The Pegasus School
Our House
Issue 15/Spring 2019
Pegasus Magazine Spring 2019
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PEGASUS NOW
FEATURES
05 HEAD’S MESSAGE
10 WHERE WE HANG OUR HAT
06 HEART OF PEGASUS
18 TRADITIONALLY SPEAKING
08 MACHINE LEARNING 22 OUR FOUNDING FATHERS (AND MOTHERS) 26 BUILDING EARLY ORATORY SKILLS 28 THOSE WHO SOAR 30 ALUMNI CONNECTIONS 36 MARK YOUR CALENDAR
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SPRING 2019 www.thepegasusschool.org
EDITORIAL BOARD
Nancy Conklin, Director of Admission Rick Davitt, Photographer Jennifer DeGrave, Director of Advancement Karla Joyce, Writer Jason Lopez, Head of School Shalini Mattina, Communications Marrie Stone, Writer Nancy Wilder, Middle School English Teacher WRITERS
Benjamin Jenkins Karla Joyce Jason Lopez Marrie Stone CONTRIBUTING WRITERS
James Conti BJ Crabtree Kathy DeBest Allyson Grimes Eric Hallett Nyly Sy CREATIVE AND ART DIRECTION
Shalini Mattina GRAPHIC DESIGN
MISSION STATEMENT
The story of Pegasus begins with intellectual curiosity and compassion. We are a vibrant academic community that inspires bright, motivated students to discover and develop their unique gifts. Teachers and students build trusting relationships that foster self-reliance, confidence, and innovative thinking. A Pegasus education equips students to achieve future academic success and make a positive impact on society. COMMUNITY VALUES
Responsibility Kindness Teamwork Generosity Creativity Curiosity Courage Integrity Perseverance
Kristen Winstead, Sund Studio PHOTOGRAPHER
Rick Davitt PRINTING
Orange County Printing
PORTRAIT OF A GRADUATE
Academically Confident Well Balanced Critical Thinker Exceptional Communicator Collaborative Leader Responsible Citizen Environmentally Conscious Technologically Adept Economically Astute Versed in the Arts Globally Aware
Pegasus Magazine is published annually by the Office of Advancement at The Pegasus School. It is archived on the school’s website: thepegasusschool.org. Visit us online for additional information. We welcome your feedback! Please address queries and comments to Shalini Mattina at smattina@thepegasusschool.org.
Pegasus Magazine Spring 2019 2018
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THE PEGASUS SCHOOL
HEAD’S MESSAGE
How We
Came to Be
This year, as I celebrate half a decade as Head of The Pegasus School, I’ve been reflecting on the passage of time, the role of tradition, and the importance of change. Over the past five years, Pegasus has come to feel like my second home. Like many homes, it holds its own special memories and long-standing traditions. In these walls we celebrate holidays and milestones, honoring each other’s successes and learning from our falls. Our home is filled with familiar faces and childhood charms. And, like many homes, it has a few cracks and leaks. Any growing family who’s shared a home for decades understands the need to remodel. That’s part of our story, too. The transition from “house” to “home” is personal. It can take time or it can happen with one emotional event, but it almost always requires building bonds. When I began five years ago, I met with some other new arrivals—our pre-Kindergarten class. We were all a little nervous about our new home. As I crouched down to deliver my motivational speech, my pant leg hitched up. A little boy raised his tiny hand. “Why do you have polka dots on your socks?” It was the perfect question. “You know why I have these polka dots? Because polka dots make me happy. I knew I would be nervous on my first day, so I wore these socks. If I started feeling a little scared, I’d look at my socks, and they would make me happy. You know what? It’s working!” Just like that, a bond was built and a tradition born. Now, years later, students show me their crazy socks and I share mine. Our house became home for all of us. In this issue of Pegasus Magazine, we take time to commemorate our home—how it was built, those early pioneers, and those time-honored traditions. We explore how we came to this place, chose this site, and built these buildings. We even research the long history of the land beneath us. Our vibrant community is talented, generous, and fully engaged. How did that happen? It wasn’t by accident. We look back at our forefathers (and mothers) and their intentional building of our unique identity. Our traditions themselves are long-lasting, but dynamic. Maybe you haven’t yet experienced some of them. Maybe they were so long ago, you’ve forgotten their contours or lost track of how they’ve evolved. We’ll walk you down memory lane.
Pegasus prides itself on being a leader in both oratory skills and technology training. This issue honors our long and successful oratory program and the – L. Frank Baum, many ways it’s expanding The Wonderful across campus. We explore Wizard of Oz our Applied Computational and Engineering Skills (ACES) program and our faculty’s forward-thinking approach to mathematics, engineering and robotics. As John Dewey, philosopher, educator and psychologist, once said: “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” An important part of our legacy is our ability to quickly adapt, expand, and evolve. With that, I invite you to step inside. We’ll show you around our home. Maybe you’ve only just joined our family, or maybe you’ve been a part of Pegasus for decades. No matter. I guarantee you’ll see our house in a whole new light.
There is no place like home.
Jason Lopez Head of School
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At the
Heart Of Pegasus
Allyson Grimes
The Art Behind Teaching Science John Maxwell once said, “Dreams don't work unless you do.” Inspired by this quotation, NADEANE COOPER, Lower School science and math teacher, encourages her students to dream big and work hard. “Teaching science is my dream job,” says Nadeane, who taught lower school in both Australia and Singapore before coming to Pegasus. For Nadeane, teaching is therapy. Ruba Bohsali, teaching assistant, says: “When the kids are here and there’s chaos, this is what she likes. She works best under these conditions. She loves it and the kids feel that. This is what they need.” Along with the science team, Nadeane created an aligned curriculum that sparks curiosity in young Pegasus scientists. She loves watching students’ growth as they learn the “whys” behind their observations. Introductory Genetics is one of her favorite subjects to teach. “Students get excited about the topic,” she says, “because it’s the science that relates directly to them.”
“Students want to prove to her they can rise to the occasion, and they work so hard for her,” says Kelly Barlow, fourth-grade teacher. “She celebrates their success right along with them. Nadeane has a real passion for her curriculum and strong beliefs in what kids are capable of doing and understanding.” It’s that passion that makes her excited for the addition of new science labs, scheduled to be built in September, 2020. Additional space will allow lessons to include more model building for her 150 fourth- and fifth-grade students. For example, when students create electric circuitry devices, the space will allow their designs to be larger and more innovative. “Having students excited about your class before they even step in,” says Nadeane, “that’s the goal.”
Sofia’s Kind Heart SOFIA MORALESCLAYBAUGH inspires many with her huge heart and big dreams. In her firstgrade classroom, she makes “Stay Strong” signs for teachers and friends who are having a rough day. Jennifer Klopstock, her teacher, says, “Other students seek out Sofia when they are having problems because they know they can count on her to make them feel better.” Sofia often reminds people that “Sharing is caring.” Her smile feels infectious, and her compassion for others is remarkable. When Sofia was in Kindergarten, she was tasked with drawing 6
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a self-portrait. Little did anyone know where it would lead, but this past summer that image went viral. For almost 20 years, her fathers have been active with the Fred Jordan Mission on Skid Row in Los Angeles. The Mission benefits the homeless by providing food and shelter for men, women and children. In Sofia’s words, “Everyone should have windows, food, and water.” Last summer, through their work at the Mission, Sofia and her parents started a charity called “Sofia’s Kind Heart.” That same self-portrait, printed on a t-shirt, has raised over $6,000 in online donations to date. “We want to give [Sofia] a spirit of giving, and teach her to use her voice and her kind heart to make a difference in the lives of others,” says Winn Claybaugh, her father. “Because of what she has learned at Pegasus through the RUN. GIVE.SERVE. event, she is very aware of the needs of others,” her father says. “She wakes up on occasion and says, ‘Daddy, let's go pick up trash!’” When Sofia isn’t helping the homeless, you can find her with her family, reading, riding horses, or paddleboarding. But wherever she goes, she shares her compassionate spirit with those who need it most.
The Making of Mr. B Great men are often inspired—and influenced—by other great men. Such is the case for SETH BARTELS, thirdgrade teacher, (affectionately known by students as “Mr. B”) and his Grandpa Zeke. At every family gathering, Grandpa Zeke skipped the adults in favor of spending time with his grandchildren. He was Seth’s first best friend and favorite hideand-go-seek partner. He taught Seth ping-pong and Frisbee. “If you’ve ever played ping-pong with a four-year-old,” Seth says, “it’s an exercise in patience.” Seth takes that patience, that love for sports and games, and his grandfather’s loving nature with him onto campus. “You can often find him outside playing with students during Homework Hall of Fame, throwing a Frisbee, and playing ball,” says colleague Vicki Olividati. “He connects with kids both inside and outside. It comes from the heart.” Love one another was Grandpa Zeke’s motto. He said it all the time. It’s the message Seth tries to impart on his students. “I don't say it directly, but that’s what I strive to do. That’s the environment I try to create.” He’s brought that message onto the field, as well. Sports were always Seth’s thing, but coaching children was new. Since taking on the Pegasus Developmental Sports League (DSL) football program last year, he’s found the experience endlessly rewarding.
He wants students to have a safe place to try new things. “Mr. B. gives us chances,” says Addison Ting. “I really like that.” Seth has taught both in Tokyo and at a German charter school in Los Angeles. He’s taught children ages eight to eighteen. But for all that international travel and teaching, he’s happy to call Pegasus home and share a little of his Grandpa Zeke.
Growing up Pegasus EDI AND ELLA THIMONS are on a roll. Together, and individually, they embody the best of Pegasus by encouraging leadership, kindness and passion. When Edi arrived at Pegasus, the school immediately became her second home. She volunteered for the Spring Benefit her first year, chaired several PTO events, and eventually, became PTO president. Sarah Herbert says, “Edi is the type of volunteer who could end up in the boardroom. She doesn't just execute a given task. She streamlines the process, goes above and beyond, and completes everything at a higher level than what was asked of her in the first place. On top of that, she's a great person and a great mom with grounded values." Edi’s favorite Pegasus events are the ones that show appreciation to the teachers and the PTO service events because she wants to show her children “how to be better people and build a better world.” She exudes warmth and kindness, guiding Ella into becoming a strong leader herself. Like her mom, Ella enjoys volunteering. She works behind the scenes with the Laguna Playhouse Youth Theater, but when she became the student body president at Pegasus, she felt inspired to be a leader. Students often want to greet Ella, and Ella wants to be “someone that the kindergarteners can look up to.” As James Swiger says, “Ella is this amazing amalgam of wonderful
kindness, thoughtful purpose, and relentless scholarship. She's the last person to make excuses, but the first person to dig deep and face every kind of adversity with an unwavering commitment to being her best self while holding fast to the truest sense of compassion for others.” Whether it’s nature or nurture, Edi and Ella Thimons are born leaders. As presidents of the PTO and the student body, there’s no stopping Team Thimons.
Allyson Grimes is a second-grade teacher and has been teaching at Pegasus for four years. She has 12 years of teaching experience. Contact: agrimes@thepegasusschool.org Pegasus Magazine Spring 2019
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Adapting Our Curriculum to 21st Century Computing
BJ Crabtree, Kathy DeBest & Nyly Sy
We are all guilty of asking children the question, “What do you want to be when you grow up?” Answers often range from doctors and lawyers to firefighters and princesses. But is the question still relevant in today’s reality? Look around. Robots are rapidly replacing jobs. The World Economic Forum estimates that 5 million jobs will be lost to automation worldwide by 2020. Rather than pushing our children to think about a career, Jaime Casap, the Global Education Evangelist at Google, urges, “Don’t ask kids what they want to be when they grow up, but what problems they want to solve.” We live in an age of rapid technological change and high expectations. Students are expected to express ideas in compelling ways and develop collaborative and interpersonal skills. How do we prepare them for an unknown job market? Ed Hidalgo, founder of Thinkabit Lab, poses the question in his TEDx talk, “How does a child aspire to a career they don’t know exists?” The key to changing a child’s trajectory, he argues, is providing diverse experiences early on that allow them to see themselves in the world of work and new possibilities for their future. Advanced skills in technology go beyond the use of computer hardware, software and the internet. Students need to understand the working principles and fundamental
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concepts of the computer system; how they work; and how to use them safely and securely. The Applied Computational and Engineering Skills (ACES) curriculum in the Lower School (pre-K – Grade 5) incorporates design, creativity, collaboration and problem solving. Students learn how to analyze and process complex challenges into simplified concepts—these skills serve as the basis for logical reasoning and problem solving techniques. The Computer Science curriculum in the Middle School (Grades 6 – 8) includes programming in HTML, Python, C++, and advanced VEX robotics. Students begin programming as early as pre-K when they create an algorithm for a BeeBot robot to move from Point A to Point B. As the students progress in Lower School, every grade level is exposed to more challenging programming activities. “Programming with Python has taught me troubleshooting and how to write intricate lines of code,” says seventh grader Lauren Walcott. “When programming a robot, you need to keep organized,” says eighth grader Jacqueline Hinman. “And write a lot of comments to discriminate the code so you know what each section is doing.” Pegasus students are no longer passive consumers of technology, but creators and innovators of technology. In fifth grade, students dissect and evaluate the internal
Programming takes computational thinking skills and animates the discipline. It gives ideas concrete form and makes them dance. Jeanette Wing, Columbia University computer science professor, uses an analogy from mathematics: “Every child should understand algebra, be capable of abstracting equations. In the same way, in the computational sphere, every child should be able to construct elementary algorithms in programmatic form that encapsulate simple ideas and concepts. Programming is a way of expressing creativity, of communicating and sharing ideas, just as mathematics does in a different area of discourse.” A sound understanding of programming will help Pegasus students be most efficient on the systems they use, troubleshoot with confidence, and learn how to solve problems when things go wrong. Essentially, we teach students to become selfdirected learners. Children need opportunities to explore their passions and be empowered to seek solutions to challenges that matter most to them. As they make connections to Don’t ask kids what things and ideas that interest them, only then will they gain insight and they want to be flourish. So ask them instead: “What problem do you want to solve?” May when they grow up, it be big or small, embark on a quest but what problems to make a meaningful difference in their lives and in the world. they want to solve.
components of old computers. This activity helps them gain an understanding of the necessary components that a computer needs to function. “Before, when I used a computer,” says fifth grader Ella Wong, “I didn’t really think about what was inside. Now, I know why it can be slow sometimes or why I have some problems with my computer.” As students progress to the Middle School, they learn how computers use binary switches (on/ off) to store data. They wire their own microcontroller to demonstrate their understanding of the internal circuitry in a computer. The engineering design process provides the students with the framework, whether it is a complex program they are writing, planning their robot design, or tackling a hands-on engineering challenge. “It brought out the teamwork in all of us,” says third grader Malina Levy. “If we disagreed, we would show each idea, and then decide what would work best.” Students love the Rigamajig which is a collection of wheels, pulleys, wooden planks, nuts, and bolts. They’re given an engineering design challenge and utilize the Rigamajig materials to work collaboratively in small groups to create their solution. “When we did not agree, we would put the two ideas together,” says third grader Amar Punia. “I loved seeing how the build finished. It turned out a little different, and that's okay.” The fifth-grade students were asked to design a robot obstacle course for younger students. The focus at this age is about testing and improving their design. The design process requires a strong sense of imagination to see the needs of others. “I definitely learned more from our mistakes,” says fifth grader Mia Jarrett.
Kathy DeBest teaches computer science for fifth- through eighth-grade students and coaches our competitive Middle School Robotics team. Contact: kdebest@thepegasusschool.org. Nyly Sy is the director of technology and computer science curriculum developer. Contact: nsy@thepegasusschool.org. BJ Crabtree teaches pre-K to fifth-grade computer science and coaches boys’ basketball, girls’ soccer, and flag football. Contact: bcrabtree@thepegasusschool.org
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WHERE WE HANG OUR HAT By Karla Joyce
A PAEAN TO THE PLACE THAT SHAPED US. LEAKS INCLUDED. The exact pentagonal cluster of one-story buildings found at 19692 Lexington Lane exists elsewhere, like a lost twin. Did you know that? And, did you know that our Lower School science lab was once the locker room to a long-gone gym… Or, that the soil beneath us is a beet-grower’s dream… Or that the namesake of the original elementary school, a Fountain Valley founder, never learned English? What else don’t you know about this place we call Pegasus?
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FEATURE
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sk Pegasus alumni or their parents to reminisce about the early years, then step back. The emotional gravity of their vignettes reveals how powerfully our lives are linked to this place, like a home. The theme that emerges from former students is that what made this school memorable were the teachers and events that shaped who they became. But for their parents, surprisingly, it is also pride of place. Adulthood breeds nostalgia, and most of us hold a certain romantic attachment to our creaky, leaky first homes because they were gateways to everything that came later. The Pegasus School, in the beginning, felt a lot like that: a modest place with dusty walls and cracked windows, discarded desks and passionate young teachers galvanized by potential. Its lack of artifice was a symbol of Laura Hathaway’s sincerity and her dedication to an educational vision that every Pegasus parent shared. In retrospect, that vision, despite its gifted catalyst, is most aptly conveyed by the word, building … building a school, building a community, building relationships, building a sense of self and, most affectionately, building wings so bright minds can soar. But few histories of Pegasus focus on the buildings themselves. Hathaway, a schoolteacher and librarian in the Irvine public school district, was indeed motivated by gifted education. Her daughter was extraordinarily bright but struggled with the kind of social and emotional challenges that weren’t addressed in GATE programs. She envisioned a haven-like physical space where children of all stripes could interact, experiment and learn in ways that simply didn’t exist elsewhere. Build it and, fingers crossed, they will come. Pegasus lore isn’t exactly written, but the consistency and rapture of its re-telling guarantees its enduring truth. Ironically, the details are often dropped from memory like so many Thanksgiving dinners, emotional moments alone bubbling up for recall. Pegasus started “in the eighties, in a garage.” “There was no money.” “Pegasus board members, alongside teachers, painted the first classrooms, hung towel dispensers.” As Pierre Hathaway, widower of The Pegasus School founder, tells it: “The development of Pegasus was providential in that the families entering the community were exactly what was needed at a given time.” Biographically, there’s a bit more to it. Hathaway’s vision did, in fact, manifest in her Fountain Valley garage. Over the course of five summers, she developed her theories of gifted instruction in that homey space with four teachers, finally incorporating as The Pegasus School with one class of preschoolers in 1984. She and her growing student body crisscrossed Orange County as renters for four years until, as Pierre remembers, “It nearly killed her.” By 1988, with a robust Pre-K through third-grade enrollment forcing her hand, she leased a portion of the abandoned 14acre former Fountain Valley public school located at 19692 Lexington Lane. In its coverage of Hathaway’s memorial in 2009, the Orange County Register summed up the history of The Pegasus School simply: “By adding one grade level each year, the school achieved its goal of offering programs from preschool to eighth grade in 1993. In 2003, the school
Dr. Laura Hathaway, founder of The Pegasus School (1985).
The first Pegasus sign with the school's original logo (1984/85).
reached its maximum enrollment of 565 students. That same year, the school purchased the site where it sits today on Lexington Lane.” Nothing about magic. Nothing about the Lycée de Français and a Montessori school co-leasing what is now our middle school building, although it was half the size at the time. Nothing about its titular predecessor, whose legacy on Lexington Lane will forever commingle with Hathway herself. Nothing about replacing gopher-ridden fields with pastures perfect for soccer or the addition of thousands more square footage. The mythos of Pegasus meets county records and still, those niggling unknowns: Why had a school been abandoned in less than a decade? How, if broke, did Pegasus take title? Why are its pipes so fickle? (Clue: it’s called Fountain Valley.)
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rtesian wells, deep and close to the surface, were in fact part of the draw for one of Fountain Valley’s first residents, Roch Courreges, a Basque immigrant in search of wealth. He settled on the 80-acre bluff that is now Talbert Avenue, his sheep casually sipping from the “gospel swamps” below. According to Dann Gibb, author of “A History of Fountain Valley,” for centuries before the construction of Prado Dam the entire Lower Santa Ana Valley was a lake undulating with seasonal flooding, ideal for livestock, fallow for much else. But the drought of 1878
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granted a reprieve from the surges and a glimpse of its golden goose: the land irrigates from beneath. Farmers flocked here for this high water table, dug canals, built basics — post office, store, church, bar — and began planting seeds. “There are stories of workers hitting the wells with their shovels,” Gibb said. “Water would start gushing. Japanese farmers used reeds to spray the water out over the land like a fountain.” Water, like oil, became their gold. Sugar beets came first, eager to flourish. Then strawberries, lima beans, and crops of all stripes. Those pioneer families — Talbert, Wardlow, Gisler, and Bushard — are namesakes for today’s schools and thoroughfares, but the lure of potential and civil inclusivity brought other, equally delineative historic figures. The Kanno family, kings of asparagus, epitomized the thriving Japanese-American farming community in the area. Despite forced internment during WWII the family’s crops endured at the hands of neighbors, and when the city incorporated in 1957 their eldest son became its first mayor. Andres Arevalos, a Mexican national, joined the local labor force at near inception, tending the fields across the street from what would eventually become Pegasus. He was no less a pioneer as the first resident of Colonia Juarez, an affordablehousing community situated south of what is now Mile Square Park established in 1923 for Mexican-American laborers. The mystery of the matching campuses can be answered thusly: Master Plan. When a postwar building boom threatened to consume acres of rich history and the soil beneath it, this tight-knit group of farmers took the reins of its own future, incorporating, re-bordering, governing, and building “a nice place to live.” (That’s the town’s tagline.) Fountain Valley was erected in its entirety between 1964 and 1978, its public schools sketched by a single engineer
1979 Building Wings: Pegasus Programs is started by Laura Hathaway & Lorraine Bostick in rented classrooms throughout the county.
1984/85 40 STUDENTS Building Wings: The Pegasus Preschool opens at 18685 Santa Ynez, Fountain Valley, the former site of Harper School
1985/86 64 STUDENTS
Building Wings: Preschool– Grade 1/2 combined; Preschool in Fountain Valley and Grades 1/2 in Tustin Milestones: Pegasus Preschool becomes The Pegasus School; first yearbook created by Sharon Goldhamer and Lisa Ridenour
1987/88
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he earliest Pegasus settlers on Lexington Lane didn’t fill three buildings; co-renters shared the campus. In the weeks before that first school year began, parents helped arrange secondhand tables and chairs that had been purchased in L.A. from a failed theater, rendering space usable. Teachers crafted their own classrooms. Gail Wickenberg, “Laura’s right hand,” as Pierre Hathaway still calls her, filled the sandbox, balanced books in a ledger, “was the glue that kept it all together.” And, yes, Gary Hunt, then-Chairman of a nascent Board, then Irvine Company’s most-senior executive, attached a towel dispenser in the boys’ bathroom. By the third year, Pierre had purchased a used Macintosh and developed a proper accounting program, his favorite paintings had been sacrificed for the front office, corenters had departed to accommodate the school’s growth (but the gophers endured). And an annual all-school celebration had been established for esprit de corps; it was a potluck. In 1994, five-year-old friends Alex Neff and Geoffrey Grant entered kindergarten and Pegasus kicked off year-six of a 10-year lease. According to those alumni parents and business partners, Doug Neff and Don Grant, Laura Hathaway was secure in her vision at that point, and looking ahead. She
1986/87 Building Wings: School reunited on Fountain Valley campus Milestones: 1st Annual Friendship Games (Pegasus Olympics); 1st Holiday Concert
1991/92
1989/90
71 STUDENTS
Milestone: 1st Annual Halloween Costume Parade
and dubbed in honor of city pioneers. Ours celebrated Arevalos, the noble migrant who despite never learning English epitomized the ethos of vision and hard work and building that is, coincidentally, Pegasus. But that story is already written, a Google search away. This article covers the unwritten chronicles of Arevalos Elementary, Part Two, when its post-boom pre-echo empty halls atrophied in wait for a new generation of pioneers. And along came Laura Hathaway.
Preschool–Grades 2/3 combined Building Wings: First preschool playhouse donated, assembled, & painted by Pegasus parents & staff. Milestones: First Fashion Show fundraiser (included Pegasus parents & staff); first PTO newsletter; computers incorporated into curriculum
1988/89
206 STUDENTS Preschool– Grades 6/7 combined
155 STUDENTS
93 STUDENTS Preschool–Grades 2/3 combined Building Wings: Moved to 19692 Lexington Lane (current location) in February, 1989; Science program established Milestone: 1st Annual production of The Wizard of Oz, performed by the Pegasus Players (Grade 1–3), and directed by Elaine Sarkin and Mena Iyer
Preschool– Grades 4/5 combined Building Wings: First year of two kindergarten classes; Dedicated new science lab, Sylvia Weiner Library dedication Milestone: Environment Day
1990/91
179 STUDENTS Preschool– Grades 5/6 combined Building Wings: Opening of the Middle School Milestones: First Grandparents’/ Special Friends’ Day; Golf Tournament; Silent Auction Dinner Dance fundraiser
Building Wings: Hired Director of Admission; Preschool playhouse built by Pegasus families Milestones: 2nd Annual Spring Silent Auction Dinner Dance; Grade 5 outdoor education at Arrowhead Ranch; Track and Field Day introduces the Pegasus Olympics
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approached them both to join the Board and spearhead a Master Plan Committee to address the undeniably dilapidated facility. But, Neff vividly remembers, renovation was futile under her current lease agreement; the fine print gave Fountain Valley School District clear dominion over the property with only a twelve-month notice. “We couldn’t raise capital if the district could take the school back at any time.” And land purchase was a non-starter. Operational expenses of a public school may be drawn from city coffers, but construction is funded at the state level; therefore, proceeds from any transaction would go back to Sacramento. Even if the cost of maintaining their leased property was proving painful, the district wouldn’t consider it. Neff and Grant hatched a compromise. In 1995, The Pegasus School entered into a 55-year triple net lease agreement with the school district, accepting the burden of property taxes, building insurance, and maintenance in exchange for a capped inflationary rate. That kind of security could secure capital and planning began in earnest. But in the time it took to safeguard their holding
1992/93
1994/95
239 STUDENTS Preschool– Grade 8
Milestones: First eighth-grade graduating class (5 students)
293 STUDENTS Added third kindergarten Building Wings: Grocery Scrip raises funds for PTO Milestones: First Spring Benefit; Pegasus 10th Anniversary
1996/97
312 STUDENTS
Building Wings: Grocery Scrip raises funds for PTO
1993/94
and draft a modest improvement blueprint, the bucket list grew again. Although a few students remained after fifth grade, there was neither an official middle school curriculum nor a fitting hall for it. Parents were forced to transition their children back into a public system that was still woefully short of gifted offerings. Simply put, Pegasus needed a middle school. All in all, that first Master Plan produced the following: the extension and retrofitting of existing middle school classrooms to create a distinct wing for sixth, seventh and eighth grade students; trafficflow improvements necessitated by conditional-use permitting to expand the school; the rehabbing of existing lower school classrooms; a brand-new hall for fourth and fifth graders; a real field (vermin-free, with grass); and, new blacktops and basketball courts. “We did all this without a major bank loan,” Neff boasts. “Nearly every family stepped up. Really, we just had to turn the potluck into a fundraiser to finance the entire project.” Inevitably, a few short years later, they wanted a gym. In the late 90s, new blood at the school district appraised the land and
Building Wings: After-school sports (The Pegasus WIngs roller hockey with Mr. Fleming and basketball with Coach Tyler); Library Book Fair and theater program added Milestones: First graduating class that includes students who matriculated from preschool; fall parent parties
398 STUDENTS
1995/96
376 STUDENTS Building WIngs: Addition of two new fourthgrade classroom portables added; parking lot expansion, Master Plan created Milestones: Academic decathlon teams; new chess club; Girl Scouts established; rain forest chit-chats; Grade 7 Catalina trip; computer club
Building WIngs: Palley Classroom Complex built; Phase 1 Master Plan completed (total of six new classrooms, an enlarged and refurbished Middle School building, and a remodeled administration building) Milestones: Alumni Association established
1997/98
The Class of 1998 in front of the Middle School building.
A few students with a bulldozer during the 1996 construction of the new play yard.
Ms. Perini's Preschool class (1984).
2000/01
433 STUDENTS
520 STUDENTS
Building Wings: Creation of Thunder sports teams
Building Wings: Construction complete on Activities Center
1998/99 1999/00
463 STUDENTS Building Wings: Phase 2 Master Plan begins with the construction of the Activities Center Milestones: 15th Anniversary; first year graduating two eighth-grade classes
491 STUDENTS
Building Wings: Construction begins on the Activities Center Milestones: 20th Anniversary of Camp Pegasus; sports team renamed “Thunder”; first full graduating class in June, 2000; Pegasus selected outstanding middle school for Sweepstakes Award at Orange County Science Fair
547 STUDENTS
Milestones: Pegasus designated a Blue Ribbon School; First graduation in Activities Center
2001/02
2002/03
544 STUDENTS
Building Wings: Milestones: First year graduating three eighthgrade classes; reached goal of three classes per grade level; dedication of the Laura S. Hathaway Activities Center
Building Wings: Garden is dedicated to Dr. Hathaway’s daughter, Brittany; Pegasus Institute is developed in the summer of 2003 Milestones: First Alumni Reunion; Dads’ Root Beer Bust; Pioneer Day; Kindergarten Ice Castles Sculpting; Shakespeare Week
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A few of the first Pegasus Docents (1993).
The construction of the Laura S. Hathaway Activities Center (1998).
saw opportunity in a bull market; they wanted their land back. But, according to Grant, “the land under Pegasus was discounted by the long-term, low-rent lease obligation. Their only [feasiblyresponsible] escape was to let us buy them out.” To lick the issue of the state syphoning profits from the sale, Grant staged the public equivalent of a 1031 Exchange: The Pegasus School would purchase a freestanding, incomegenerating office building in Fountain Valley then trade it, hours later, for ownership of 19692 Lexington Lane. Once again, human capital was tapped to broker the deal, score bank backing and issue bonds to pay for the land and finance a gym. And, with debt augmenting the budget, Hathaway and the Board were able
to expand their gym into a fullblown Activity Center that would accommodate competitive athletics, dramatic performances, a material arts studio, boys’ and girls’ locker rooms, an outdoor lunch area and the concrete shell of a future teacher’s lounge. “That second phase was a big deal,” remembers Neff. “Debt allowed us to get everything we needed, except the teacher’s lounge. Teachers are the soul of Pegasus.” Eschewing a second fundraising campaign on the heels of the first, yet wanting closure, four families evenly shared the cost to finish the job. In a relatively short timespan, The Pegasus School had become one of the largest independent schools in California. Both its basal vision and
now its physical space were solid, and it was fortified by famiglia. Sure, a pipe burst on occasion, but there was always a parent to fix it. Wendy Bush, current Facilities Committee Chair and Board Trustee, remembers that chapter with affection: “It was a roll-up-your-sleeves type of thing, with whatever contractor was on the board grabbing his tool belt and connections when crisis struck.” There was a mailbox in the quad, pinched from the first Pegasus location, that the PTO decorated monthly. Traditions crystallized. But every chapter rolls into the next, and Bush can pinpoint when Pegasus turned the page. In 2013, when her son, John, was in fifth grade and her daughter, Ellie, third, Bush joined the Facilities Committee of the Board of Trustees. It was spearheaded at the time by current Board Chair, Brian Cullen. Like his predecessor, Cullen led the group on a monthly walk-thru to assess the state of the physical plant and prioritize actionable items based on urgency (like, when it’s raining in a classroom). Tasked with staying on top of the inevitable breakdowns but not, by his nature, a handyman, Cullen changed tacts. “There was no longterm plan for deferred maintenance,”
2007/08 2004/05 2003/04
565 STUDENTS
Building Wings: Established Legacy of Excellence Endowment; 20th Anniversary; Pegasus purchases the campus site from Fountain Valley School District
Building Wings: $3.3 million endowment established; tagline “safe place to be smart” established Milestones: 1st Women in History Day
2006/07 2005/06
Building Wings: Environmental educator hired
Building Wings: Athletic field named after Charles Tyler; spring 2006 Vision Committee formed by Laura and Board
Milestones: Inaugural Golf Classic & Social; Kinder Garden is planted; Pegasus Logo is revised (stacked version)
Milestones: 1st Grandparents’ Tour; Inaugural Alumni Networking Social
Milestones: 1st Entrepreneur Day
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Building Wings: Vision Plan approved by Board of Trustees; Pegasus launches new website Milestone: Pegasus Kinder Garden continues to grow; paper communications go online; Middle School Boys' Soccer team achieves a “threepeat” by winning the league championship; Spring Benefit held in Activities Center
2010/11 2008/09 2009/10 Building Wings: Laura Hathaway Memorial Garden planted and Plaque installed; new sound system in the Hathaway Activities Center; enhanced instruction with Promethean and SMARTboards Milestones: Pegasus celebrates 25th Anniversary; tribute to Laura Hathaway's life at the Spring Benefit's Silver Celebration
Building Wings: Phase I of safety and security plan; Grade 8 Independent Project introduced in the Tech Lab Milestones: Debate team established; Jacqueline Smethurst introduced as Interim Head
Building Wings: Robotics, Pegasus Live, International Studies Center funded; John Zurn begins term as Head of School; hiring of 3 new division directors; new modular classrooms Milestones: Pegasus Magazine is launched Feb 2011; PTO Jog-A-Thon
FEATURE
Bush explains. “So Brian spearheaded an inventory and analysis of all operational equipment on campus (A/C units, roof structure, lighting, etc.) to determine the extent of our unfunded liabilities.” Not surprisingly, the “cost to catch up” far exceeded the school’s reserves. In Board circles, this next stage is affectionately called Pegasus 2.0. Cullen and crew developed a dedicated reserve fund separate from operational capital called “PPRRSM” (pronounced “prism”) which is an acronym for “Provision for Plant Replacement and Repair and Special Maintenance.” A fixed amount, pulled from operational surplus, is deposited into the PPRRSM account on an annual basis. It is more than a savings account, explains Bush. “PPRRSM set the wheels in motion to plan for the future.” Today, the account funds a long-term maintenance plan that has addressed needs such as the re-roofing of the Hathaway Center, among many more. But it has also contributed to discretionary enhancements like the co-investment (with fundraising) of the outdoor classroom, a spontaneous asphalt renewal and addition of speed bumps in carpool, and the strategic shift to LED lighting throughout campus, an extravagance that has yielded a 40% annual reduction in energy costs.
D
oes physical evolution steal the essence of who we once were? Did damming zap the charm of those perennially-flooded first farms? Would we trade the planned community of Fountain Valley for its bucolic beginnings? Does the path from apartment to first mortgage to superfluous remodeling make a person less authentic, more conventional? Did Pegasus cede a bit of its founder’s raw, educational ideals as it moved from garage to abandoned campus to disciplined, forward-thinking expansion plan? “Can a space both reclaim the past and embrace the
Milestones: Debate team places first as a team at the 2012 Middle School Public Debate Program, 10th Annual Nationals; MS Boys' Flag Football team wins Tri-Way League Championship; Battle of the Books team places first
future,” asks Walter Hood, famed urban developer. “[Can it] illuminate shared memories and force us to look at one another, and education, in a different way?” Can we? The answer depends entirely on personal (or collective) optimism. Those Fountain Valley founding farmers seeded a community that not only exists today; it exists nicely, with the inclusivity and pride of place that got it rolling. The Pegasus alumni-parents who decisively influenced the physical evolution of the school may remember each transaction with misty-eyed detail, but then the story moves on to tales of grown children, growing families, successes. The Pegasus School has been the educational equivalent of the high water table beneath it: a rich, fertile foundation for roots to sprout, blossom, and bear bountiful produce that, frankly, needs to be harvested. Every year another crop of Pegasus students parades in cap and gown into the future, the muffled sobs of parents their Pomp and Circumstance. Change is inevitable. Indeed, change can be hard. But, to the optimist: change is the only portal to what comes next. Imagine the possibilities.
2016/17
2014/15
2011/12
Building Wings: Strategic Plan is published; "Be Kind" Committee is introduced; Grade 4 oneto-one laptop program; Grade 5 one-to-one iPad program
The 2018-19 Board of Trustees.
2012/13 2013/14 Building Wings: New MS modular classrooms; new science lab; DreamLab makers space; installation of Pegasus monument sign
Milestones: PTO Distinguished Speaker Series introduced; 1st Annual Family Fun Day; 1st Annual New Alumni Welcome Lunch
Building Wings: Outdoor Classroom Phase 1 completed; New MS modulars installed Milestones: MS Boys & Girls Soccer teams win Tri-Way League Championship; Debate team places 1st as a team (3 Golden Gavel recipients); Battle of the Books teams place 1st & 2nd in the Interscholastic BOB competition; Mary Karaba selected as one of OC's Top Teachers
Building Wings: Jason Lopez begins term as new Head of School; Outdoor Classroom completed; Teachers College at Columbia University in-service collaboration Milestones: Debate team continues to win tournaments; Math students win in Sage Hill Math Invitational; Robotics team places 2nd in Orange County
565 STUDENTS
2015/16
Building Wings: Refresh of the front office reception area and CMPR; increased funds for professional development Milestones: Completion of accreditation process that resulted in a seven-year certification; new 1:1 MacBook program in Grade 5; PTO PEGtalks is launched; launch of Pegasus alumni social media campaign
Building Wings: New Mission Statement is unveiled; completion of the 1st/2nd grade playground; Middle School & front office refreshed; addition of Grade 5 learning lounges Milestones: Launch of revamped website; Initiated a year-long partnership in professional development with the Curtis Center at UCLA; began a sixyear Strategic Plan, "Roots to Grow, Wings to Soar"; revamped the School's website
2018/19 2017/18 565 STUDENTS
Building Wings: Installed sailshade structure for our quad. Milestones: Pegasus hosts first “State of the School” address; Board launches the six-year Strategic Plan to the Pegasus Community; increased our social media presence and expanded our website
574 STUDENTS
Building Wings: Roots to Grow, Wings to Soar Capital Campaign is launched Milestones: Campaign 2020 web page is launched
Pegasus Magazine Spring 2019
15
Grows Up EVERYONE
Science & Technology Center
June 2019 Groundbreaking for Parking Lot
Labor Day 2019 Parking Lot completed
September 2019 Groundbreaking for Science & Technology Center
September 2020 Science & Technology Center completed 16
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Laura S. Hathaway Activities Center
Buildings, too, are children of Earth and Sun. —Frank Lloyd Wright Pegasus Magazine Spring 2019
17
TRADITIONALLY SPEAKING By Karla Joyce In an era marked by ideological discord, it is no surprise that the simple practice of maintaining traditions has become a debate prompt. By definition, progress is the antithesis of historical convention. So why should they continue to exist? Perhaps traditions persevere because, regardless of societal advancement, the essence of who we are as humans largely remains the same. Fear, need, struggle, joy…we share that. Friendship, times-tables, puberty…we share that, too. Traditions remind us of what we share. They are a conduit for values and customs to be passed from one generation to the next or, in the case of The Pegasus School, from its first graduating class to the most recent. Pegasus students may choose different paths upon graduation, but many started as Friendly Frogs, Brilliant Butterflies, Peaceful Penguins, or Mighty Monkeys; they soared through the rainforest, personified a celebrated figure and dove in-depth into heritage itself, among so much more. It’s our (Pegasus) history.
“I was a gecko!” says the medical student, passing through a former third-grade classroom on
his annual pilgrimage. And a little voice replies: "I am a sloth." 18
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FEATURE
The Explorer in Us Laura Hathaway launched The Pegasus School with a clear mission: to meet the needs of gifted learners. By their nature they differed wildly and required non-conventional, exceptional, oftentimes dissimilar educational approaches. Hathaway believed two basic components would help her fulfill her mission: a safe learning space to encourage experimentation and teacher autonomy. The chemistry of that pairing yielded Pegasus’ most identifiable characteristics: teacher-student trust, and its smorgasbord of undeniably impactful project-based traditions. According to Kristen Brady, Middle School learning specialist and former Pegasus teacher, “Teachers design experiences that will resonate with students wwand be memorable. These [signature projects] have become the cornerstone of grade-level curricula.” Vicki Olivadoti, veteran teacher, agrees; she was part of the third-grade team that created the rainforest project. She thinks the rainforest tradition resonates so indelibly because it simultaneously triggers different areas of a student’s brain and, by extension, identifies his or her individual strengths. For newcomers, the project unfolds as follows: students study the rainforest together, as a class, for its relevance in our ecosystem and as home to half the species and wildlife on the planet. Students then choose a particular rainforest animal to research extensively, independently and, ultimately, personify in a solo class performance. And, over an extended period of time, each third-grade classroom is transformed into a vivid, magical rainforest through student art and collective design. Elaine Sarkin, retired third-grade teacher, once described the curricular value of this project and its connection to gifted education from the perspective of her experience: “I had a group of students one year who were the strongest right-brained kids I’d ever seen. The rainforest imagery they created was breathtaking. There have been years when I’ve had brilliant
mathematicians, but when asked to paint a picture, they’d go blank. So someone can do a research paper two pages long at a very young age, but he cannot imagine. Is he more gifted than the artist?” Olivadoti believes project-based learning projects, like Rainforest, are instrumental at this stage of a student’s development. According to Olivadoti, a primary goal for the third-grade team is to help students become more independent and take charge of their intellectual journey. A big part of that, Olivadoti says, is getting students “to see mistakes as opportunities to change something, and not the end of the world.” (Sounds a lot like trust and exploration.) Third grade is packed with project-based lessons to punctuate this critical point. In addition to the rainforest unit, students learn economic literacy by establishing businesses and selling their goods to the entire student body for Pegasus bucks (and bragging rights and entrepreneurial satisfaction). They learn to decipher pervasive messaging by creating their own brand of cereal and developing marketing strategies to sell it. These third-grade projects and many more connect learning with independent exploration and doing. And, they connect us. But classroom traditions, rooted in project-based, hands-on learning, begin with the youngest Pegasus students. Some of these traditions harken from the earliest days of the school; others are evolutionary off-shoots or the creative brainchilds of more recent grade-level teaching teams. What they all share, however, on top of the purposeful, important, learning stuff, is the fun factor.
This spread, from left to right, top to bottom: Pre-K Pilgrim Day (1984). "Wizard of Oz" theater performance (1988). Pegasus Boy Scout Troop 911 (2000). Kindergarten "Snow Day" (1990). Shakespeare Day (2003). Kindergarten Ice Castles (2018). Grade 2 Heritage Museum (2019). Grade 3 Rainforest presentation (2018).
Over the Years and Through the Woods When Nancy Larimer, Kindergarten teacher, started at Pegasus twenty-five years ago, the Ice Castles activity was already legendary. It had been conceived as a touchpoint to winter, she remembers. “We live in California,” Larimar points out. “These kids didn’t have exposure to cold weather and snow so, every January, we made snowflakes with Borax and stacked chunks of frozen water into shapes that looked like castles and drank hot chocolate when little hands turned blue. Kids loved it.” It was one hour of one day that a fiveyear-old would never forget. In recent years, this winter play-day has expanded to include an entire unit on castles and fairy tales, but the beloved icy tradition remains its culminating highlight. Larimer believes fun is the agent of engagement, at any age. “Everything doesn’t have to have a curricular purpose,” she says, but lessons can be plentiful in the process of playing. Take ice castles, for example: “At home, kids freeze water into any shape they want, adding food coloring or little toys or even glitter. The next morning they bring in all their frozen shapes, big and small, hearts and stars and, working in groups of six, start stacking them into castles. We place each castle in a different area of the yard...in shade, or direct sun, maybe a little of both. Everybody makes a prediction about which will last the longest, based on heat, based on size, then we drink hot chocolate and watch the melt.” “Yes, they’re learning,” Larimer says. “But, really, it’s just plain fun.” And five-year-olds like that. Fun, at age six, involves sled dogs and mushers. Firstgraders eagerly follow the Iditarod Trail Sled Dog Race that takes place in Alaska every March. This annual long-distance race includes teams of 16 dogs and a musher and traces the historic 1,000-plus mile mail and supply route from coastal Alaska to interior mining camps. Students study the dogs
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and mushers, historical significance, and race terrain; they track the weather and team progress, as it happens. In recent years the project has evolved with the help of technology, allowing teams of students to recreate the race by building sleds and, through coding, ushering them through savage concrete terrain (a.k.a. the quad), dotted with obstacles, to a finish line. Living it, like mushers…albeit in shorts. Traditions persist when a value (or emotion) continues to connect us. Other times, when cultural winds shift, valueconnections are reexamined. For years, first graders eagerly awaited Pioneer Day, a full-day immersion into colonial times that included churning butter, crafting paper, writing with homemade quills, donning traditional pioneer-era garb, storytelling, and cooking then eating an authentic Thanksgiving feast. But, according to Kristen Diehl, Lower School Instructional Coach, “traditions can evolve around their core intent.” Pioneer Day is now Ancient Civilization Day, to prove her point. “What we found to be important in this tradition was the immersive experience for students,” she explains. “With that as the focal point, it allowed us to think outside the box with content.” Now, students explore the differences between ancient Chinese, Greek, Egyptian, and Aztec civilizations, and spend a day decorating their classrooms, building musical instruments, creating headdresses and mosaics, and gathering for a feast. The second-grade Heritage Day has been refurbished as well but maintains much of its original form. Students still dive into their own heritage through research, family interviews, and ancestral memorabilia. They still craft cultural garb, design a presentation to represent their ancestry, and present it convention-style to waves of small audiences. And they still contribute a culturally-specific dish to the Heritage feast.
FEATURE
New to the tradition, according to Diehl, is an interactive exhibit of the immigration process that took place in the United States. “Students go through an Ellis Island simulation where they portray an immigrant from their own heritage.” Third graders hit the jackpot, then it’s on to fourth grade’s new take on the Mission Building Project, which is now a study of California land management in its formation of Ranchos. But they also study something they really, really like, like soccer or science or politics or cheese, and present their knowledge, like an expert, at the eponymous fourth grade Expert Fair. Finally, in fifth grade, students get to participate in the long-standing, long-awaited Celebri-tea. The gecko becomes Abraham Lincoln; the sloth, Jackie Robinson. Alumni recall Celebri-tea assignments with as much passion as their rainforest animals. Larimer hangs a sign in her Kindergarten classroom that says: Let them be little. It means, she says, kids gravitate toward fun. Fun, in fifth grade, is being the astronaut, being Warren Buffett, or being an Olympic gold medalist. By fifth grade, students are developmentally ready to dig more deeply into subject matter, with investigation the heart of most units. The “multiple-intelligence” aspect of so many Pegasus signature projects aligns perfectly at this age. Celebri-tea is, in fact, the culmination of a comprehensive examination of U.S. states. Students select a state and begin exploring. Armed with information, they produce a precise topographical map, design a distinctive license plate for its residents, and depict the state flower, mascot, and animal through art. Ultimately, they select one of the state’s most notable residents, past or present, to become and present, via one-on-one conversations with adults, at Celebri-tea.
Pegasus traditions carry on through middle school, step-in-step with maturing minds. Small groups of sixth graders choose an environmental topic to research and depict in a large globe format. These Cool Globe presentations circle the quad and become interactive conversations with students of all grades and throngs of visiting adults. Middle school students and their teachers, as well as Pegasus staff, all partake in White T-Shirt Day, donning a pared-down wardrobe and no makeup to focus on inner, rather than physical, beauty. And eighth graders enjoy one of the longer-running Pegasus traditions, Shakespeare Week; every student competes in a monologue competition and feasts on Renaissance fare in the fields. Every school has its own lexicon—a language unto itself that is passed down through the years. At Pegasus, that language is best expressed through signature projects that, strung together, have become tradition. These customs, and the teachers who created them, bind the Pegasus community across time. While the projects may evolve, or the people may change, the essence of what they represent remains constant: a shared love of learning, a pride of place, and a genuine educational family.
Into the Future
Karla Joyce is an alumni parent, a Board Trustee, and a contributing writer to Pegasus Magazine. Contact: karlajoyce@cox.net This spread, from left to right, top to bottom: Grade 3 businesses (2018). Grade 2 Fairy Tale Day (2017). Grade 1 Pioneer Day (2017). Grade 5 Celebri-Tea (2018). Grade 6 Cool Globes presentation (2019). Grade 2 Medieval Day (2019). Grade 4 Expert Fair (2018). Grade 4 Mission Building Day (2018). Grade 4 Rancho Day (2019).
Pegasus Magazine Spring 2019
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Dr. Hathaway with Pegasus faculty and staff (1985).
Our Founding Fathers (and mothers) How Pegasus Pioneers Shaped Today’s Unique Community Marrie K. Stone If Pegasus feels as much like a secondary home as a primary school, it isn’t by accident. “Family” is a word frequently used in our lore. And while that may not seem unusual for an elementary school—particularly a personalized private school—the reason why it’s true is unusual. Born of Dr. Laura Hathaway’s ambitious dream and bootstrapped beginnings, community involvement wasn’t optional in the 1980s. Volunteerism, philanthropy, and a certain sense of adventure were woven into the strands of Pegasus’s DNA. Not only did Dr. Hathaway mine students’ unique gifts and talents, but she also excavated those attributes in her faculty, staff, and parent-body as well. What emerged was an interactive and collaborative
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community where every individual could uniquely contribute, and every one of those contributions made a big—and often lasting—impact. If You Build It, They Will Help The strongest bonds frequently form while overcoming adversity. Like many new ventures, the Pegasus origin story was marked by risk and rife with uncertainties. In its precarious beginning, 35 years ago, only eight students enrolled. It began as a pre-school in every sense of the word. There was not yet a “school,” but only a few rented rooms (see Karla Joyce’s “Where We Hang Our Hat,” page 10). There were often insufficient funds to pay faculty or staff, many of whom were working 12 or more hours a day. Even the playground sand was donated by a local excavation company. In those years, small acts of sacrifice and service made a significant difference. Parents contributed computers, toys, and equipment. They assembled shelves and painted walls. “In the first few years of the school, you would not be surprised to see a teacher, administrator or parent sweeping the leaves or gardening,” says Gail Wickenberg, the original
and the various challenges that ensued. “The greatness Assistant Director of Pegasus. “Teachers picked up their of a community is most accurately measured by the own classroom supplies at the store, and they worked late compassionate actions of its members,” said Coretta Scott hours getting ready for the next day.” Wickenberg routinely King. Those years were filled with compassionate acts. uses the term “family” to describe the feeling of those early days. “Everyone helped,” she says. The Captain Sets the Course But in 1988, four years after the school began, one So what attributes was Dr. Hathaway looking for when she disgruntled parent threatened to bring it all down. After sought out faculty, staff, students and parents to seed this kind a philosophical disagreement with Dr. Hathaway over of community? “You don’t find people like that,” says Pierre. the direction of the school, the family left, taking 40% of “They just appear. They believe in what you’re doing. They put the student body with them. “Laura was devastated,” says their gloves on and go to work.” Pierre Hathaway (Dr. Hathaway’s husband). “That could But strong families often have strong matriarchs. Dr. have sunk the whole project.” Hathaway set the tone. She naturally drew families In a fortuitous turn of events—and to the credit of the looking for an alternative to traditional education— whole community—Pegasus began the next fall with parents willing to take some risks for a higher a student body that had miraculously doubled in academic return. For these people, education size. “There were good people who stayed and trumped aesthetics. Innovation beat out worked,” Pierre says. Parents’ belief in the tradition. They traded pristine playground school ran deep, and they didn’t keep it equipment for customized instruction. a secret. Word soon spread throughout That, in turn, brought together a Orange County—Pegasus was the community imbued with a diversity place to send your children. The greatness of a of experience—financiers and real That same spirit of commitment community is most estate moguls, brokers and lawyers. pulled the school through the The entrepreneurs and innovators difficult years that followed Dr. accurately measured who fed Orange County in the late Hathaway’s passing in 2009
by the compassionate actions of its members. – Coretta Scott King
Left photo: Pierre and Laura Hathaway (2009). Top Right: A few Pegasus faculty baking with Dr. Hathaway (1986/87). Bottom right: Faculty and staff training on computers donated by Pegasus families (1995).
Pegasus Magazine Spring 2019
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Volunteers at Grandparents' and Special Friends' Day (1993).
Volunteer mom helping at Pioneer Day (1995).
20th century sent their students to Pegasus, and then they stepped up to help it grow. “The main thing was that she trusted us so much,” says Marilyn Diamond, one of the original members of the Pegasus faculty and former first-grade teacher. “We wanted to make her proud of us, which in turn made us proud of the school. Laura would say, ‘Do what you think is right.’ It was wonderful. She trusted that we knew what we were doing.” “The whole key was the curriculum and the teachers,” says Pierre. “Every teacher could do whatever they wanted in terms of funneling the curriculum. If they had a specialty, they could teach it. Laura would say, ‘What do you love? Parachutes? Good. Teach that.’” Sandy Deering, pre-K teacher and an original faculty member, seconds that statement. “We’re as unique as the children we teach,” she says. “We were able to add our own flair to things. It all comes down to fun. Are you having fun? No? Get another job.” By coupling autonomy and trust with a strong assurance of support, Laura ensured every member of the community was personally invested in the school. “She did it for the kids, and parents did it for the school. It was a great trade,” says Pierre.
Pegasus first graduating class (Class of 1993).
Building Unbreakable Bonds Communities benefit from bonding, and Dr. Hathaway Sandy Deering, Preschool Teacher (1989-90).
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Staff Appreciation Day (1997).
understood the importance of team building. “The staff worked together—planning; enjoying game nights and academy award celebrations; folding flyers; and stuffing envelopes in Laura’s living room,” says Wickenberg. Parties, potlucks, game nights, and retreats were a regular part of early Pegasus protocol. “Every year, she had staff programs in the summer and at Christmas,” Pierre recalls. “They’d go away someplace for a day or two.” Co-workers soon became as close as family, connecting over shared experiences and creating indelible memories. “She loved retreats,” Diamond says. “It was all about building trust and building connections with each other for the following year. Everybody got together like one big, happy family. We went to parks, the Ayres hotel (owned by an early Pegasus family), to the mountains. Everyone went. Unless you had some deadly excuse, you were going. You knew how important it was to her. And it worked.” That bonding had a trickle-down effect to the rest of the community, creating a family atmosphere that pervaded the campus. “There was a real camaraderie between the parents,” says Pierre. “Parents volunteered their homes. It was a constant team building effort. A constant reinforcement with the staff, the faculty, and all the parents. Laura was accessible to everybody. She talked to everybody. She was there.”
Alumni Networking Social (2006).
PTO hosts Grandparents'/ Special Friends' Day (1994).
The Givers and Doers The roster of individuals who were instrumental in Pegasus’s formation, preservation, and success is robust. Once a few names are mentioned, more names start to flow, too numerous to recount (and dangerous to try). But each gave in often unique and specialized ways, particularly during those formative years. “We had a lot of parents with a lot of talent,” says Diamond. “Lawyers, doctors, businessmen— one graphic artist who designed our logo—they all played a part.” Those early pioneers laid the foundation for the next generation, who eagerly stepped up. In the mid 1990s, for example, Robert Pozin— alumni parent, former Board Chair and member of the Development Committee—understood the need to start an endowment. The endowment is, of course, the gift that keeps giving back. It also encapsulates that perfect synergy between the specialized skills many Pegasus parents hold and the specific needs of the school. The task was no small feat, requiring a great deal of time, financial and legal savvy, and a significant emotional commitment. “That’s where you could see how strongly parents felt about the school,” says Pozin. “It was very heartwarming.” It also allowed Pozin to see the differences between parents and what they valued. Some wanted to fund tuition for those who couldn’t afford it. Some focused their gifts
Board Chair, Bob Pozin, and his wife, Bano.
on the professional development of the faculty, or technology, or other tangible improvements to the school. Everyone had the opportunity to show their support in individualized ways. Bano, Pozin’s wife, saw a need to better integrate new parents into the family fold and began “Breakfasts with Bano” in her backyard. “It’s fair to say Bano volunteered in every capacity one was able,” says Pozin. That’s not an uncommon refrain at Pegasus. Those who give tend to give and give. It's been 35 years since Pegasus was established and the sense of community is still strong. Many of today’s parents spend as much time on campus as their children, volunteering their time in classrooms, on committees, running the PTO, or serving on the Board. In turn, teachers attend former students’ recitals, bar mitzvahs, graduations and weddings alongside friends and family. Alumni regularly return, eager to connect to their roots. And some parents and grandparents still hang around, even after their children are long gone. This is how it happened. It wasn’t by accident. And it may be the strongest legacy Laura left behind.
Dr. Hathaway with the Board of Trustees (2009).
Pegasus moms painting props for the 2018 Grade 1 Ancient Civilization Day.
Pegasus parents helping students brush their reusable sandwich wraps with beeswax (2019 Earth Day).
Marrie Stone is a local writer, interviewer, and the Co-Host of “Writers on Writing” at KUCI, 88.9FM and the mother of Haley Rovner (‘15). Contact: marriestone@gmail.com The 2018-19 Pegasus PTO Executive Committee.
Pegasus Magazine Spring 2019
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Building Early Oratory Skills Allows Students
to Soar
Jim Conti I love watching fourth-grade students passionately deliver a speech by John F. Kennedy or Martin Luther King Jr. It’s powerful to see young students understand the context of a speech and deliver it with conviction. At Pegasus, we believe in educating the whole child. In addition to teaching the core subjects, we recognize the importance of teaching “soft skills.” Soft skills are character traits and interpersonal skills that enable people to interact intelligently with others. Some areas of focus include empathy, teamwork, creative thinking, problem solving and meaningful communication. Over the last couple of years, Pegasus has created an oratory program that is designed to build confidence and encourage effective communication. Communication is an important life skill that can be applied in a variety of situations and a critical building block for success. Effective communication increases self confidence and can help differentiate students. Often times, lower and middle school students who speak well get recognized and become leaders in their organizations.
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For high school students, these skills allow them to stay at the top of the class and can boost confidence. In college, communication skills will enable students to build their profile, polish their personalities, and set them apart from other candidates when applying for jobs. In the workplace, any professional will be required to communicate knowledge. A CEO of a company needs to communicate to his or her employees, lawyers need to convince a jury, doctors should have “good bedside manners,” politicians must give compelling speeches, a salesman who speaks confidently can close a sale, and an electrician who speaks well is more likely to get the job than one who doesn’t. Students who speak well are likely to do well in class and be respected. Communication builds the foundation for higher levels of productivity and success throughout life. To achieve these goals, students at Pegasus are given opportunities to speak starting in the earliest grades. Beginning in kindergarten, students are asked to communicate something that is meaningful to them during
share time. From the start, they begin to develop verbal communication skills to the point where they are excellent communicators by the time they leave. While students have done shares, chit-chats, and poetry recitals at Pegasus for a while, some of the programs have been enhanced to further develop skills. For example, in fourth grade, students recited their Declamation Day poems earlier this year. After practicing voice inflection, making eye contact, and speaking with good posture, they saw the same assignment play out with Crossover International Academy, our sister school in Ghana. The program motivates students to improve. In the Middle School, all Pegasus students take oratory classes. The curriculum fosters an innovative mindset and trains how to craft and organize different speech types (story, extemporaneous, expository, persuasive and impromptu speeches) as well as adaptation of messages to the audience. In sixth grade, one assignment is the “best team” speech where students hook the audience, then communicate about the “best team” using statistical data. The idea is to learn to be creative and interesting while speaking and providing detailed information. As students progress to seventh grade, they investigate the United Nations Human Development Index (UNDI), then access the Kiva micro-lending website and develop a speech to advocate for someone in the real world to get a micro-loan. They must articulate why Students who speak the proposed business is a good idea and why a person from a particular well are likely to do well in country is a good candidate. The class and be respected. winning group actually funds for future success in a micro-loan. The students academics and in life. Communication builds the learn empathy, research, critical In addition to thinking, and how to advocate oratory, all middle school foundation for higher levels for a person or cause through students are also formally persuasive communication. It is exposed to debate. of productivity and success amazing to see seventh grade students Students develop research passionately advocate for someone throughout life. skills, media literacy and in Kenya or Colombia with a business evidence evaluation skills. They proposal to provide chlorinated water for boost their reading comprehension their community. Our students are learning and ability to think critically. They about important global issues, how to speak about sharpen their note-taking and listening those issues, and ultimately how they they can make an skills, and they ultimately become confident public important difference in the world. speakers as they learn to appreciate diverse perspectives. In eighth grade, students study food labels, then Given the exposure to multiple speaking opportunities communicate the uses, harms, and benefits of ingredients throughout the years, the Oratory and Debate programs are found in common household foods. The purpose is not only building wings so Pegasus students articulately soar into to communicate what they learned about food, but also to the future. do so in an informative,useful way. Students educate each other why we may—or may not—want something like sodium benzoate in our food. If you are undecided about Jim Conti is the Pegasus oratory teacher, debate sodium benzoate, come to class and listen to a speech! You’ll coach, and seventh-grade seventh-grade advisor. find out about lots of interesting facts about the ingredients Contact: jconti@thepegasusschool.com in our food. All of these assignments are building blocks
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Reflections Build the Future Past Eric Hallett
Alexandra Gandara
Upon reflection, Alexandra Gandara (’10) recalls the third-grade motto: “Proper prior planning prevents poor performance.” This alliterative phrase has been a guiding light in Alexandra’s life for well over a decade now as she has graduated from college and hopes to attend law school. Alexandra discovered her love of riding horses at the age of five and found that attending Pegasus developed her time management skills early on as she learned to balance her academic workload and equestrian passions. She found that these abilities learned during elementary school proved invaluable when she continued riding horses through high school at Mater Dei and college at University of Alabama, where she served as the captain of the university’s equestrian team. While at Alabama, Alexandra studied English with a minor in communications, hoping to “perfect [her] reading and writing abilities” in preparation to apply for law school. She worked at a family friend’s law firm during the summer — where her interest in pursuing a career in the legal profession arose — but she credits Pegasus with helping her develop the writing and public speaking skills necessary to succeed in her chosen career path. Since her graduation, Alexandra has been paying her experience forward by teaching at the same equestrian barn where she began riding horses competitively, utilizing her love of both people and animals in the process. She cites “the relationship [she] builds with the horse” as being primarily responsible for her love of riding, and sought to cultivate similar connections in building meaningful relationships with her classmates. She fondly recalls the eighth-grade trip to Yosemite at which she and her friends hiked “a million miles” but “kept laughing and found a way to make the most of it.” While the distance quoted above may have simply felt like a million miles, Alexandra reflects fondly upon her experience at Pegasus, evidenced by her advice to current students: “Make the most of every moment and cherish your friendships because the time flies by before you know it.”
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THOSE WHO SOAR
Hawken Miller
Hawken Miller (’11) shares Alexandra’s love of writing but has taken his passion in a much different direction. As soon as he arrived on campus, he began volunteering at the Daily Trojan, USC’s student newspaper, and has ascended all the way to the rank of deputy news director. He plans to graduate this coming spring with a degree in journalism, appreciating the ability his words, photos, and videos have to “hold people in power accountable” and “give a voice to the voiceless.” At Pegasus, Hawken was heavily involved in Troop 911, the school’s Boy Scout troop, and eventually earned the rank of Eagle Scout. When came time to complete his final project — one that generally requires well over a year of planning — he decided to do his project at Pegasus to give back and leave a permanent physical mark on his alma mater. Hawken reflects fondly on many of his experiences as Pegasus, but one stands out to him. In second grade, he presented on his Danish heritage for an ancestry project and grew incredibly nervous before his presentation to the point that he thought he wouldn’t be able to speak. As soon as he got to the front of the room, he felt supported by his classmates in the first of many experiences in elementary
school that “pushed [him] out of [his] comfort zone.” He credits Pegasus with his transformation from a shy adolescent to a gregarious adult comfortable interviewing complete strangers for his work at the Daily Trojan. Additionally, he thanks “Mrs. Wilder for pushing [students] to succeed in English,” noting that the basic foundations of writing learned in middle school under her tutelage gave his peers and him an advantage going into both high school and college. In his rare free time, Hawken, who grew up with Duchenne muscular dystrophy, is heavily involved with CureDuchenne, his parents’ foundation which has provided him with the “opportunity to reach out to other boys like [him] and help him face the disease.” He believes Pegasus helped him become vocal about his experience with the affliction because he “was able to feel like a normal kid even when [he] really wasn’t.” His advice to current Pegasus students: “expose yourselves to as many things as possible” and enjoy the “chance to be innocent. Discover there what you love to do.” Eric Hallett is currently teaching AP Calculus, Geometry, and Investments at Flintridge Preparatory School in La Cañada Flintridge, California. Contact: erhallett@gmail.com
Expose yourselves to as many things as possible . . . Discover there what you love to do.
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Alumni Connections Benjamin Jenkins water polo at Pomona College and has been playing masters level water polo ever since.
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Michelle Kiger (Shepard) '99 with her husband Dave and sons, Asher and James William.
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Chris Rakunas ’93 moved to Washington State with his wife and two kids where he will be working as the CFO for a new hospital in Tacoma. Rakunas recently finished a Master’s degree in Accounting and will be sitting for the CPA exam. He and his wife have a little girl who is almost four and a little boy who is almost two. Rakunas’ family loves hiking through the forests in Washington and eating all the smoked salmon he can make for them.
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Michelle Kiger (Shepard)’99 and her husband, Dave, recently welcomed their second son, James William, last September. Big brother, Asher, is a big fan. Kiger is an active duty Air Force pediatrician at Wright-Patterson Air Force Base in Dayton, Ohio. She was promoted to Major last year and was selected as the Outstanding Young Pediatrician
of the Year by the Uniformed Services section of the American Academy of Pediatrics. She serves as the medical student clerkship director and the assistant residency program director for their program.
Alexandra Hsu ’03 is a Chinese American filmmaker. She was first inspired to go into film when she was in high school, at Sage Hill School, and decided to attend the USC Summer Film Program. A career in film seemed to be the perfect fit for Hsu- a combination of her parents’ careers—her father was an engineer and businessman; her mother is an artist and fashion designer. Her parents have always loved exploring the world, so Hsu has been able to travel and experience different cultures. This has had an impact on her international film experience. Hsu received her BA from Scripps College, double majoring in Media Studies and Asian Studies. At Scripps and the Claremont Colleges, she focused on documentary filmmaking.
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Naneh Apkarian ’02 graduated from University High School in Irvine in 2006, and graduated with a BA degree in pure mathematics from Pomona College in 2010. In 2013, Apkarian graduated with an MA in Pure Mathematics from University of California San Diego. Last year, she graduated with a PhD in math and science education from University of California San Diego and San Diego State University (joint program). Apkarian is heading off for a post-doctoral fellowship at Western Michigan University, in preparation for an academic career. In addition to academics, Apkarian played NCAA Naneh Apkarian '02 at her graduation from UCSD and SDSU (joint program) in 2018, receiving her PhD in Math and Science Education.
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ALUMNI CONNECTIONS
Alexandra Hsu '03 recently directed the short film, "POP!"
Her undergraduate thesis was a documentary film, "Women: Cultural Revolution to Capitalist Revolution,” which received the Payton Watkins ’09 Media Studies Award and also the Pomona College "China Insights" Exhibit Grant in 2011. She gained experience working on four documentaries - the Official Beijing Olympics Film: The Everlasting Flame, Brett Morgen’s Crossfire Hurricane about the Rolling Stones, renowned photographer, John Rowe’s Omo Child: The River and the Bush, and ping-pong documentary, Top Spin, directed by Mina T Son and Sara Newens. Hsu’s very first internship was with Spyglass Entertainment. One of her most rewarding experiences was working with Ellen Sandler, writer and executive producer on the very successful late 90s TV program:
Everybody Loves Raymond. This was Ms. Sandler’s directorial debut – web series “Marisa Rules.” Hsu was the second assistant director and casting associate on the production. She’s also built a relationship with the Newport Beach Film Festival (NBFF) over the last several years— as a volunteer, reviewer, features programmer, and as a filmmaker. NBFF is where her very first USC film premiered in its Youth Division and where her film “Sophie” was an Official Selection, 10 years later. Hsu graduated from NYU Tisch School of the Arts Singapore with her MFA in Film Directing and Production. She realized her strengths as a director and producer. Due to her love for travel and seeing the world, going to another country for graduate school felt natural. Hsu directed five
short films in Singapore, Hong Kong, France, Orange County, and New York, respectively, and has directed a spec commercial, Dove Real Beauty Sketches Asia. Her Hong Kong short, “Sophie,” has screened at over fifteen film festivals, including Oscar Qualifying festivals: Austin Film Festival (World Premiere, nominated for Best Student Short Film) and the Foyle Film Festival in Northern Ireland (International Premiere, nominated for the Light in Motion Film Award). Her NYU thesis film, “POP!” starred Emmy-nominated actress, Michelle Ang. Most recently, she made “Our Way Home” in Long Island, New York, set in the 1960s, with characters based on her father and his sister. The film was inspired by a black and white photograph taken of the two in the early 1960s. “Our Way Home” had its World Premiere at
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ALUMNI CONNECTIONS
Stuart Palley '03 photographed wildfires as part of his ongoing Terra Famma project.
Class of 2010 got together last fall for an unofficial reunion.
Oscar-Qualifying HollyShorts Film Festival. It screened at the Women in Film Shorts Night on January 14th, 2019 at the West Hollywood Library. In 2019, Hsu has been invited to become a resident with the SFFILM’s (San Francisco Film Society) FilmHouse Residency, an artist-filmmakers residency. Within this program, she will be taking her feature film QUEENS from writingdevelopment to production.
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Stuart Palley ’03 is a photographer in Southern California who focuses on environmental documentary work. During the summer and increasingly into the fall and spring, he photographs wildfires as part of his ongoing Terra Flamma project, examining wildfire as an acute effect of climate change in the West. Palley’s other photographic interests include: water issues and drought, the night sky and light pollution, general wilderness conservation,
Zachary Friedman ‘08 wore his Philadelphia Phillies gear after accepting a new job as the Pacific Northwest Area scout for the team.
and an increasing focus on aerial photography with drones. His work has been recognized by the prestigious Pictures of the Year International Competition in the Environmental Vision category and most recently, the Natural Disaster category for his work documenting wildfires. His images from Terra Flamma recently appeared in National Geographic’s February 2018 issue in the cover story article entitled, “We Are Watching You.” Born and raised in Southern California, Palley has photographed for National Geographic, The New York Times, The Wall Street Journal, Los Angeles Times, The Washington Post, and many other publications. His work has appeared in TIME magazine, WIRED, New York magazine, and The Washington Post. Palley received his B.B.A. and B.A. in History and Finance from Southern Methodist University. He also minored in photography and human rights. He holds an M.A. in Photojournalism from the University of Missouri. When not photographing
ALUMNI CONNECTIONS
Julia Qualls ‘14 and Emily Anastos ‘14 supported by faculty — Kristen Brady, Vicki Olivadoti, Nancy Wilder and Chrissy Bridges — along with other Pegasus alumni, attended their Girl Scout Gold Award Ceremony last spring at Marina Park on Balboa Island, Newport Beach.
wildfires, Palley can be found on road trips throughout the Southwest photographing the Milky Way.
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Zachary Friedman ’08 recently accepted a new job as the Pacific Northwest Area Scout for the Philadelphia Phillies. Friedman is the head scout in charge of scouting all the High School, College and Junior College players in Oregon, Washington, Idaho, Montana, Wyoming, Alaska and the western half of Canada including British Columbia, Alberta and Saskatchewan.
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Grant Kang ’10 currently attends Georgia Institute of Technology and was recently an intern at Johnson and Johnson in Singapore. Douglas Schneider ’10 graduated cum laude from University of California Los Angeles in June, 2018 with a BS in Biology. Schneider started medical school at University of California Irvine on August 1, 2018
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Ariella Carmell ’11 was just named the recipient of the 2019 Michael Collyer Memorial Fellowship in Screenwriting, a $10,000 grant awarded to one college senior per year. Under the fellowship, Carmell will develop and write a new screenplay with the help of a professional screenwriter/mentor.
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Julia Qualls ’14 and Emily Anastos ’14 attended their Girl Scout Gold Award Ceremony last spring at Marina Park on Balboa Island. On May 6, 2018, Pegasus Girl Scout Troop 871 held a Gold Award celebration for Julia Qualls ’14 and Emily Anastos ’14. The Pegasus community came out in full force to show their support and honor the achievement of these two Girl Scouts. Current Pegasus Girl Scouts conducted the flag ceremony, Amanda Miskell (Class of 2014) was the Master of Ceremonies and Ms. Olivadoti and Ms. Wilder were guest
speakers. Classmates of 2014 also attended, along with Ms. Brady and Mrs. Bridges. Several of the 2014 classmates are members of Pegasus Boy Scout Troop 911. Julia Qualls ’14 - Gold Award Project: Alzheimer’s Connections - Building and Maintaining Loving Relationships Qualls ’14 created a program to educate family members and caregivers on effective ways to communicate and interact with people with early to mid-stage Alzheimer’s. This issue is a personal one for Qualls. Her grandmother had Alzheimer’s and her struggle with this disease inspired Qualls to find a way to help. She worked with two memory care facilities and designed workshops with activities to spark memories and start conversations. A key part of her workshops were the sensory boxes containing items focusing on all five senses, sight, touch, hearing, smell, and taste, to help stimulate memories and facilitate conversations. Qualls shared
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ALUMNI CONNECTIONS
Charlotte Cohen '15 pictured with Pegasus faculty, Nancy Wilder and Vicki Olivadoti, at her senior piano recital.
Sierra Green '16 was elected president of the APA Orchestra Council.
her tools and activities with family members by publishing an online article to help them maintain loving relationships with Alzheimer’s patients.
of the American Legion Boys Nation. Cheadle was originally selected as a senator representing California at the American Legion Boys Nation from July 20 to 27 in Washington, D.C., won an amazing election during a mock presidential campaign. Boys Nation is an annual program in which 98 senators (two from each state, except Hawaii) learn how the U.S. Senate and the federal government function. Boys are divided into two political parties, the Federalists and the Nationalists, each of which conducts a party convention, sets a platform and nominates members for elected offices. Each senator also writes, introduces and debates a bill before a committee, and if it proceeds, the legislation is voted on by the whole Senate. Cheadle has also co-founded the Youth and Government Club at Sage Hill School, and was captain of the mock-trial team. He is a member of the school’s varsity sailing team and is a Boy Scout with 21 merit badges. He plans to attend the University of Pennsylvania to study business or finance.
Emily Anastos ’14 - Gold Award Project: International Student Start Up After learning from international friends about their difficulties acclimating to the US, Anastos designed and launched a mentorship program for new international students at her boarding school. She assigned dorm leaders as mentors and educated them about culture shock, difficulties mentees might face, and how to be helpful. Her project fostered relationships between students from 13 countries and the US to create a support system for the international students. Anastos ensured the project would be sustainable by gaining the commitment of dorm leaders and providing them with binders with her research, steps, and timeline to implement the program. Pegasus Troop 911 recently had an amazing run of Eagle Scouts, all graduated from Pegasus class of 2014, and now and are on their way to college. Each of these alumni began in 34
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Troop 911 at Pegasus, starting as boy scouts together and ending as Eagle scouts together. 1. Cameron Weiss 2. Blake Partis 3. Cameron Slater 4. Jake Laven 5. Henry Lavacude-Cola 6. Robert Leigh 7. Zachary Detloff 8. Patrick Aimone Zachary St. Hilaire ’14 graduated from Corona Del Mar High School last spring. St. Hilaire is currently attending University of Southern California. Henry Lavacude-Cola ’14 was honored to have been selected as the student Commencement speaker for Sage Hill School’s Class of 2018. Lavacude-Cola is currently attending Cornell University as a Tanner Dean Scholar in the School of Arts and Sciences. Henry credits Pegasus with helping to establish his love of learning that is the cornerstone of his academic success.
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Joshua Cheadle ’15 is currently a senior at Sage Hill School who recently became President
Charlotte Cohen ’15 presented her senior piano recital to raise money for the Idyllwild Arts Academy scholarship fund. She performed seven classical
ALUMNI CONNECTIONS
pieces of Bach, Chopin, Debussy, and more. It was a wonderful night of entertainment to support an exceptional program. She was truly giving with her music and giving back to the program that helped her grow as a musician.
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Sierra Green ’16 Sierra Green has completed her sophomore year at HBHS. She was awarded both the Gold Award and the Excellence Award in Orchestra in the APA program, for being a leader and role model and showing a strong drive to excel in violin and Orchestra. She was the Assistant Concertmaster for both freshman and sophomore year, and was just elected president of the APA Orchestra Council. Additionally, she was nominated for four Tower Awards in Math, English Literature, AP Chemistry, and Spanish. Tower Awards are the top academic awards at HBHS recognizing curricular excellence. Sierra is part of the HBHS MUN program, and she competed at several conferences, earning Outstanding Delegate and Research Awards. Sierra enjoyed being a part of the Varsity Cross Country and Track teams. This summer she will be doing polymer chemistry research at Rensselaer Polytechnic Institute,
Eliana Gottlieb ‘17 playing center field for the Corona Angels.
Kaitlyn Greenwald '17 with her adorable dog.
followed by a tall ship marine research expedition aboard the SSV Corwith Cramer out of Wood’s Hole. She looks forward to welcoming her brother Spencer (Pegasus Grad 2018) to HBHS in the fall.
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Kaitlyn Greenwald ’17 is currently a sophomore at Corona del Mar High School. Greenwald playing center on the varsity water polo team and has had a great season so far. Greenwald and her team are hoping to become CIF champions this year. Greenward has been working hard in several challenging classes, such as AP Seminar, AP World History, and Honors Chemistry. She is in the Academy of Global Studies (AGS), and has enjoyed seeing fellow Pegasus alumni on campus. Greenwald says, “thankfully, I can put all my Pegasus knowledge to good use (especially my words words words packet, which is sadly falling apart).” Outside of school and sports, Greenwald enjoys playing
with her rambunctious new dog that was a great addition to her family last May. Eliana Gottlieb ’17 is a sophomore year at Newport Harbor. Gottlieb is particularly enjoying her math classes and being a member of the math club. She ran Freshman - Sophomore Cross Country this past Fall. In addition, Gottlieb is a 2nd year Varsity starter for the softball team. Outside of school, Gottlieb plays club softball (center field) for the Corona Angels. Her club team played two practice games against the Chinese Taipei National Women’s softball team this past December. The Chinese Taipei National Women’s team is currently ranked 4th in the world. Past Students
Gruffudd Murray ’14 Graduated from Marlborough College, UK with 2A* and an A in English Lit, Philosophy and History. Off to University College London to study History and Politics.
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NONPROFIT ORG. U.S. POSTAGE PAID HUNT. BEACH, CA PERMIT NO. 421
19692 Lexington Lane Huntington Beach, CA 92646 www.thepegasusschool.org
Mark Your Calendar! MS Spring Show May 15 Open House May 23 Performing Arts Spring Showcase May 30 Lower School Spring Concert June 5 Last Day of School Moving Up Ceremony Graduation June 12 Camp Pegasus June 24–August 2
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First Day of the 2019/20 School Year September 3