of inquiry, students not only deepened their knowledge through constant application across the subject areas, but also honed their critical thinking skills and appreciation for the interconnectedness of civilizations.
As they navigate their own journeys, may they carry with them the lessons learned from the past and continue to explore, innovate and forge connections in our ever-evolving world.
Stefan Kitts ‘14 came back to St. Mary’s, toured campus and was excited to see so many of his former teachers. He attended Santa Margarita High School and Point Loma Nazarene College. He now serves and works in ministry with the High School Youth Group at Harbor Point Church in San Juan Capistrano.
Annabelle Wilson ‘14 graduated from JSerra High School and obtained her Bachelor of Arts in Arts Education from California State University, Long Beach in 2019. She is now in the final stages of pursuing her Secondary Teaching Credential and is a substitute teacher for the Capistrano School District. Annabelle, whose interest in music was evident while attending St. Mary’s, has continued using her talents. She sang with JSerra’s well-recognized choir and the Irvine Valley College Master Chorale. Recently, she has formed her band, Encilia, and she has been writing songs and working on producing a record.
Cole Engleman ‘16 who just graduated from USC with a master’s and bachelor’s degree. Cole graduated from St. Mary’s in 2016 and Santa Margarita High School in 2020. Cole’s academic journey led him to USC Marshall, Leventhal School of Accounting, where he pursued a master’s in Accounting & Data Analytics and a bachelor’s in Accounting. His dedication and excellence culminated in his graduation with honors, including Summa Cum Laude. Throughout his time at USC, Cole actively contributed to the academic community through his involvement in organizations such as GEMS and Beta Alpha Psi.
Beyond his academic pursuits, Cole demonstrated a commitment to personal growth and community engagement. He immersed himself in extracurricular activities such as USC Trojan Esports and the USC Swim Club, showcasing his diverse interests and leadership qualities. Cole generously shared his expertise by serving as a financial advisor to athletes and a dedicated USC accounting tutor, positively impacting his peers and the broader university community. After receiving offers from all Big Four firms and USC, Cole has accepted a prestigious position with PwC Los Angeles starting this summer.
Stephen Masson ‘16 graduated from the University of California, Los Angeles (UCLA) with a Bachelor of Science degree in Mechanical Engineering in 2024. While at UCLA, Stephen participated in diverse extracurricular activities, including membership in the American Society of Mechanical Engineers (ASME) and leadership as UCLA Flagship Combat Robotics Lead. Additionally, he participated in the UCLA Formula SAE racing club and showcased his hands-on skills in design and competition.
In the summer of 2023, Stephen ventured into the professional sphere with an internship at Rivian Automotive, where he served as a Process Engineer for their Drive Unit team. This opportunity provided invaluable industry experience, honing his understanding of manufacturing processes and quality control. This fall, Stephen begins an exciting career trajectory as a Starship Engineer at SpaceX’s Brownsville, Texas, facility, contributing to the groundbreaking Artemis mission.
Jessie Elizalde-Rendon ‘16 has been appointed to the Cal Poly Rose Float program’s leadership board and designated the Design Chair for the 2024-2025 cycle. In this role, Jessie will spearhead the design, organization, planning and construction management of the Cal Poly Rose Float for the Rose Parade on January 1, 2025.
Having dedicated three years as a student volunteer and assistant to the Cal Poly Rose Float, Jessie’s appointment as Design Chair is a testament to her dedication and expertise. Her contributions have been consistently recognized with yearly awards. Jessie is graduating from Cal Poly, San Luis Obispo, with the class of 2024, earning a Bachelor of Science in Industrial Engineering. Join us in congratulating Jessie on these remarkable achievements!
Luc Carter’s ‘18 natural passion for performing blossomed, transitioning from the stage to the broadcast realm, during his time at Santa Margarita Catholic High School (‘22), He became a familiar face on “ETV 2.0,” the school’s daily newscast-style program, lending his voice as a play-by-play announcer and color commentator for Eagles basketball games. This immersion in broadcasting laid a solid foundation for Luc’s next chapter at Arizona State University’s (ASU) Walter Cronkite School of Journalism and Mass Communications, where he is pursuing a major in sports journalism.
Luc’s dedication to sports coverage continues to thrive at Arizona State University. He contributes to ASU’s Blaze Radio, offering insights into Sun Devil football, softball and women’s basketball. Additionally, Luc became a content contributor for a weekly sports talk show hosted by fellow SMAA (‘18) and SMCHS (‘22) alumnus Dylan Oliver. Expanding his horizons, Luc recently embarked on covering Phoenix-area high school sports in the online medium for AZpreps365.com, further solidifying his presence in the sports journalism arena.
Sophie Elizalde-Rendon ‘20 recently participated in the National Honor Society (NHS) Induction Ceremony during her senior year at Santa Margarita Catholic High School. Membership in the National Honor Society is a privilege granted by the Faculty and Administrative Council. It recognizes students with exceptional moral character, academic excellence, exemplary leadership abilities and a commitment to community service.
As Sophie graduates from Santa Margarita with the class of 2024, we are excited to share her plans. In the fall of 2024, she will embark on a new chapter at Santa Clara University in Silicon Valley, pursuing a major in Biology/Neurosciences with a Pre-med focus. We look forward to witnessing her continued success as she ventures into higher education at Santa Clara University.
Zander Singh ‘20 a senior at JSerra Catholic High School and a 2020 graduate of St. Mary’s, has committed to playing football at Washington University in St. Louis next year. He plans to major in business. During his tenure at JSerra, Zander was a three-year Varsity Football Player and ScholarAthlete with a 4.1 GPA. In his junior year, his team achieved notable success, winning more games than any team since 2018 and securing the first D1 playoff victory since 2018. He looks forward to continuing his football career and academic pursuits at Washington University.
Kira Wensinger ‘20 will graduate from JSerra Catholic High School in June. She is a member of the National Honors Society and California Scholarship Federation. Kira is passionate about computer science and game design and is currently the President of the Game Design Club at JSerra. Last year, the club published a puzzle video game called “BLOOM.”
Kira has enjoyed service work throughout high school. Over the last two years, she has served on mission trips in Peru. During her visits, she served at an orphanage and girls’ home, taught English, distributed clothes and food to those in need and helped build homes.
Currently, Kira tutors young children every week at Unidos, a non-profit organization dedicated to serving the under-resourced neighborhoods of South Orange County. She also serves in the children’s ministry at Coast Hills Church. This coming fall, Kira will attend the University of Southern California at the Viterbi School of Engineering. She will major in Computer Science with an emphasis on Video Game Development and plans to combine her undergraduate degree with a master’s degree in Business.
Caden Gaffaney ‘20 will graduate with honors from Mater Dei High School this June and attend the University of California, Los Angeles (UCLA) in the fall. His passion for golf has continued since his days at St. Mary’s. Caden was on the Mater Dei Varsity Golf team and travel team and hopes to play on a club team at UCLA.
Caden fondly remembers his time at St. Mary’s, especially Ms. Volkmann and Señor Valdez.
Holly Carter ‘21 is a junior at Santa Margarita Catholic High School where she maintains a 4.1 GPA and was recently inducted into the Eagle Chapter of the National Honors Society. She has continued her journey in gymnastics and aspires to compete at the college level. She trains at Irvine-based Southcoast Gymnastics under former Olympian Xiaoping Li and former Chinese National Team member Jia Wen and competes on their Level-10 team. Holly has traveled to Arizona, Washington, Utah, Colorado, Nevada, Virginia and North Carolina for competitions, training camps and other gymnastics-related events.
Sienna Lawson ‘22 is currently a sophomore at JSerra. Sienna is making the most of her high school experience. She recently wrapped up her second year of varsity soccer and remains active in club soccer with the Blues. Sienna’s academic achievements are equally impressive, boasting a GPA over 4.0.
Brady Lawton ‘23 is a rising sophomore at JSerra Catholic High School, thriving and playing on the Ice Hockey Team. Here is a picture of Brady Lawton (on the left) with the trophy for the JSerra hockey team championship a few months ago! We love it when our students explore their passions in high school and beyond.
Payton Wescott ‘23 has recently been honored with an F1 Academy Scholarship, allowing her to compete in the Champions of the Future Karting Academy across Europe and the Middle East. This Academy, championed by the F1 Academy and led by Managing Director Susie Wolff, aims to foster inclusivity in professional kart racing through its innovative “arrive and drive” concept. Among the nine females awarded scholarships, Payton is the sole American female in the Senior category and the only American to receive this prestigious recognition.
The Champions of the Future Karting Academy is set to host 12 races across six weekends throughout the year, spanning locations in Italy, Spain and the United Arab Emirates. Payton’s debut in March, racing in Cremona, Italy, marked several firsts: her first time driving a Kart Republic Chassis, her first experience with an OK-N Engine, her inaugural competition in the senior category and her premiere racing venture in Europe.
We’re excited to announce the Five-Year Reunion for the Class of 2019 this summer. This event is a chance to reconnect with old friends and faculty, reflect on shared experiences and celebrate your journey since graduation. Join your classmates and teachers for lunch at Stadium Brewery in Aliso Viejo at 1 p.m. on Sunday, July 14.
Patterson,
‘14,
A
Nicholas Augustini ‘19, Lauren Memoly ’17, Charlette Memoly ’20, Mark Chapman, Dustin Mittelsteadt, Arturo Valdez, Armon Alemzadeh ’20, (Front Row)
Kendall Memoly ’20, Angelina Moschetti ‘19
We love it when our alumni visit campus. Please join us for a tour and lunch in the Green Family Commons. You are welcome anytime. At the security gate, let them know you are an alum, and either Senor Valdez or Virtue Byrd will escort you around the campus.
Lucus Marcinkowski ‘16, Kyle Sakabe ‘16 and Jake Martin ‘16
Our 2023 Alumni Holiday Party was a resounding success, with over 60 alumni joining us. This past year, we relocated the event to our Green Family Commons on campus, creating a unique and festive atmosphere for a holiday party. Our food provider, Flik provided dinner and drinks, and everyone was in a festive holiday mood. We also provided campus tours, as many alums had not been on campus since the Imagine More remodel. As seen in the photos, the joy of spending time with friends and celebrating the season together on campus was truly memorable.
Our entire student body gathered earlier this spring for the annual Tribute to Leadership Assembly at Coast Hills Church. This event is a special tradition at St. Mary’s where we recognize student leaders and present the Father Ernest D. Sillers Legacy Award. Student speakers bravely and beautifully articulated their own experiences and interpretations of service, kindness and the ASB theme “Think Big. Dream Bigger.”
The assembly culminated with the naming of the 2024 Father Ernest D. Sillers Legacy Award. The Father Ernest D. Sillers Legacy Award honors a Grade 8 student who demonstrates and represents the highest standards of St. Mary’s Four Aces of Leadership through their involvement in school, local organizations and the community. Congratulations to the 12 Legacy finalists: Katie Boswell, Kailee Desmond, Samuel Gabriel, Emily Glicksman, Taylor Gostanian, Liam Hong, Maddux Labovitch, Sophie Pickford, Emerson Shoemaker, Sophie Stamelman, Ali Talebloo and Harry Thavirat.
Grade 8 student, Maddux Labovitch is the 2024 Legacy Award winner. Since preschool, Maddux has proven to be a caring, balanced and principled IB learner. He has actively been involved in St. Mary’s including participating in MUN; serving as an ambassador; supporting the school yearbook team; and representing Falcon Pride as a student athlete in flag football, basketball, soccer and track. Maddux spends his free time practicing piano and working on his community project focusing on addressing seniors’ mental health by uploading their interviews and sharing their stories via StoryCorps.
Congratulations to Maddux and the many student leaders in our Falcon community who embody our mission: world-sized hearts and world-class minds.
Front Cover: Miren Chai Grade 3
by Taylor Maes
Yearbook Advisor & Lower School PE Teacher
This school year marks St. Mary’s 30th anniversary. In this spirit, students in Lower and Middle school’s were invited to participate in a special Yearbook Cover Artwork Contest. Each submission was a colorful testament to the unique perspectives and imagination of our young Falcon artists. The Yearbook Cover Artwork Contest aimed at showcasing St. Mary’s mission statement, Falcon Pride and an acknowledgement of our 30th anniversary as a school. We had an overwhelming response from students eager to leave their mark on the covers of their school’s yearbook. From colorful illustrations to intricate designs, every entry reflected the diverse interests and passions of our vibrant school community.
After much anticipation, we’re excited to announce the winners. But first, a big congratulations to every student who participated! Your dedication and creativity made this contest truly special.
Front cover winner: Miren Chai, Grade 3
Back cover winner: Annie Zhou, Grade 7
Opening page winner: Claire Cao, Grade 7
Congratulations once again to all the participants and the winners of the Yearbook Cover Artwork Contest. Your talents shine bright, illuminating the pages of our school’s history for generations to come.
Back Cover: Annie Zhou Grade 7
