pegasus magazine_fall 2011

ISSUE 2 / FALL 2011THE PEGASUS SCHOOL

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MISSION STATEMENT

The Pegasus School is dedicated to academic excellence and to the development of lifelong learners who are confident, caring, and courageous.

COMMUNITY VALUES

Our students learn best, and develop the skills they need to pursue their dreams, in a community that is:

• Diverse, collaborative, and vibrant• Serious about academic life• Rich in opportunities• Nurturing of the gifted student• Engaged in the world outside the school

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 STUDENTS love to learn, to be challenged, and to work hard; they are bright and motivated; they are joyful; they grow in both intellect and empathy.

PEGASUS TEACHERS love to teach; they are flexible, creative, collaborative, and innovative; they foster each student’s individual gifts and passions; they educate the mind and the heart.

PEGASUS PARENTS value education; they work closely with the school in a partnership based on thoughtful communication and mutual respect.

2 THE PEGASUS SCHOOL

Fall 2011www.thepegasusschool.org

EDITORIAL BOARDNancy Conklin, Director of Admission

Rick Davitt, Photographer

Karla Joyce, Writer

Sue Harrison, Director of Advancement

Shalini Mattina, Assoc. Director of Advancement,

Marketing

Nancy Wilder, Middle School English Teacher

John Zurn, Head of School

WRITERSKarla Joyce

John Zurn

Angel Waters, Assoc. Director of Advancement,

Programs & Events

CONTRIBUTING WRITERSMalinda Bryant

Kathy DiCato

Kendra Dixon

Jill Fales

Nancy Fries

Michael Mulroy

James Swiger

Alene Tchekmedyian ’02

ART DIRECTION AND DESIGNShalini Mattina

CONTRIBUTING PHOTOGRAPHERSJohn Clement

Rick Davitt

Wendy Herbert

Soogie Kang

Shalini Mattina

Shannon Vermeeren

PRINTINGOrange County Printing

Pegasus Magazine is published twice yearly by the Office of Advancement at The Pegasus School. It is archived at thepegasusschool.org/about/publications

We welcome your feedback! Please address queries and comments to Shalini Mattina [email protected]

Table of ContentsFEATURES

PEGASUS NOW

ALUMNI

18 Middle School Leadership Camp

22 Gifted Grows Up

28 Scouting: Pegasus Troop 911

5 Head’s Message

6 At the Heart of

9 Family Spotlight

12 Programs

16 Faculty Focus

32 Athletics

44 Supporting Our Mission

44 Calendar

34 Those Who Soar...

38 Alumni Connections

PEGASUS MAGAZINE FALL 2011 3

HEAD’S MESSAGE

This issue of Pegasus Magazine is devoted to the central role

that gifted education plays in our school and community.

Our founder, Laura Hathaway, set into motion a platform for

advancing the tenets of gifted education programs in which

bright students are challenged by dynamic teaching. She taught

us all to up the intellectual ante, to spread wings so that bright

minds can soar. Our students at Pegasus are blessed with great

intellect and it is our expectation that each of them will discover

success because they are bright and capable.

Butsuccessisnotdefinedbybrainpoweralone.Ifitwere,an

intellectualtitanlikeAlbertEinsteinwouldhaveacedallofhisgradeschoolcoursesfromsheerintellectualbrilliance.Instead,itwas

theintersectionofcharacterandintellectthatdroveEinsteintosuccessinsomanyvenues.Itwashispersistence,hisflexibility,his

positiveattitude,hisgenerosity,andultimately,hisgenuinesenseofhumanresponsibilitythatdefinedwhoAlbertEinsteinwasand

why he was so successful.

Not surprisingly, Laura Hathaway also taught us to value those personal human qualities which are unique and irrepressible- to

grow the gifted within us. These are the conditions from which strong character and great leadership emerge. This leadership at

Pegasuscomesinmanyforms.Inthepasttwomonths,Ihaveseeneighthgradersdeliverinspiringspeechestoourlocalcommunity

governmentonthechallengesofplastictrashbagsinourcommunity;Ihaveseenpre-Kstudentsgentlylowerstrawberryplantsinto

thegroundandlovinglywaterthemwithcare;Ihaveseenfourthgraderstroubleshootcomputerstogether,resolvingeachother’s

problemswithcollaborativepride;Ihaveseenvolleyballteammatesencouragingeachotherafteramissedshotoramuffedset;Ihave

seen parents and teachers step far beyond the normal expectation of community participation.

Leadershipisunderstandingwhoyouareandtheroleyoucanplaytobuildastronger,morevibrantcommunity.Ioffermythanks

to the countless community members — many of whom you will read about in these pages — students, parents, teachers, and alumni

who demonstrate their giftedness, their passion, their skills, their intellect, and their community commitment at The Pegasus School.

We see what you do, and we admire you. You are our heroes.

John Zurn

Head of School


GiftedUs

Growingthe

within

At the Heart of Pegasusby Karla Joyce

IneachissueofPegasus Magazine we salute a few notable people among the Pegasus family, individuals who prove that the soul of a community lies in the quiet, little stories unfolding daily. They represent the heart of Pegasus.

Anybody who has walked the halls of Pegasus (and was alive in the

eighties) will immediately recognize our very own Victor in this nickname. Uttering his full name — Victor Farias — would elicit less recognition. For those confused, “MacGyver” was the fictionalnamesakeofanaction-adventuretelevision series, a man whose main asset was his practical application of scientificknowledgeandinventiveuseof everyday items to escape the trickiest of predicaments. Our Victor shares these talents (while tackling equally-varied if less nefarious challenges) as well as the celebrity-like, single-name moniker. Victor is the handiest man on campus. It’shard—evenforhim—tonaildown his job description. During the summer months he gets elbow-deep

incampusbeautification,layingtiles,pouring concrete, painting classrooms, and troubleshooting water lines. He designed and constructed the walkways that meander through the quad, created the Laura Hathaway Memorial Garden, and transformed a storage closet into a staffofficethatfeelslikeastaffoffice.Atvarious times during his 11-year tenure, he would whip up lunch for the staff in the former kitchen. And — get ready for this — word on the street says he is a licensed mechanic and hairstylist. But his real job kicks in every September, with the start of a new school year. From day one, Victor responds to and assists the teachers and parent volunteers at every turn. He facilitates meetings, presentations, all-school functions, and informal chats. And he

does so like a calm parent (he’s the father of three), putting people at ease during trying moments with his capable consistency. One day he even chased down a staff member to warn her of balding tires… tires that could have killed her. That’s our MacGyver: duct tape, Swiss army knife, and a big heart.

Meet “MacGyver” (Pegasus Staff Member: Victor Farias)

It’s hard to pull off: every day, tearing a page from the book of good and

choosing gentleness, deliberately. Carol Peterson, the teacher’s assistant in Mrs. Netter’s fourth grade classroom, brings such a faithful presence to Pegasus that her accolades scarcely vary: she is kind, sheisconsistent,sheissignificant.

Peterson joined the Pegasus community 15 years ago. With two daughters ensconced in elementary school and already successful athletes, being a teachingassistantprovidedtheflexibilityin a working environment that allowed her to remain fully committed at home. Her steady devotion to raising humbly accomplished young adults was not lost on her colleagues; tales of their gifts and good character abound. Peterson’s personal priorities translated well to Pegasus. Fourth grade has its ample share of papers and projects to manage. There is mask-making and mission building, along with the potent current of social development. Through it all, Peterson prepares, facilitates, and corrects with hereyesup—asthoughtendingaflock— quietly watching the subtleties of interactions and emotions that typify

childhood. Playground disputes rarely escalate when Peterson is on watch; yet, when they do, she gently directs. A child who disrupts in the classroom is casually re-seated beside her, where she can morequietlyguidehisattention.Inoneinstance, she taught a student the art of origami to help diffuse a physical energy that kept him from focusing. Peterson, of course, doesn’t personally acknowledge her good deeds. She will tell you that it is the students who give to her. She sees a small cluster of best friends reaching out to a shy newcomer and students with vastly different approaches coming together to create something fabulous, and — as a teacher and a parent — it makes her happy. (And — hint — the thank-you notes go a long way.)

A Daily Dose of Integrity (Pegasus T.A.: Carol Peterson)


Karla Joyce is a is a freelance writer and Pegasus parent. Contact: [email protected]

Last spring, Jake Laven became the first-everrecipientoftheJohn Sullivan

Lower School Award. The honor was designed to recognize the relationship between achievement and character in aPegasusfifthgrader,particularlyonewho embodies the principles of leadership advancedbytheschool’smission.Inastudentbodytypifiedbyavarietyoftalents, Laven’s combination of humility and empathy really stood out. Laven will tell you he was stunned when he heard his name called. He was certain that it would be given to any numberofhisclassmates.“Iwouldhavevotedforthem,”admitsLaven.Itisthisgenuine modesty that makes friendship come easily. “Everybody is a friend until proven otherwise,” he says, and apparently nobodyhastried.HehasfiftyBFF’s and a nose for the underdog. Recently, a fellow Pegasus parent called Laven’s mom to

say thank you. This man’s child had been sitting conspicuously alone at lunch, he told her. Laven had gradually weaved his way to a spot nearby and made a new friend. Others had followed. Some people call this emotional intelligence, the ability to identify and affectthesentimentsofothers.Italsomightbehisstrongidentificationwithright and wrong. He uses an event that occurred on the handball court last year as an example: One student was refusing to play by the rules, and the behavior generated conflict.Meanwhile,thefifthgraderswere learning about the Declaration of IndependenceandtheUnitedStatesConstitution. Laven spearheaded the writing of a Handball Constitution. The entire grade participated and from that point forward there was no controversy. “Refer to the Constitution” was all it took.

Despite the accolades Laven remains humble until you bring up music. Rumor has it...he plays a mean electric guitar, and his Spanish-class nickname really seals the image: Señor Guitaro. Sure, he has the gift of empathy, but it’s rock and roll that speaks to him. And at age twelve, that makes perfect sense.

Humility in a Rock Star (Pegasus Student: Jake Laven)

An Honorary Friendly Frog (Pegasus Grandparent: Raleigh “Lolly” Boukather)

Every classroom has a teacher. At Pegasus, we also have full-time teacher assistants. But only one Pegasus classroom has Lolly. Lolly is like a bedtime story that needs to be read time and time again before it’s fully absorbed. Lolly is the embodiment of the mantra: read aloud, read frequently, just read. Her trusted presence in the reading corner of one

kindergarten classroom has soothed many future bookworms still sounding out their stories, and tied the age-old method of patience and encouragement to cutting edge learning tools. Because of her consistency, devotion, and impact, Lolly is anunofficialPegasusinstitution. Eight years ago, Raleigh Boukather’s oldest granddaughter, Scarlett, began her educational journey as a Friendly Frog in Nancy Larimer’s kindergarten classroom. Raleigh — dubbed Lolly by her grandchildren — signed up for a weekly time slot to help out in class. The two teachers were super-charged, and they always had a need for project prep-work or manning a station. Over time, she found the greatest need was time: time to read with students, one-on-one. Three years later, her grandson Will joined the Friendly Frog ranks, and the

youngest arrived last September. But it has been her role as non-parent reading volunteer that has proved to be her greatest asset. Parents assist, naturally, to support their children. While they are a critical component, it is the non-biased interactive efforts of teaching professionals and other adults who can truly assess the learning needs of an individual student. Just what parents want. Lolly encourages students in a special way.Sheisafixtureintheclassroom.They feel safe reading to her and, as a result, their skills blossom. By the end of every year, she turns the corner quietly on her way into class and the little voices ring out: Lolly! Parents may not know her, but the children sure do.


PERSISTENCE PAYS

Destination: Kenya and Uganda

Students: Luca (Grade 10, Sage Hill), Elena (Grade 7, Pegasus) Bonvicini

Interviewee: Catherine Frandsen (mom)

Why Africa?

We are so blessed in America. We need to look beyond our world here in Orange

County and try to make a difference for others. With very little, we can make a large impact on a child in Africa. Both Luca and Elena had to come up with an idea to help the children of Africa. Elena raised funds to buy shoes for schoolchildren (their first pair, in many cases) and Luca set out to earn enough money to buy and distribute “Lifestraws,” a product developed in Denmark which allows users to filter clean water from infected ponds and sewers. This was no luxury vacation. We spent a week visiting schools, orphanages and churches in the slums of Kenya and Uganda.

Can you point out ways that your Pegasus education and the character lessons learned (both inside and outside of the classroom) were manifested in your adventure?

Luca discovered the LifeStraw while in his seventh grade science class at Pegasus.

Elena did approach the school and ask if she could do a “Barefoot Day” to try and promote her shoe drive. Because of liability reasons she was not able to stage her campaign at school. But the lesson was important: you can’t stop trying because someone says no. She continued “selling” shoes elsewhere, and successfully. She and her cousin found enough “buyers” to purchase over 300 pairs of shoes once we landed in Africa.

Elena and Luca literally went down the list of Traits for Success:

Organization: They had to create postcards and brochures promoting their shoe and Lifestraw donations. They had to be accurate in accounting for all the funds raised, along with each donor’s address. Attentiveness: They had to keep on top of their sales and be committed to reaching their goals. Courage: Going to a strange country, walking through slums and seeing other children in horrible living conditions, takes courage. It also took courage to ask people for money, especially after rejection. Generosity: They started thinking about others and dedicating their time to help them.

Persistence & Positive Attitude: When you’re committed to a cause, you have to keep going. They both kept up a great attitude about serving others. And physically, it was challenging. To get to this one village in Uganda, we drove 8 hours down a pot-holed, dusty road. Flexibility: When you are a guest in another country, you simply have to respect the culture. The foods are different, the language is different, accommodations are different, and the customs are different. Reflectivity: Hopefully this experience will remain in their hearts, and when they experience tough situations here at home, they can reflect back on how others deal with hardship.

Mostly, I would say, they learned responsibility. We all have a responsibility to try to make the world a better place.

Have your goals changed, as a result of this trip?

My goal, as a mother, remains for my children to be grateful. Elena, on the other hand, may

have refined hers just a bit. “I want to take advantage of the things I have, because the things the children in Africa have are so little. They live a life I could have never, before, imagined.”

All knowledge is connected to all other knowledge. The fun is in making the connections. ~ Arthur Aufderheide

At Pegasus, one thing that binds our families together is a shared belief that learning does not end when a test is turned in, the last page of a book is read, or an afternoon bell has rung. The knowledge our kids receive as part of a well-developed gifted curriculum is a springboard for many more opportunities, for expanding horizons close to and far from home.

Three families shared how they connected their family’s unique experiences to their Pegasus experience...showcasing what magic occurs when a partnership between school and home is strong.

by Jill Fales

lobalCONNECTIONS

FAMILY SPOTLIGHT I Q & A


102 DAYS, 10 COUNTRIES...

At the time of the interview, the Herr family was still on the road. We communicated through e-mail as they were making their way from Turkey just before boarding a boat to sail around islands in the Mediterranean. Their responses are a result of a family discussion at dinner, not far from the spice market in Istanbul, Turkey.

Destination: France, Spain, Russia, Greece, Turkey, Jordan, Israel, Ethiopia, Kenya, and India.

Students: Madeleine (Grade 8, Carden Hall), Adrienne (Grade 6, Pegasus) Herr

Interviewees: The Herr Family

Did you take your kids out of school for a really cool vacation? (Just kidding.) Can you give us a few Pegasus Moments that have occurred on your journey?

As for your first question: hardly. We aren’t in a typical “relaxing” environment. Each

day we have something planned. The length of the trip is a lot longer than a normal vacation. And we are relying on local guides in each place to help us get to know the people and culture better. We are thinking of Pegasus, frequently. The school has helped Adrienne be a more confident person. Her Spanish helped us in Spain. Even though she isn’t learning Catalonian, she knew enough to help us get through it. She asks questions, she leads the way through airports, and so much more. More noticeably, we recognize some of those Traits of Success. Namely, responsibility. We are traveling with 25lb. backpacks. The girls are responsible for packing and carrying their gear, and hand-washing the things that they can. They are also responsible for getting their dirty clothes to us when we are in a place we can have them cleaned. They have money and are exchanging and keeping track of what they are doing in each country. Adrienne notices the organizational challenges. “You have to pack your things in the same place every time so you make sure you don’t

lose anything. And you absolutely have to have a positive attitude, or things won’t go well.” All of us agree that we need courage, to go to new places that we’ve never been and experience cultures that are very different.

What gift did you gain from this trip that money could not buy?

Adrienne says the greatest gift she’s gained from this trip (that money can’t

buy) is that she has become closer to her sister. Mom and dad have a renewed understanding of how tough some of the countries have had it. Understanding where they are coming from, and how recently major events have happened, helps us have more sympathy for some of the unbelievably difficulties circumstances. As an example, Greece lost 20% of its population to starvation during World War II. If that happened in the United States, it would translate to 65 million people dying. Mom also says that the gift of not having television, iPads, and iPhones to interrupt our experience has been wonderful.

If you could have brought one person back with you to be a guest speaker at Pegasus, who would it be and why?

Maria, our guide in Normandy. Did you know that a map of the D-day beaches exists

by looking at your left hand, palm facing you? We would also bring Elena, our guide in Moscow. Her family experiences and knowledge of this very different place helped us to better understand why things are so weird!


SCHOOL IN ABU DHABI

The Watson Family recently traveled to United Arab Emirates, specifically Abu Dhabi and Dubai. Pegasus students Miranda (Grade 3), Avery (Grade 1) and their younger brother, Robbie (age 3), shared this incredible journey with their parents, Shea and Matt. Shea tells their stories.

Being “globally aware” is one of the key skills articulated in a Portrait of a Pegasus Graduate. What attracted you to the UAE, and how would your children identify the differences between our cultures?

My mother, Dr. Kathleen Hodge, is the first woman president of Abu Dhabi

Women’s College, a four-year college that grants bachelor degrees to Emirate women in technical majors. The college is a very progressive one to allow women to earn bachelor’s degrees and to hire a woman as a college president. Because of her status as a resident and her position at the college, our family was able to see and experience things not accessible to most tourists. While we were in Abu Dhabi, my daughters had an opportunity to interview two Emirate Nationals, Fatima and Noor, who were students at the

college. Miranda and Avery were allowed to ask anything they wanted, including questions about religion, the role of women in Muslim society, and their national dress. We visited the Sheikh Zayed Grand Mosque, where all women are required to wear an Abaya cloak to enter. The interview and vacation gave both of the girls a very personal understanding of a Middle Eastern Muslim country. They concluded that Emirates are just like us.

One of the cornerstones of a gifted program is the ongoing opportunity for problem solving, critical thinking and integration of multiple disciplines. How did the Pegasus curriculum and teachers help prepare your kids for this trip?

I was very impressed with Miranda and Avery’s interviewing skills. Before we

left on our trip, they collaborated with their classmates and gathered topics of exploration. They then typed up a list of questions they were going to ask. During the interview they were both very confident and spoke clearly. Upon our return they presented a video to their classes and gave small presentations about their trip. The entire process was all a reflection of the public

speaking and organizational skills they developed at Pegasus. But there was more. I witnessed, first-hand the gamut of Traits for Success — from organizing their excursions, remaining flexible and positive on the long flights, being responsible when exploring unfamiliar places and reflecting on their journey with their friends and family after their return.

What is your most memorable souvenir, from this experience?

As a parent, I got to see my children tackle a task in a way I never have before

experienced. They were organized, confident and excited to learn about a religion and culture different from their own. Miranda and Avery would say: our two new friends, Fatima and Noor, on the other side of the world! Avery particularly loved Fatima. She felt Fatima, the student body president, was just as interested in learning about her, which was flattering. Ultimately, our greatest souvenir was the videotape of Miranda and Avery’s interview. Miranda feels like she got to bring her friends home with her, to share with her classmates.

Jill Fales is a Pegasus parent and contributing writer for the Newport Beach Independent. Contact: [email protected]


by Malinda Bryant

Twenty books are read — more than 4,000 pages — in 28 weeks, in addition to regular

schoolwork. This isn’t college. This is Pegasus. This is Battle of the Books. “BOB,” as it is

affectionately known, is a program run by the dedicated librarians (and equally dedicated

faculty and parent volunteers) through The Pegasus School Library. The program offers

fourthandfifthgraderstheopportunitytotaketheirloveofbookstoanewlevel,andthey

do, voluntarily giving up lunch recess and additional free time over a seven-month period.

“There is no grade for this, no extra

credit — the kids just show up for the

love of reading,” said Carin Meister,

Pegasus Librarian and the enthusiastic

and hardworking leader of the Pegasus

Battle of the Books program. While many

otherschoolsstruggletofieldafullteam,

Pegasus’s BOB program always has more

than enough members to send not only

one but two teams (plus alternates) to

the prestigious competition each year.

The Battle of the Books program

began in 2006 as the brainchild of a few

local librarians, including former Pegasus

librarian,KathyHenderson.Starting

with only a handful of participating

schools, the competition has grown to

include eight schools and more than

fifteenteams.Inadditiontolibrarians

and parent volunteers, the BOB program

also draws dedicated Pegasus faculty

members who devote their time to the

program. For Meister, the reward is great.

“Havinganentirelibraryfilledwithkids

who love reading is the most wonderful

experience a librarian could ask for!,”

observed Meister.

Here’showtheprogramworks.Inthe

spring, interested students are given a list

of approximately twenty books compiled

by local librarians from participating

schools for the following year’s

competition. Crossing all genres, the

books challenge the “Bobbers” to expand

their reading repertoire. Summer reading

is not required, but some students may

take the opportunity to get a head start

before the busy school year begins.

InSeptember,weeklyreadingand

lunchtime study sessions are scheduled

to review each book in small groups. This

program is “the wonderful by-product

of Pegasus’s commitment to providing

a gifted education to all its students,”

remarked Angelica Lavacude-Cola, one

BOB parent.

InFebruary,teamsareformedforan

all-Pegasus competition that serves as a

practicerunfortheofficialBattleofthe

Books. Much of the Pegasus community

attends this event to cheer on the teams.

Meister loves seeing the supportive

atmosphere and always is amazed by the

third graders who approach her after the

event, anxious to get the reading list for

PROGRAM


the following year. “Have you ever heard

of a school where kids are begging to read

twentybooksimmediately?”sheasks.In

March, the Pegasus teams face other local

schools at the regional Battle of the Books

competition held in Orange.

Historically, Pegasus has excelled in

theBOBcompetitionandwonfirstand

third place in the last Battle. Regardless

of the outcome, annual tradition dictates

that the Pegasus BOB crew heads to the

local ice cream parlor to celebrate their

success, along with the camaraderie and

growth they’ve enjoyed together.

Asaparentofa“Bobber,”Ihave

witnessed the dedication required

ofthesestudents.Ihaveseentime

management skills — and emotions —

tested. But as valuable as this experience

is for the participants, it engages and

inspires the Pegasus community at large.

My third grader, eager to watch his sister

compete, was allowed to miss the day

of school only if he recorded the event

and shared it with his class in a

Powerpoint presentation. Future

“Bobbers” were born.

The classroom education at Pegasus

is exceptional, but it is the learning that

occurs beyond the classroom that sets

Pegasus apart from other schools. BOB

is just one example of how Pegasus steps

out of the box — and off the page — to

expand and enrich eager young minds.

Malinda Bryant is an attorney and a Pegasus parent of Rachel (6th), Jackson (4th) and Carter (1st) — past, current and future “Bobbers.” Contact: [email protected]


PROGRAMS

What makes aGreat Teacher by Kathy DiCato

There is an old quip: “Those who can,

do; those who can’t, teach.” While it is

often meant as a joke, the implication

that teachers happen into their profession

by default is greatly misleading. Most

educators conscientiously choose their

profession, either early in their young

lives, or years later as adults, possibly

even after traversing other career

paths. The decision to teach can be very

personal; however, how an educator

approaches teaching after making that

decision determines the kind of impact

he or she will make.

Teach means to impart skill or

knowledge, to give instruction. That’s the

dictionarydefinition,atleast.Teachers

are trained to pass on information and

instruct students in a sequence of lessons.

But learning is not linear. Big picture

concepts do not advance in organized

succession,oneafteranother.Intruth,

learningismessy.Itisorganic!Agreat

teacher recognizes that active learning

is much like popping popcorn with the

skillet lid left off.

What does this look like? What does it mean?

Where does it come from? Where does it go? What

can I do with it? How does it work? Can I make it

work differently? What if I change this? How does

it fit? How do I fit? How does this connect to me

and to the world beyond?

Passionate educators inspire

passionatekids.Inanactiveclassroom,

no matter what grade level or subject,

students engage in ongoing internal and

external dialogue as they move through

explorations. Great teachers not only

recognize and encourage this discourse,

but they are masterful at modeling it

and clarifying it for their students. They

are skilled facilitators who know how

to dance with the curriculum. They are

creative,fluid,andtheycanthinkon

their feet. Lessons and assignments are

open-endedandflexibletoalloweach

student to grasp what he or she is ready

for, as well as to take part in deciding

where to go next.

Great teachers do not limit wonder

or move too quickly to the next topic.

They do not dismiss incessant questions

and tangential thinking as disruptive or

impeding their goals. Great teachers are

equipped with a compassionate ability

to respond authentically to children in

the moment rather than simply forging

ahead with curricular agenda. This gift of

teaching stretches well beyond imparting

information. By focusing on learning

(rather than teaching), a great teacher

supports children in bringing their own

meaning to their experiences. Personal

connections are made, knowledge grows

broader and deeper, and genuine learning

takes place. Teachers and students

are engaged together, interacting

dynamically with the content and with

each other, and are excited about learning

alongside one another.

Great teaching is the heartbeat

of Pegasus. Though Pegasus teachers

are as diverse in personality as any

classroom of students, their similarities

are unmistakable. Pegasus educators are

eager learners ourselves. We, too, have

incessant questions and exploding ideas

running through our heads much of the

time. We share our students’ passion for

discovery and are willing to take risks.

We are energized by collegial dialogue,

bouncing ideas off of one another,

collaborating such that our strengths

not only enhance, but inspire, each other.

Most of us are opinionated, somewhat

eccentric, and even a little bit quirky.

Do these characteristics sound

familiar? Probably the single most

descriptive commonality among the

educators at Pegasus is that we are our

students, all grown up. That is why we

take to heart our relationship with each

ofthem,whywefindgreatpleasure

in getting to know them as unique

individuals with multiple facets, and why

we work so determinedly to help them

understand and embrace themselves as

learners.

Pegasus is a unique environment,

even among independent schools.

Our inimitable student population

necessitates a rigorous academic program.

Yet, providing the best opportunities

and support for our students extends

far beyond academics. Pegasus students

are eager, intelligent and curious, with

an almost insatiable desire to know more.

Questions lead to answers, and answers

lead to more questions. How Pegasus

educatorsdefinelearning,andhowwe

recognize and nurture students in the

process is what truly sets us apart.

Kathy DiCato is a Pegasus first grade teacher. Contact: [email protected]


...a great teacher supports children in bringing their own meaning to their experiences


Inventing the Future of the Young. by Mike Mulroy

FACULTY FOCUS

When my daughter Alden

wasfouryearsold,Itook

her to a friend’s house

on a rainy Saturday. She had been at

Pegasus just a few weeks. The kids we

were visiting were a year older, and

we walked in as they were starting a

science experiment involving dry ice

andwater.Istoodinthebackground

as the kids witnessed the “boiling” of water from the sublimation

of the dry ice. Their faces (and mine) were full of wonder. One

of the kids whispered, “It’s magic.” Her mother quickly informed

her that there was no such thing as magic. Rather, it was

“science.” Alden seemed to understand the question before us,

andshelookedtomeforguidance.Isaidnothing.Isimplystood

in horror, at the loss of innocence, at my own insecurities as a

parent, and at the whole scene in general. Were there no toy

guitars in this house?

Four years later, Alden was

playing with friends on the playground

after school, as mothers gathered to

collect them. Another parent walked

by and asked what they were doing. A

child answered, “Making fairy houses.”

The parent quickly replied, “There are

no such things as fairies.” Fortunately,

this time, the other parents shot back:

“Yes,thereare!”andthekidsconfidentlyadded,“Yea,there’s

TinkerbellandtheToothFairyandleprechauns!”WhenIheard

thatstory,Ithoughtbacktothefatefulscienceexperimentand

wondered if everything magical melts away like dry ice, with

some things just taking longer than others.

RoughlybetweenthosebookendsresidesMaryKaraba.The

firsttimeIsawhershehadaguitarstrappedacrossherbody.

A large group of prospective Pegasus pre-kindergarteners was

liningupontheplayground.Karabacalmedthemnaturally

Mary Karaba

So you want to be a rock ‘n’ roll star?Then listen now to what I say.Just get an electric guitarThen take some timeAnd learn how to play. ~ The Byrds


with her guitar and a song from the second happiest place in

OrangeCounty,asongthateverykidknew:“It’saSmallWorld.”

Everyone,exceptAlden.Iwatched,wonderingifmydecisionto

raise my daughter on Bob Dylan and Neil Young would result

in her not attending the school of our choice. (Happily, Pegasus

didn’t care.)

Afewmonthslater,Alden,nowastudentofKaraba,andI

wereatabookstore.Ifoundacollectionofchildren’ssongsfor

theguitar,andasIflippedthroughitIsawapersonalfavorite:

“ThisLandisYourLand.”Istartedtosingafewlinesoutloud—

coveringSpringsteen’scoverofGuthrie—whenIheardAlden

behindme,singingalong.“Whocouldthatbe?”Iturnedaround

to see Alden, singing with a joy and innocence that melted my

worries...and those of a few fans we had picked up at the store.

ShehadlearnedthesongfromKaraba.Itwasn’tsimplythefact

that she knew the words that moved me, but it was the openness

ofherheartwhileshesang.Tothisfirst-timeparent,itwasa

magicalpointoflettinggo.ItwasatthatmomentwhenIfell

inlovewithPegasus.IhaveneverthankedKarabaforthatfirst

“PegasusMoment.”(Thankyou,Mrs.Karaba.)

Thatsameschoolyear,Ivolunteeredintheclassroom.

IstartedoutdoingwhatIwastold,beingnicetothekidswhile

tryingtofadeintothebackground.Tothisday,Iamunableto

piecetogethertheeventsthatledtothe“snowball”fight.(For

clarification,thesnowballswerecraftedfromaspontaneous

experimentthatinvolveddiapersandwater.)WhileImaintain

myinnocence,Ihadtotaketheblamethatday.Iwasintrouble

withKaraba.“Howcouldthisbe?”But,theeventopenedmy

eyesandIunderstoodwhatthiseducatorwasdoing.Isawher

method.IrecognizedKarabaasbothateacherandaninventor—

inventing Pegasus students.

RedemptioncameshortlybeforetheendofthatPre-K

schoolyear.Iwasinvitedbacktotheclassroomtoplayasongon

Karaba’sguitar.AfterAldenproudlyintroducedme,Iworkedmy

waythrough,youguessedit:“ThisLandisYourLand.”Itwasa

goodgig,IhadAldenwithme,butthefive-year-oldcrowdwasn’t

reallyintoit.ThenKarabaperformedabitofmagic(orwasit

science) and added the key ingredient (or was it a catalyst). She

yelled,“SHAKERS!”andplacedlittlemaracasinthelittlehands.

IwatchedherpassthemoutasIwentfromDminortoGand

could tell the she knew what would happen. The room went

nuclear.

IwentbacktoKaraba’sclassroomlastyeartosayhello.

She was reminded of Alden’s class, and she said it was indeed

aspecialgroup.WhileIcouldenvisionhersayingthatabout

all of her classes, it was her extraordinarily rare combination

of warmth and penetrating insight that brought a tear to my

eye.Indulgingmyparentalinsecurity,Iaskedwhatshethought

wouldbecomeofAlden.“Oh,thatonewillbejustfine,”she

replied.HavingheardwhatIneededto,Ilefthertoherother

duties.

So,whoisthisMrs.Karaba?Herpiecharthasslicesfor

educator, inventor, musician, magician, parent, caring human

being, and much more. But even with all that, how does she

instinctively know what both kids and parents need to hear

andbelieve?MaybetheanswerliesinthewordsofAlanKay:

“Thebestwaytopredictthefutureistoinventit.”Ihavenever

thankedKarabaforinventinganewandbetterfutureformy

daughter as a Pegasus student and as a person. Thank you,

Mrs.Karaba.Thankyou,againandagain.

Mike Mulroy is a struggling guitar player and a Pegasus parent of Alden (3rd) and Michael, Jr. (Pre-K Applicant). Contact: [email protected]


FEATURE

Building LeadersPegasus Students Come Alive at Middle School Leadership Camps. by Kendra Dixon

At the end of the

2010-2011 school

year,Iwas

approached to write an

article spotlighting the

Middle School Leadership

Camps that were new to the

Pegasus community summer

camps. As both an educator

and parent within the

Pegasuscommunity,Iwas

curious as to what exactly

these new programs would

bringtothepopulation.ImademywaytotheLegoRobotics

class and the Pegasus Live Film and Television Production

Studio to watch the dynamics within the classes, as well as

interview both teachers and students to get a “lay of the land” so

tospeak.WhatIfoundintheclasseswentmuchdeeperthanI

had anticipated. This article details those encounters through

interviews, eager student responses, and, above all else, the

organicexperiencesIwitnessedasmerelyaflyonthewallinthe

back of a classroom.

InearlyJuly,IsentanemailtoB.J.Crabtree,oneofthe

Roboticsteachers,toarrangemyvisit.InPegasuscircles,

Crabtree’s enthusiasm is renowned. His energy and interest

inevitably inspire students to delve much

further into projects as a result of his

collaboration.Iwasnotsurprisedthattheday

IsentmyemailtoCrabtreewasthesameday

Ireceivedhisencouragingreply.Hisresponse

brimmed with remarkable vignettes

about his students. For instance, he wrote

that sixth grade Pegasus student, Henry

Lavacude-Cola had started the class with a

self-proclaimed rating of three-out-of-ten in

robotic ability, but he improved to at least

aneightafterfourdays.Inanothermoment

of pride, Crabtree mentioned seventh

grader Fletcher Wilson, who was “as active as any kid” he had

ever seen, did not go outside to play during breaks because he

wassointentonconstructinghisrobot.AfterIreadtheemailin

itsentirety,Iwaseagertowitnesstheclassroomhappenings.

Thefollowingmorning,Imademywaytothetechnologylab

withjournalinhand.Asmyeyesswepttheroom,Isawrobots

invariousstagesofcreation.Inonecorner,studentswerestill

developing their idea. At the center of the lab, a pod of students

held what appeared to be a guitar. (They were working out a

“sensor”techniquethatIwouldneedtoaskthemaboutlater.)

OnthefloorbehindCrabtree’sdesksattwosixthgraderswho

debatedabouthowtofinishtheir“clawstriker.”

“What is this thing you have

created?”Iasked,simply.

All heads turned in

my direction and, like

kittens on a ball of

string, they jumped in

at once.

ThefirstgroupI

approached included

fourth grader Jessica

Yang,fifthgrader

DanikaMcKee,


and sixth graders Lavacude-Cola and Julia Qualls. They had

constructed a working guitar with robotic tools. They explained

thatthe“sensor”Ihadheardthemtalkingaboutstillhadafew

kinks. The plan was to have a guitar with a sliding component

on the neck. As the sliding bar moved closer to the sensor at

the top of the neck, a higher-pitched sound would be emitted.

Conversely, as the sliding component moved down the neck, the

pitch would drop. Each student had ideas

that they believed would work best in

creating the necessary sound structure.

Each tried to devise plans on how exactly

tomakeithappen.BeforeImovedon,

Lavacude-Cola explained that they also

considered how to apply the sensor to

a dog sled team, so that it could sense

color and move accordingly. Excitement,

creativity,andaprofoundconfidence

permeatedtheairaroundthem.Iwastrulyimpressed.

AfterIpeeredovertheshouldersofseveralotherstudents,

Imademywaytoanotherroomwhererobotchallengeswere

being staged. Finished, working robots lined the walls of the

obstaclecourses.Ispokewithtwoseventhgraders,Charlie

Toney and Wilson, who were head-down, lost in last-minute

adjustments. Both students jumped at the chance to tell me

about their experience. Toney explained that he had a robotics

set at home, but the Robotics camp offered him more pieces and,

most importantly, the chance to collaborate. He loved working

with other students who were interested in building robots.

Working in teams allowed him to experiment with so many

techniques he had never tried until now. Together, Wilson and

he had built two robots that were teed-up in

thechallenger-stylesetting.Thefirstrobot

looked like a scorpion. Curled up along the

tail were blue marbles that would come

shooting forward at whatever triggered

the motion sensor. Their second robot took

the form of a snake. This one had it all:

movement, a sensor, and a recorded scream

that blasted out each time the sensor was

signaled.Iplacedmyhandinfrontofthe

robotic reptile, and the head came crashing forward with its

frighteningscream.Itworkedonme!

The two seemed pleased with their robotic building

capabilities.(Inhindsight,theyweremostlikelysmiling

becauseofmyspontaneousreaction.)AsIlefttheLegoRobotics

classthatafternoon,Irealizedwhatafantasticexperience


the students were having. While the classroom had structure,

students were encouraged to explore robotic functions that

flowedgenuinelyfromtheirowninterests.Theywereengaged,

imaginative,collaborative,confident,andgenuinelyinterestedin

their work — the qualities, in fact, of an effective leader.

Summerhasawayofcreepingtowardclosure.JustasIhad

begun drafting my piece on the Lego Robotics class, August

arrived and Adam Stockman welcomed 18 students into his Film

and Television Production Leadership Camp. Stockman warned

methatthefirstweekwouldinvolvebrainstorming,writing,

andlearningcamerafunctions,soIdelayedmyvisit.Frommy

experience with the Robotics students, the most authentic

reactionsweregeneratedinthelaterstagesofcreation.Itwould

be fun to watch the kids perform and record their movies, as

well as use the new studio software in the technology lab to

manipulate their images.

AsIenteredthemiddleschoolforumduringthesecond

week, several students welcomed me before they began to shoot

their scene. New Pegasus seventh grader Sabrina Alterman

directed a piece she had written. Ordering her actors into

positions, holding the tripod and camera steady, and announcing

on several takes, “Rolling camera and action,” she seemed like a

pro. She provided feedback to the actors as they delivered their

lines repeatedly as she shot the same scene again and again from

differentangles.Herconfidencewaspalpable.Iwassostruck

bythelevelofengagementthatIbarelynoticedPegasusalumna

and Hathaway Award recipient Ellen Emerson, who coached and

encouragedboththeactorsanddirector.Iwassurprisedtosee

Emerson, or any former student, dedicating precious summer

free time to volunteer at summer camp, but she explained that

she wanted to come back to Pegasus. She loved getting the

opportunity to be hands-on with students and to watch how

each one approached his or her script and scenes. Since she

planstomajorinfilmatcollege,thevolunteerpositionwasa

goodfit.Thecurrentstudentsdidnotmissthemessage—that

a graduate comes back to give back to the community that

nurtured her — and were, in fact, inspired by it.

Another scene was being staged nearby. Written by Pegasus

eighth grader Cameron Hamidi, this script involved a student

and his science project. Hamidi’s love of acting motivated him

to enroll in the camp, but after a few short days, he realized

that it was directing and editing that he found so stimulating.

He enjoyed the power to take a scene so clearly conceived

in his mind and make it come to life perfectly by directing

people. Another Pegasus graduate, Maggie Ann Re guided and

inspired this crew. Re chose to volunteer at Pegasus because she

wanted to give back, but she was also curious to “see the other

side of things.”

Like Emerson,

she also plans a

college career in

filmmakingand

knew she could

help young students

who had a similar

passion. As the

students continued

to perfect the scene,

Iheadedtothe

technology lab to

findstudentsinotherphasesoftheprocess.

Uponenteringthelab,Isawaseaofstudentsintently

writing and editing. Utterly engrossed in the editing process,

seventh grader Jonathan Epstein tried his hand at Adobe

Premiere Pro, a professional editing software, to correct some of

the shots. His piece was called “The Epic Battle of the Front Row

Chair.” He said that he was having a lot of fun editing and felt

like he was getting insight into all of the pieces that go together

to make scenes for movies. His eyes lit up as he told me he felt

like a real professional.

The current students did not

miss the message — that a graduate comes back to give back to the community that nurtured her — and were, in fact, inspired by it.


Sitting next to Epstein was Pegasus graduate, David

Aghaian, who helped another student place visual effects within

histitleshot.Icontinuedaroundthelab,andIrealizedthatall

of these students took on multiple jobs within multiple projects.

Astudentwhodirectedmightbecastinanotherstudent’sfilm

andmighteditorwriteathird.Itallowedstudentstocomeout

ofcomfortzonesandfindvoicesthatmayhaveotherwiselain

dormant.

During a break from writing, acting, editing, or directing,

IsatwithagroupofPegasussixthgraderstohearabouttheir

impressions of the Pegasus Live Film and Production Studio

Leadership Camp. Jake Laven, Qualls, and new student Ashley

Hradecky spoke candidly about their experiences. Laven told

me that he had wanted to go to a camp led by Stockman because

he had really enjoyed the afterschool video production course

offered during the school year. He felt that the camp let him

gain a deeper understanding of how to use Adobe Premiere

and Flash. Qualls admitted that she had signed up for the camp

because she wanted new student Hradecky to have a friend.

Almost immediately, she added that that she truly enjoyed

every aspect of the camp, from writing scripts to editing and,

especially, getting to act in other people’s scenes. Hradecky had

a similar enthusiasm for acting, in addition to directing. She had

directed two pieces during the camp, and she was particularly

pleasedwithherfilmaboutagirlwhohadlosthercat.Whata

great opportunity for a new student to the Pegasus community

and how fantastic that students such as Qualls step up and

decide to offer such genuine hospitality.

Throughout the process of visiting the two Pegasus

LeadershipCampsofferedthissummer,Ithoughtabout

what exactly these two camps had in common other than the

leadership aspect that was a prominent feature within both.

IrealizedthatthroughoutmanyofthewordsIhadwritten

inmynotes,exclamationpointsstoodfrontandcenter.Iwas

excitedandthrilledwithwhatIwaswitnessingandhearing

from these students. What these students took away from the

Lego Robotics Camp and the Pegasus Live Film and Television

Production Studio Camp went more deeply than simply

completing the obvious tasks at hand. These students were

excited, engaged, and independently involved with projects

and ideas all their own. Organic experiences and opportunities

for social and academic growth took place on various levels for

these students. At the end of the day, what is it that all Pegasus

parents and educators want for their children? They want to

instillconfidence,personalempowerment,independence,and

the ability to work with others; all facets that are ignited when

studentsaregiventheopportunitiesliketheonesIwitnessed

through the Pegasus Leadership Camps.


Kendra Dixon is a Middle School English Teacher at Pegasus. Contact: [email protected]

Based on conversations with Pegasus educators: Marilyn Diamond, Kathy DiCato, Sharon Goldhamer, Jennifer Ashton-Lilo, Vicki Olivadoti, Dan Rosenberg, Elaine Sarkin, Devin Seifer, Adam Stockman, John Zurn

rOwS up

the evolutionof a pEgaSuSeducation. by Karla Joyce


FEATURE

There is always one moment in childhood when the door opens and lets the future in. ~Graham Greene, The Power and the Glory

Pegasus recently tackled the assignment of creating

a short-term Strategic Plan, to help the community

navigate a leadership transition on the heels of loss.

Groups of parents, faculty, and staff assembled into

committees to discuss the strengths of the school

and determine areas of frailty that beg awareness.

Not surprisingly, a consensual surge of pride

prevailed within each category, a collective salute to

the unique learning environment and celebration of

individualism that is known to be Pegasus. But while

everybody took his or her turn articulating these

virtues, it became clear: the language differed. There

were those who labeled the Pegasus curriculum and

all of its programs as gifted and those who insisted

that the student body was not admitted based on

giftedness, and, therefore, Pegasus could not assume

that label.

Itwasadialoguethathadbeenopenedyearsearlier,withthe

Vision Committee, and had repeated itself since. The gifted

identityofPegasusmattereddeeply…yet,themeredefinitionof

the word was elusive. Gifted. What does it mean? What does it

meanatPegasus?AsamemberofthisPegasuscommunity,Iwas

intrigued.Naively,Isetouttoanswerthequestion.

Google gifted,andgetready.Thereareasmanydefinitions

of giftedness as there are voices. Some say giftedness is an

intellectualabilitysignificantlyhigherthanaverage,andhave

selectedanIQlevelof130—derivedfromtesting—asthe

peripheralentry.ThisnatureversusnurtureconceptofIQas

destiny forms the foundation of gifted programming in public

school education. Although it sounds simple, the fact that the

federaldefinitionhasgonethroughthreeiterationsinthirty

yearsindicatesthatdefininggiftednessisadynamicprocess.

Joseph Renzulli, the Director of the National Research Center

on the Gifted and Talented at the University of Connecticut,

developed a theory of giftedness that was at one time rejected

by every gifted education journal. Today, it is the most widely

cited philosophy in gifted literature. “Renzulli,” says Sharon

Goldhamer, a second grade teacher who earned her master’s

degree in Gifted Education from UConn, “believes that the

confluenceofability,creativity,andtaskcommitmentallows

giftedness to present itself.”

Ipushtheotherdozendefinitionsofgiftednessasidefor

the moment to focus on this distinction between gifted as

ability and gifted as potential, because it mimics the ongoing

conversation within the Community and harkens the vision

itself. The Pegasus School has a rich legacy of gifted education

steeped into its teachers by its founder, Dr. Laura Hathaway.

Students were never tested to determine giftedness, yet

giftedness was the motivation for The Pegasus School and the

drawforitsapplicants.Thereweresevenstudentsinthatfirst

Pegasus classroom who were, according to Marilyn Diamond,

the kindergarten teacher who was there, admittedly exceptional.

Seven out of seven were academically gifted. With a student

body so small, the label came easily. But as siblings arrived and

Orange County families responded to the Pegasus reputation

as a safe place for quirky, curious kids with teachers who could

support and inspire them, the giftedness of the student body

blurred. Yet we still “knew gifted when we saw it,” insists

Goldhamer.“ItisthehallmarkofaPegasusteacher.It’swhywe

are here.”

Theideaofrecognizinggiftednessisdifferentthandefining

thegiftedchild.“Assoonasyoudefinesomethingitbecomes

exclusiveofeverythingelse,”explainsKathyDiCato,afirstgrade

teacher. “What we attempt to do is make it inclusive.”

This idea doesn’t translate to everybody being on the same

page. The gift of a gifted education, DiCato says, is “to say that

we know your child and support and enhance her so that she

mightrealizehergreatestpotential.Itisawayofteachingthatis

essential to the gifted child, but unleashes the gifts in all.” These

are inspiring words, to a parent. So the parent in me redirected

thissearchforaglobalinterpretationofgiftedandIfocusedmy

attentiononthePegasusidentity.Itishintedatinthetagline:

Where Bright Minds Soar.Itiscertainlyaliveintheclassrooms.And

it is etched in the heart and soul of every graduate. But to give it

voice,Ineededtheteachers.

An interesting thing happens when Pegasus educators gather

to discuss process. A shared energy and sense of purpose unites

them, and the awareness of their ongoing growth permeates the

room. Some of these teachers have been at Pegasus since its doors

firstopened,whileothersbringanewbodyofexperiencein

giftededucationtotheschool.SeveralofthoseIinterviewedfor

this article talk about weaving the more evident developmental

stages into the curriculum, while others navigate the gradations

of changes that occur in the middle school mind. All together,

they hum. Lob into this setting those initial questions about

giftedness and Pegasus identity, and shoulders straighten. To

isolatethetruespiritofPegasus,Ihadtointerviewtheteachers

and administrators individually. The Pegasus identity emerged

through different stories, in the history of the school or a

personal relationship with Dr. Hathaway, in classroom trends

and the abundant exposure to inquisitive minds. But more

importantly, independently, they came to the same place.

That was Hathway’s vision.



GIFTED, IN THE BEGINNINGLauraHathawaywasateacherandlibrarianintheIrvine

public school district, during the early eighties. Brittany, one

of her three children, was extraordinarily bright but struggled

with the social and emotional challenges of twice-exceptional

individuals. “2E” students are those who combine a gifted

intellectwithspecialneeds,andtheyoftenfindastandard

classroom environment to be unbearable. “They used to have

pull-out programs for gifted students,” explains Elaine Sarkin, a

veterenthirdgradeteacher,whoseownboyswereintheIrvine

giftedprogram.ItwastotallyIQbased.Wheneverybodyelse

went to P.E. my boys went to the library to do research. You can

imagine how happy they were about

school. Parents would have rather had

an all-star soccer player than a gifted

child.”

Hathaway joined the local gifted

association and began educating

herselfinthefield.Sheresearched

organizations that would serve highly

gifted children and built connections

with like-minded parents. She

dreamed of creating a place that

would nurture the gifted child and

invite him or her to experiment and learn in ways that didn’t

existelsewhere.Withthehelpofafriendandnominalfinancial

backing, she started a summer program in Fountain Valley to

provide just that, and she called it Pegasus. “Those summer

classes were inundated,” remembers Sarkin. “People were

looking for something for kids who were not sporty, where they

could have fun.” The response was encouraging. That summer

venuewasenoughtoattractandinspirethefirstfourteachers

and together they helped Hathaway to establish The Pegasus

School.

Diamond was among them.

“Laura wanted a school for kids who were quirky,” admits

Diamond. “Call it what you want, but kids with high intelligence

were the nucleus of the school.” Sarkin agrees. “The school wasn’t

builtforBrittanyperse,butitwasbuiltfortheBrittanyilk.I

was teaching second graders sixth grade material.”

Diamonddescribesagiftedstudentintheseterms:“Itisa

kid who marches to a different beat. On a kindergarten level,

whichisallIcanreallyspeakabout,theyarekidswhoareso

focused on one thing, to the exclusion of all else. They have

excellent critical thinking skills and can connect what you

taught them three weeks ago with what they’ve learned today.”

Her initial classroom was the prototype.

“But then came the next batch,” says Sarkin. “Laura didn’t

want any testing. She could interview a child and his family

andseeaspark.Butremember,wehadtosurvive.Ifwelimited

Pegasus to those who were academically gifted we lost out on

all of those right-brain kids who were phenomenal.” Applying

the idea to today, Sarkin explains, “My most recent group of

studentswasthestrongestgroupofright-brainkidsI’dhadin

years. The rainforest imagery they created was breathtaking.

TherehavebeenyearswhenI’vehadbrilliantmathematicians,

but when asked to paint a picture, they’d go blank. So someone

can do a research paper twenty pages long, at a very young age,

buthecannotimagine.Ishemoregifted

than the artist?”

Goldhamer goes further. “Gifted

isnotanadjective.Itdoesnotdescribe

you.Giftedisabehavior,anadverb.Itis

how you produce.” Sarkin believes that

if you set the bar very high, most kids

willreachit.“Itdoesn’tmatterwhatyou

classifyasgifted.TheolderIget,themore

Iseethis.Ihadachildwhowasbarely

reading in third grade. He was certainly

notacademicallygifted.Recently,Iwent

to an alumni event and there he was, clearly thriving. He is a

sophomore at Brown.” The achievements of Pegasus graduates are

lengthy and varied. And it all goes back to the beginning.

Hathaway focused on creating a haven where gifted children

ofallshapesandsizescouldexperiment.Inthebeginning,she

even eschewed textbooks. Her greatest gift, agree those who

knew her then, was her ability to recognize exceptional teachers

andempowerthem.“ShehiredawomanfromtheIrvineGATE

program,” remembers Sarkin, “who had a truly brilliant daughter

andastunninggraspofgifted.IthoughtIknewitalluntilI’d

met Elaine Salamanca. She and her husband would walk to

school on Sunday evenings to get her room ready, individualizing

a board and corresponding curriculum for each of her students.

Iwashumbledandinspired,andIdidwhatevershedid.”There

wasLynnVanGorp,afirstgradeteacherwhohadownedher

own gifted school in Canada, along with Elaine Lerner from

Florida, the “Pied Piper” of middle school English. “That’s when

it became cohesive,” says Sarkin. “The students were varied,

but they were kids. And we were all learning along with them.”

IncludingHathaway.“Themorewedreamt,themorethedream

came true.”


A RISING TIDE LIFTS ALL BOATSVicki Olivadoti, a third grade teacher, started in gifted

education in 1972, when the Anaheim school district began

clusteringthefiveorsostudentspergrade,whosetestscores

classifiedthemasacademicallygifted,intoasingleclassroom.

“What became clear to me then,” says Olivadoti, “was that while

gifted kids really needed opportunities

to think outside the box, so did all of the

students.” With that perspective, Olivadoti

becameincreasinglyconflictedwiththe

standardized benchmarks within the

public structure. Hathaway’s vision for

educating bright children with myriad

gifts,fromacademictalentstoinventiveminds,fitbeautifully

with her own. “Without the limits of imposed standards, we

were able to excite students at Pegasus, enabling them to see

that what appeared to be a limiting factor wasn’t limiting at all.”

“But no matter how bright or how gifted,” reminds Sarkin,

“if you don’t cover the fundamentals you are doing the children

a great disservice, because you will never know their potential.

The most crucial time in primary school is kindergarten

through third grade, when you make sure those kids can read,

write, add, subtract. You can’t even start magic, without the

basics.” Or the ability to organize their backpacks, explains

Olivadoti. “Giftedness brings with it disjointed organization

andaninabilitytomanagetime.Idevelopedasystemtoaddress

thiswithmygiftedkids,butitturnedoutbebeneficialfor

everybody.”OlivadotiadmitsthatherfirstclassesatPegasus

had thirteen students with widely divergent abilities and

weaknesses.“Ihadastudentwithaseverereadingdisability

whowouldhavebeenlabelednotfitfor

Pegasus. He is currently thriving in medical

school.” So does gifted matter?

DiCato believes so. “Pegasus has

evolved in our recognition that teaching the

gifted student is, in fact, special education

on the opposite end of the spectrum. A gifted

child has special needs that accompany education, including a

social-emotionalframeworkthatismoreintense,specific,and

imbalanced than the typical child. An approach that works

for a typical child may not work for a gifted child because of

hisquirksandpassions.Buteverychildwillbenefitfroman

expansive curriculum and a teaching philosophy that involves

embracing each child.” This idea that gifted, because of its

ambiguity, is becoming an obsolete term, concerns her. “Do we

notsayADHDanymore?Ordyslexia?Itiseverybitasimportant

to label it. They have needs to be met and addressed that aren’t

addressed in a regular program.”

Gifted is not an adjective. It does

not describe you. Gifted is a behavior, an adverb. It is how you produce.


The typical student

forms the dominant

group of the population

at large, and the Pegasus

demographicsreflect

that. “You import that

child into Pegasus,”

continues DiCato, “and

he will get everything

he can out of that

program. He may not be

in the 98th percentile

but that doesn’t matter

because his cup is full,

the way his cup needs to be full. Supporting the gifted child

supports everyone.” We know we have academically gifted kids,

Goldhamer continues, but would every single student here pass

theofficialstatetestforgiftedness?“Iwonder:dowewantthat?

Inmyview,wewantstudentscomingineagertolearn,ableto

recognize and take advantage of the opportunities we provide.”

She still calls them all gifted.

Devin Seifer, a seventh grade mathematics teacher, agrees in

part.“Iwouldlovetoseeussaythatourbarometerofwhocomes

here is kids who want to be here.” He believes the mantra, that

Pegasus is a safe place to be smart, needs that extra nudge of

motivation: it’s a safe place to want to be smart. But are all of his

studentsgifted?No.Seifer’sdefinitionofgiftednessisthreefold,

andinfluencedbylogic.“Agiftedpersonhastheabilitytograsp

concepts quickly, the endurance to master lengthy processes,

and the creativity to calculate potential outcomes without

explanation,”saysSeifer.(Iwrite“mathematicalgenius”inmy

notes.) Despite these standards, he admits that Pegasus has a

great gifted math program and the product, seen in secondary

schoolsthroughoutOrangeCounty,isunparalleled.“Ihadakid

who really struggled in my class, and he got the Calculus award

in high school. He will still tell you my class was harder.”

ListeningtoSeifer’sdefinitionofgiftednessremindsme

ofthatfirstgroupofPegasusstudentswhowereexceptional,

intellectually complex, and quirky. While Seifer ponders the

actual percentage of such individuals who exist in the world,

he also proves the fact that every one of his students rises to a

higherlevelbecauseofhisteaching.“Sure,Iwantsomeonewho

is going to create the next generation of math, because all of our

technologystartswithmath.”It’sanimposingobjectiveandyet

hebelievesmanyofhisstudentsarecapable.“Iprovidethemthe

opportunityasmuchaspossible.WhenIstartanewunit,Igive

them a basic idea, throw out a few samples and say: play with

it. Come up with something spectacularly wrong.” Often times

they do, and “we laugh, learn, and move on.”

GIFTED, IN THE PEGASUS CLASSROOMFor middle school math students to assimilate the sophisticated

concepts covered by the curriculum, Seifer created an economics

simulation called The Money Game. “There are some students

who enter it with the simple goal of survival. But because it is

in an interaction game, you can do everything as you are taught,

keep records perfectly, follow all of the rules of math, and still

bombasaresultoftheactionsofothers.”Itmimicsreal-world

financialmodels.Somestudentsstress.Othersstrategize.Linear

minds struggle to respond to the unknown. “But everybody

isplayingattheirownlevel.Everybodyfindsthatpartof

themselvesthatisterrific.”

John Zurn, Head of School, uses this type of assignment

as an illustration of “high-content, high-interest” learning

activities, a critical element of gifted programming. “Students

areworkingatalevelthatisconsiderablyadvanced.”Inthe

parlance of gifted education, this is called acceleration. “There

is substantial research,” adds Goldhamer, “to prove that

accelerationisbeneficialtogiftedkids.”Butitisexcitementand,

in this example, the thrill of strategizing survival among peers

that creates in its wake a love of learning. “The programs at

Pegasus marry a really high level of content with age appropriate

engagement.” Zurn continues. “The third grade rainforest project

asks kids to explore on so many levels and ultimately present

theirfindingsinthemostcompellingmanner,asthecreature

they’ve studied.” This idea parallels Lower School Director

DanRosenberg’sexperiencewithgiftedchildrenatC-MITES,

theCarnegieMellonInstituteforTalentedElementaryand

Secondary Students in Pennsylvania. “Gifted students can

absorb new material at a

higher speed, but it is the

depth of the subject, and

their abilities to go there,

that differentiates them.”

Like Seifer, Rosenberg

believes that it is “creating

environments for taking

chances and learning from

mistakes,” that truly fuels

learning.

Another cornerstone

of gifted education is


differentiation. Differentiated learning means providing

students with various avenues to acquire, process, create, and

makesenseofideas.“Wedefinitelystrivefordifferentiation

at Pegasus, whenever possible,” says Goldhamer. “But for what

percentageofthechildren,forwhatpercentageoftheday?I

happen to love constructionist classrooms where you’ve got

centers and choices, and you can rise to your ability.” But it’s

a balancing act between honoring different learning patterns

and paces, and ensuring a solid academic foundation, explains

Jennifer Ashton-Lilo. Aston-Lilo comes to her position as

Primary School Director from an educational background

characterized by the

teaching philosophy of

Reggio Emilia. “This is

project-based learning,

whereby younger students

are motivated entirely by

their interest area. You mix

academics and creative

projects together, so kids

delve into what truly excites

them by reading and writing

about it and exploring it

mathematically.”

The concept of

differentiation, says

Goldhamer, stems from “valuing uniqueness. Pegasus teachers

are willing to talk to a child on a pretty adult level, about

how to be better. There are a lot of strategies at this school to

help an individual cross a barrier, identify traits which impair

learning,engageinself-reflectivityand,ultimately,bestronger.”

Rosenberg calls the gifted teacher a “guide on the side” rather

thana“sageonthestage.”Itimpliesguidinglearning,rather

than constructing knowledge. Olivadoti translates it as Socratic

dialogue, whereby true teaching lies in the questioning. “As

ateacherIamnottheanswerbutratherthefacilitator,toget

studentstoseektheiranswers.Itcreatesalearningpartnership

with the student recognizing his or her own role in the process.”

Walk into any classroom at Pegasus and you will hear this level

ofdiscourse.Itisaninnateunderstandingofhowtoeducate

every child, a quality that Hathaway recognized when she

interviewednewteachers.Itisherlegacy.

THE VISION LIVES ONLastyear,AdamStockman,theTechnologyIntegration

Specialist and middle school technology teacher, was asked to

construct a video to present three new initiatives introduced

byZurn:theInternationalStudiesCenter,theRobotics

Institute,andPegasusLive!Inanefforttoconnectthepast

with the present, Stockman dug up old footage of Hathaway.

He found a video recording of her being interviewed by the

Vision Committee in 2008. After school hours, in a darkened

classroom, he sat alone with the poignant image of the woman

who had hired him. Her words had weight, especially when the

interviewer asked: “What do you see gifted education becoming

in the future? Where do you see Pegasus heading?”

“Itfeltcuriouslyimportant,”Stockmanremembers,and

herecitesherwords.“Shesaid,‘Iwouldliketoseeusreaching

out to those kids who

aren’t necessarily gifted

academically, maybe they

don’t have the best grades, but

they are gifted in other areas.

IwouldlikePegasustocatch

those kids, kids who wouldn’t

enter into a gifted program at

a public school because of the

stricttestingrequirement.I

want to reach the gifted kids

who are struggling.’”

“Iknowkidslikethat,”

Stockman whispers. “These

are the students who gravitate

toward Robotics and Pegasus Live! They are really gifted at

making a movie, but not necessarily writing an essay.”

“Of course, we’re going to help them with those essays, too,”

he adds with a laugh.

Stockmanreflectsonthistransitionbetweenoldandnew

at The Pegasus School, and sees opportunity. He sees Pegasus as

a place that begs invention, and re-invention. “Laura asked it of

her teachers. We ask it of our students.” The recent initiatives

perfectly exemplify the spirit of exploration that existed in

those early years. The blankest slate holds the greatest potential.

Stockmandefinitelyseestheconnection.IfHathawaywantedto

reachthosekids,hesays,“IfeellikeI’mdoingthejobforher.”

This fall, the Pegasus community was presented a Strategic Plan

saturated with the theme of enhancing and expanding the culture of gifted

learning. Notice, the word gifted remains in the sentence. It doesn’t precede

the student body of Pegasus, although it defines a percentage among us. It

doesn’t describe the school itself, despite giftedness as the impetus. It precedes

learning. It is a way of teaching, specifically developed to inspire bright and

eager minds dedicated to education and the families that support them. It is

a gift.

Pegaus Troop 911Balancing and Enhancing Scouts’ Gifted Education. by Nancy Fries

FEATURE

Pegasus graduates boast all kinds of impressive

accomplishments as they progress through high school:

varsity athlete, class president, accomplished musician,

award-winning artist, and Eagle Scout.

Ifyouraisedaneyebrowat“EagleScout,”youarenotalone.

“WheneverItellpeoplethatI’maboyscout,theyalwaysgiveme

the puzzled look or laugh a little bit,” said Christopher Jusuf ’07

at his Eagle Court of Honor last fall. A century after the founding

of the Boy Scouts of America (BSA), many question its relevance

in today’s fast-paced, technology-driven society. But Pegasus

hasitsownthrivingtroopofmorethanthirtyboyswhofindin

scouting an enriching addition to their modern-day lives.

“Boy Scouts of America was founded during a time when it

fitintosocietyalotbetterthanitdoestoday,”saidJusuf,now

a Hamilton College freshman. “During [that] time, boys were

tasked not only with their schoolwork, but also with becoming

whole men—men who gained knowledge of things not by

studying about them in a book or on a TV screen, but actually by

going out and doing them — men of character who know how

to handle themselves and work with their team — men who are

not afraid to leave the comfort of paved roads and air-conditioned

rooms — and, men who are stewards of the environment that

they’ve been blessed with.”

These principles upon which the BSA was founded have

largely been forgotten outside of scouting, Jusuf said. “Boys

gave up their tents and their maps and their buddies around

thefireandtradedtheminforpartiesandvideogamesand

Facebookprofiles,”hesaid.Scoutingwascreated,hesaid,for

“a past generation that is dying out, a generation of boys and

men who were instilled with initiative and independence. Who

understood the world on a level that can only be reached by

going out and embracing it.”

The scouts of Pegasus Troop 911 spend plenty of time

reaching out to the world. They participate in exciting outdoor

adventures, such as backpacking, rafting, rock climbing, and

the annual favorite, kayaking on the Colorado River. They

perform community service activities, may attend summer camp

onCatalinaIsland,andparticipateasatroopinCamporee,a


weekend of competition between dozens of local troops. Despite

its small size, the troop consistently wins awards. Troop 911

offers Pegasus boys a wholly unique scouting experience, one

that wouldn’t exist if not for a bold group of parents with a

zealous idea.

THE ORIGINS OF TROOP 911Troop 911 was formed in 2001, when a tight-knit group of Pegasus

fifthgraderswassettoadvancefromCubScoutstoBoyScouts.

At the time, Pegasus offered Pack 911 for the younger boys, but no

Boy Scout troop for grades six and up. Boys would either split up

and join their local troops or quit scouting altogether.

“The core group, including my son, wanted to stay on and

not split into different troops,” said Michael Shulman, father of

Bryant ’04. Shulman and several other parents hatched a plan to

keep their scouts together by forming their own troop. Despite

resistance from the BSA, which typically doesn’t charter new

troopswithonlysixthgraders,theparentssucceeded.“Inever

took ‘no’ for an answer,” said Shulman, who became the troop’s

firstScoutmaster.(Whilethetroopwasformedaroundthetime

of the 9/11 terrorist attacks, its number is coincidental.)

Ten years after its founding, Troop 911 includes current

Pegasus students and graduates now in high school and college.

Like the founding group of scouts, the newest sixth graders

comprise a remarkably cohesive group, most of who have been

togethersinceTigerCubsinfirstgrade.Someconsideredjoining

larger, more established troops outside Pegasus, but all decided

to stay with Troop 911. “The Pegasus troop is a great way for the

boys to be together since they don’t necessarily live in the same

neighborhoods,” said Amy Weiss, mother of Cameron ’14.

“Pegasus is a challenging school and all the boys have other

outside interests,” Shulman said in a past interview with Eagle

Scout Erik Ringman ’05. The Pegasus boys are not only able

Eagle Scout Kevin KasselKevin Kassel ’09, a sophomore at Corona Del Mar High School, began Cub Scouts when he came to Pegasus in the third grade. By fifth grade, he was a Boy Scout with Troop 911. Scouting helped Kevin develop his outdoor skills and appreciation of nature. He has always had a love of plants and animals especially after his third grade “rainforest experience” at Pegasus. His passion for the environment has grown immensely since that experience. Kevin’s Eagle Scout Project was an easy choice to help beautify The Pegasus School and help the environment by planting 27 Tristania Trees along the school’s new dismissal area. In addition, he has spent summers traveling to several different rainforests in South America and Southeast Asia in efforts to prevent further deforestation and plant native trees in damaged areas. This past summer, he travelled to Ecuador, where he taught children English and furnished their schools with water purification filters. Kevin arranged this project with Hurley’s Waves for Water Program. His Boy Scout experience has helped him develop leadership skills, environmental sustainability skills, and has helped increase his entrepreneurial qualities.

As an alumnus, Kevin is grateful for his experience at Pegasus as it prepared him to excel in high school and beyond. He credits his outstanding teachers and family for their support, guidance, and motivation that contributed to the success that he enjoys today:

“Doing my Eagle Scout Project at The Pegasus School made me feel that I had given back to the school that taught me so much. My project gave me a sense of accomplishment and insight on how ‘the real world’ works. It was humbling to be with so many amazing people...”


to continue scouting together, even as they leave for different

high schools, they also can balance the multiple demands of

academics, sports, and other activities by being in a troop that

accommodates and encourages those commitments. “A Pegasus

troop allowed us to structure our activities around the boys’

school schedule,” said founding parent Harty Beitman, whose son

Michael’04wasinthetroop.“Idoubtmanyofthemwouldhave

been able to make it to Eagle without the Pegasus troop.”

To date, twenty-one Troop 911 scouts have achieved the

rankofEagle,andatleastfiveothersareinvariousstages

ofEaglecandidacy.TherankofEagle,reachedbyonlyfive

percent of scouts nationwide, requires at least twenty-one merit

badges,includinglifesaving,firstaid,personalmanagement,

and three different citizenship badges. The scout must also

plan, organize, and lead an extensive service project. Recent

projects by Troop 911 scouts include planting trees on the

Pegasus campus; installing fencing at Crystal Cove State Park;

building bat boxes and a bench on the Upper Newport Bay; and

renovating the baseball dugout at Newport Harbor High School.

“There is nothing quite like an Eagle Scout project in terms of

learning how to plan a project, enlisting people to help you, and

managing them in an organized fashion to complete the project

asefficientlyaspossible,”saidEagleScoutEricHallett’07

(see sidebar).

AN ExTENSION OF THEIR PEGASUS EDUCATIONAs a boy-led troop, Troop 911 depends on its older scouts to

lead and teach the younger ones. As a small troop, it offers its

members multiple leadership opportunities. Through their

activities, merit badges, troop responsibilities and Eagle

projects, scouts learn collaborative leadership, critical thinking,

responsible citizenship, and environmental consciousness—

someoftheverysamevaluesandskillspromotedatPegasus.In

this respect, scouting becomes an extension of the boys’ gifted

education. “Scouting will give Cameron a variety of outdoor

skillsaswellasleadershipskills,”Weisssaid,“andIlikethatit

gets him out in the fresh air and learning beyond the classroom.”

Through their experiences, Troop 911 scouts develop their

individual gifts—physical, emotional, and intellectual. By getting

out and reaching the world, they further their future potential to

touch an even larger world. “Even though Boy Scouting may seem

like an outdated organization,” Jusuf concluded, “we need it more

today than ever because no other organization can form the boys

of today into the men we need for tomorrow.”

Nancy Fries is the mother of Eric (‘14) and Ian (‘10), a current Eagle Scout candidate. Her husband Joe is an Assistant Scoutmaster for Troop 911. Contact: [email protected]

Eagle Scout Cooper HendrixEighth grader, Cooper Hendrix, received his Eagle Scout Rank in July 2011. He is the 125th scout from Troop 90, Newport Beach, to receive this accomplished honor.

One of the many requirements to earn this award is to develop, plan, and carry out a service project within the local community. For his Eagle project, Cooper coordinated the construction and installation of over 1,200 feet of trail keeper fencing in Crystal Cove State Park. He enlisted the help of over sixty volunteers who completed three hundred hours of work.

In addition, Cooper has earned 61 merit badges, is a Brotherhood member of the Order of the Arrow, BSA’s Honor Society, has attended National Youth Leadership Training, has 75 nights of camping and over 200 miles backpacked including an 80-mile Trans-Sierra trek this summer where he summited Eagle Scout Peak, along with the highest peak in the continental United States, Mt. Whitney.

He attributes his success in the Boy Scouts to the guidance and discipline he has learned throughout his many years at Pegasus:

“Developing and installing my Eagle Scout project taught me a lot about myself and how to work with others. The best part was that I was able to give something back to my community.”


Where Are They Now?The Eagle Scouts of Pegasus Troop 911 Continue to Soar

* Founding members of Troop 911

Q & A ERIC HALLETT ’07, TROOP 911 EAGLE SCOUT

Eric is a freshman at Stanford University. The recipient of Sage Hill High School’s Balance Award, Eric is an accomplished pianist, co-founded Sage Hill’s jazz ensemble, and played Varsity water polo, baseball, swimming, and soccer.

Q: What are some of your fondest scouting memories?

Falling out of the raft on the Kern River in the middle of one of the rapids and floating about fifty yards downstream before I was able to scramble on to one of the rocks at the side of the river; Domenic Re’s dad spending nights on campouts teaching us Brisk, an Italian card game that resulted

in many late night tournaments; creating campfire skits; playing pick-up football games; and building portals at Camporee. We had a really tight-knit troop— seven boys that were in my grade at Pegasus became Eagle Scouts in Troop 911. Almost every experience was a positive one.

Q: How has scouting contributed to your other successes, both academic and extracurricular?

Scouting has made me a better leader and public speaker, and I’ve become a more confident person overall. I have been willing to try new activities, such as water polo and acting, and I eventually became a leader on the water polo team. Scouting had given me the ability to teach younger teammates and make sure everyone was doing their jobs.

Q: What are some of the ways scouting has shaped the person you’ve become?

Scouting taught us to take advantage of every opportunity to try something new. For example, our troop organized kayaking trips on the Colorado River and whitewater rafting trips on the Kern River. I chose to do the trips because I knew the experience would be a once-in-

a-lifetime opportunity, and those trips resulted in some of my favorite moments in Boy Scouts. Throughout every meeting we were reminded of the core values of scouting; basically our leaders urged us to become men of character.

Q: How do you think the skills you learned through scouting will help you achieve your goals?

At some point, I’d like to teach and inspire students the way my teachers have inspired me. Scouting is essentially a chain of boys passing down lessons to younger boys through the years, so I think I would be successful at imparting knowledge. Scouting has also improved my ability to work well in groups, which is a useful skill, as most jobs require teamwork and socialization. There is nothing quite like an Eagle Scout project in terms of learning how to plan a project, enlisting people to help you, and managing them in an organized fashion to complete the project as efficiently as possible. My specific endeavor was to put up 800 feet of trail keeper fence at Crystal Cove State Park, and I’ve had few days that were more difficult or, at the end, more rewarding.

Alex Heiney* ’04 Claremont McKenna CollegeBryant Schulman* ’04 University of WashingtonR.J. Davis* ’02 USC, B.S. Engineering ’10, M.S. Engineering ’11Grant Nikols ’05 Wesleyan UniversityJoey Puishys* ’04 United States Naval AcademyMichael Beitman* ’04 Washington University in St. LouisAndrew McKenzie ’05 University of Southern CaliforniaZach Rabosky* ’04 Syracuse UniversityErik Ringman ’05 The Ohio State University

Brendan Davis* ’04 Orange Coast CollegeZak Cole* ’04 University of Southern CaliforniaAlex Rios ’05 University of Southern CaliforniaDan Guthorn ’05 University of Southern CaliforniaDomenic Re ’07 Villanova UniversityMichael Kim ’07 Irvine Valley CollegePeter Anastos ’07 The School of Art Institute of ChicagoDaniel Anastos ’08 Corona del Mar High SchoolCharles Giannini ’07 Georgetown UniversityEric Hallett ’07 Stanford UniversityChris Jusuf ’07 Hamilton CollegeMax Gerard ’07 Haverford College


ATHLETICS

Thunder FootballCoaching the Student Athlete. by James Swiger

The football season of 1999 was like no

other. The UCLA Bruins fell from 1st

to 9th place in the Pac-10 Conference,

never to return to their former glory.

Shawn Alexander spearheaded the

Alabama Crimson Tide to their 21st

SEC Championship. A quarterback from

Stanford University named John Elway

ledtheDenverBroncostoa34-19victory

over the Atlanta Falcons in

SuperBowlXXXIII.AndThe

Pegasus School christened

itsfirstofficialseasonof

Thunder football in the Tri-

Way League of Orange County.

“Athlete-school” assumptions

were challenged that fall, and

footballhistorywasmade.In

the case of Pegasus, it was just

beginning.

For the next two years,

Charles Tyler, Director of

Physical Education at Pegasus,

helped lower school technology

guru, B.J. Crabtree, build

a strong foundation for the Thunder

football program. By 2002, the program

had evolved to the point of coaching

capacity, and a new face emerged. Rob

Grant stepped into the role of defensive

specialist and eventually led the team to

itsfirstTri-Wayleaguechampionshipin

2004.Itwasarapidclimb.Manycredit

the team’s swift growth to the genius of

Coach Grant. Others credit the genius

to his playbook tome, a tackle-sized

notebook full of strategies, formations,

and secret formulas. From either

perspective, Coach Grant left a legacy

as one of life’s greatest teachers and as a

critical component of the Pegasus football

program.

Unfortunately,asthosefirst

teammates remember, failing health

forcedhimtostopcoaching.Ihumbly

stepped into his shoes. Since then, Coach

CrabtreeandIhavebeenfortunate

enough to see the Pegasus Thunder

football team reach four playoffs and win

three championships.

But, as Coach Tyler would say, it’s

notaboutthescore.It’sabouthowyou

play the game (And, about having fun).

These values are shared and infused

into the program by Coach Crabtree.

On top of that, he brings experience.

As a teen, Crabtree played tight end

for Fountain Valley High School, and

then continued his football career at

Golden West College and Sonoma State

University. Today, he is regarded in the

Orange County community as one of the

top football coaches in the region. But

his resume and reputation are just the

dressing. Ten seconds into a conversation

with Coach Crabtree reveals his true

“live-and-breathe” football core. He

knows the art of managing every aspect

of every position. He understands how

to use the clock to his advantage. He

can discern the culture of the referees

through the layers of leagues. He

has mastered reading the offense

and misdirecting a defense. His

passion for the game motivates

everyone around him. Coach

Crabtree has become the beating

heart of Thunder football.

Under his guidance, the

Thunder football program has

progressed into more than just

asportsteam.Itisaunique

opportunity for personal

exploration and individual

growth.Itallowsanyonewho

is interested to be a part of

the game. To Coach Crabtree,

football starts with the character of its

players. He asks that each team member

give his best and, in return, he will

teach the art of the game. On and off the

field,CoachCrabtreeisoneofPegasus’

strongest advocates for “student-athletes.”

Inhisparadigm,“student”takespriority.

He models his values. He promotes an

unwavering effort to be a better person.

Ontheplayingfield,hiscoaching

prepares kids for high school football

and life. His players learn what it means

to be a part of something bigger than

themselves. Teams win games, he tells


them, not individual players...despite

what they see on television.

Most noticeably, however, Crabtree’s

coaching philosophy and personal

style get boys excited about the game

of football. Through a unique blend

of humor, fatherly mentoring, and

inspirational training (and a few passes

even John Elway would be impressed

with), Coach Crabtree custom tailors

eachseasonofThunderfootballtofit

theneedsoftheplayersonthatfield.

By the end of each season, the team is a

family that has built a lifetime’s worth of

memories.

Two former Pegasus student-athletes

epitomize this best. Taylor Petty ’08

was one of many Thunder athletes to

continue playing football in high school.

Currently a senior starting receiver and

defensive back at Sage Hill, he had a

phenomenal season last year with an

average of 6.2 points per game and 19.28

average yards per reception, with one 80-

yard reception to top the records. But he

hasn’t forgotten his days playing for the

Thunder. When asked to share thoughts

about his Pegasus football days, his

response was enthusiastic and heartfelt.

“I’dlovetotalkabouttheteambecause

Ihadanunforgettableexperience.

There is no doubt that playing for the

Pegasus Thunder has fostered my love for

the game of football. Coach Crabtree’s

exuberance and intense pride for the

football team was contagious and,

through hours of hard work, we players

formed friendships that extend way

beyond football.”

GrantKang’10,asophomoreatSage

Hill, did not continue playing football in

high school, but agreed: “Pegasus Football

wasn’t just a way to learn a sport or have

funwithmyfriends.Itshowedmewhat

it’s like to be on a real team with real

coaches who know the game. Through

Thunderfootball,Ilearnedhowtobe

a student and an athlete, how to deal

with adversity, and how to work hard.

Ontopofitall,Igottheunforgettable

experience of being on a successful team

with coaches who helped us win.”

The Pegasus football program has

been building stories like these for twelve

years, and the excitement of motivating

new players and molding new athletes

continues. Go Thunder!

James Swiger is a Pegasus middle school social studies teacher and football coach. Contact: [email protected]

Taylor Petty ’08 Grant Kang ’10


Included in this section is Part II of Those Who Soar, Hathaway (Director’s) Award recipients. It provides a close up look at how top Pegasus graduates

have spread their wings all over the world — growing, working and serving. Pegasus alumna, Alene Tchekmedyian ’02, was chosen to write this issue’s Those Who Soar section. She attended and graduated from Columbia Journalism School in May 2011 and currently works as a news editor for a newspaper in the South Bay. Prior to her graduation from UCLA in 2010, she served as editor in chief of the Daily Bruin, UCLA’s student newspaper.

Those who Soar by Alene Tchekmedyian ’02

For his science fair project in middle school, Nishan Tchekmedyian created “sun wear,” which he described as special clothing to protect people from skin cancer. Fast forward 14 years: Dr. Tchekmedyian is an internal medicine resident at Beth Israel Deaconess Medical Center, a teaching hospital of Harvard Medical School. He plans to become an oncologist. The recipient of the 2011 Wings of Honor Alumni Award, Tchekmedyian

has displayed commendable character and dedication to the values and mission of The Pegasus School. “It’s a great place,” he said, full of nostalgia. After graduating from Pegasus and Edison High School, Tchekmedyian spent nearly ten years at UCLA. He earned his bachelor’s degree from UCLA, double majoring in molecular, cell, and developmental biology, along with business economics. He subsequently attended the David Geffen School of Medicine at UCLA and graduated last year. Pegasus has given Tchekmedyian lifelong friends. He recalls an eighth grade trip to the Colorado River, where he went kayaking with his best friend, Martin Giannini. His best memory is when the two of them started kayaking in opposite directions and could not stop laughing. Next year, Tchekmedyian will be the best man at Gianninin’s wedding. Fluent in Spanish and Armenian, Tchekmedyian has volunteered and studied all over the world, including studying gastroenterology in Uruguay and assisting an orthopedic surgeon in the operating room at the second largest public hospital in Ghana. In his free time, he enjoys yoga and running.

Nishan Tchekmedyian ’97

Expanding leadership... …advancing the future.

Hathaway AwardRECIPIENTS

Leslie Castellano ’96Nishan Tchekmedyian ’97

Carissa Tessaro ’98Michelle Shepard ’99

Holly Miles ’00Katie Dutcher ’01

Naneh Apkarian ’02Catherine O’Hare ’03

Joseph Puishys III ’04Bryan Rhodes ’05Alex Popoff ’06

Julia Ostmann ’07Melanie Arnold ’08Ellen Emerson ’09

Wyatt Robertson ’10


Nishan Tchekmedyian (right) and his brother, Vatche

Pegasus has formally and informally recognized the accomplishments of many scholar athletes over the years, and Bryan Rhodes enjoys the company of many among them who continue to enjoy athletics as a means of strengthening friendships and staying balanced in their academic and professional pursuits. A junior at Georgia Tech, balancing the academic rigors of biomedical engineering by staying active in intramural athletics and holding an executive position in Beta Theta Pi fraternity. Bryan’s current life is reminiscent of Middle School. His fondest Pegasus memory is winning the football league championship in the eighth grade with all his friends. Achieving balance has required the time management skills, good work ethic, and resourcefulness Bryan learned while at Pegasus.

Bryan Rhodes ’05

Working hard and making time for playing … …balanced


Currently a freshman at Harvard College, Julia is studying English and neurobiology, through which she plans to bring together her interests in language, creative expression and child and adolescent psychiatry. She assistant-stage-managed the college’s fall production of Dracula, based on Bram Stoker’s novel. During her years at the Orange County High School of the Arts, she studied in the Creative Writing Conservatory with literary mentors James P. Blaylock and Tim Powers. She became the youngest staff member ever selected for Inkblot Literary Arts Magazine, a national award-winning publication, and served as the magazine’s editor-in-chief her senior year, when she was also editor in chief of OCHSA’s student newspaper, Evolution. As editor of Evolution, Julia wrote an article that prompted the California legislature to pass a state law in August 2010 protecting students’ free speech rights. A National Merit Finalist, AP Scholar with Distinction, and OCHSA Distinguished Scholar, Julia appeared in 16 productions as an actor with the South Coast Repertory Theatre Conservatory before graduating from the program in August. She attributes her passion for learning to the formative experiences she had at Pegasus. Some of her fondest memories of Pegasus include a South Park-esque skit about American urbanization for a social studies group project, performing dramatic monologues for the Shakespeare competition and talent shows, and engaging in spontaneous discussions with Pegasus teachers, peers, and administrators. “Once,” says Julia, “my friends and I spent an entire lunch debating whether animals could think. We even printed out research!”

Julia Ostmann ’07

Taking creative risks... …striving for understanding.

A junior at University High School in Irvine, Ellen Emerson said high school is competitive, but the rewards are well worth the hard work. She credits her success in school and her extra-curricular activities to the skills she learned at Pegasus: time management, organization, public speaking, and communication. At school, Emerson serves as a Vice President of the Harry Potter Alliance, an organization devoted to community service and the advancement of literacy and human rights through the morals taught in J.K. Rowling’s novels. This fall, she formed a new club with her friend, called the Olive Tree Initiative, the first high school chapter stemmed from a university level organization. The Olive Tree Initiative began at UC Irvine and has been adopted by UC San Diego, UCLA, and UC Santa Barbara. Every year, the university level organizes a trip for the students to Israel, Jordan, and Palestine. Students have the opportunity to meet with over 80 speakers, including government and business leaders, educators, and members of various royal families. Recently the Olive Tree Initiative club held an event at which President Obama’s sister, Dr. Maya Soetoro-Ng, spoke about promoting peace through literature beginning at an early age. Emerson states, “We are very fortunate to have the founder and director of the original Olive Tree Initiative as our advisor. We focus on dialogues about peace and the resolution of human rights issues in the Middle East.” In addition to her two clubs, Emerson also serves as a staff photographer for University High’s literary magazine, the Lamplighter. In her free time, Ellen enjoys reading, playing guitar, and photography. She believes creativity and innovation are meaningful core values that allow her to problem-solve. Emerson played on the basketball team at Pegasus, and she continues to play on the University High School team. Emerson remembers eighth grade history and advisory with Mr. Conti, a class during which some of her fondest Pegasus moments were spent: “All of his students were and are extremely lucky to be in his class.”

Ellen Emerson ’09

Solving problems creatively... …resulting in rewards.

If there’s one thing Melanie Arnold, senior at St. Margaret’s Episcopal School, took with her to high school from Pegasus, it’s time management. And she sure needs it — balancing her position on the board for the Junior Axillary at Hoag Hospital (where she coordinates candy stripers by training, scheduling and supervising them) with rehearsals for her role in the school play, Servant of Two Masters, and serving on her school’s Honor Committee, proved a difficult task. Arnold also chairs the fine arts committee on St. Margaret’s first student senate. She mentors students during their auditions for studio plays and the playwright festival.

Her eleven years at Pegasus also equipped her with critical thinking skills and the ability to think critically and creatively. Outside the box has become an overused cliché. “I noticed a difference between me and the other students at St. Margaret’s,” she said, adding, “I knew how to set deadlines and work thoroughly without procrastinating.” Arnold credits Pegasus for giving her the confidence to manage a busy schedule: “Pegasus encouraged me to do everything — basketball, the arts, grades, and St. Margaret’s is no different...I try to get involved in almost everything that comes my way, and I have to thank Pegasus for that.” Arnold also excels academically. She has received the Headmaster’s Honors every semester since she started high school. She reflects, “The school has given me a foundation that I will build upon throughout my high school years, college, advanced degree, and life after that.”

Melanie Arnold ’08

Exuding confidence... …excelling academically.


Ellen Emerson (center) with teammates

Wyatt Robertson, a sophomore at Newport Harbor High School, has so many vivid memories from Pegasus that it was difficult for him to choose a favorite. After some deliberation, Robertson concedes that he will never forget his Pegasus trip to Argentina and Uruguay, where he formed an unforgettable bond with his classmates. “Whether it was buying the most palatable bread I have ever had from a market, discovering what a Coati is, touring a lighthouse in Uruguay, or having triple-chicken fights in a pool, I know we were having the most fun we could have possibly had!,” Robertson said.

Robertson formed unbreakable friendships at Pegasus and clearly has a passion for leadership. Along with a few other alumni, he currently serves as a member of the Beach

Cities Service League, a philanthropic organization dedicated to providing volunteers for many events or other charitable organizations throughout Southern California. He believes in diversifying his experiences. While studying abroad at Oxford this past summer, Robertson experienced an incredible journey and formed friendships with boys from Los Angeles, Chicago, Virginia, New York, China, Italy, and Turkey. He had a full schedule of activities and classes. He gained valuable knowledge in his academic subjects, including medical science and psychology, and thoroughly enjoyed extra-curricular activities such as museum field trips, architecture tours, sports and attending Angelican church services. He also began a tradition of playing outdoor games, many of which he learned from P.E. at Pegasus like ‘Capture the Flag’ and others.

Wyatt Robertson ’10

Treasuring friendships... …travelling the world.


PEGnetOur Alumni Mentor and Career Network

The Pegasus School Alumni Association

proudly presents the launch of

An opportunity to grow the connections within the Pegasus community.REGISTER TODAY!

Alumni: https://thepegasusschool-csm.symplicity.com/studentsMentors: https://thepegasusschool-csm.symplicity.com/mentors

Employers: https://thepegasusschool-csm.symplicity.com/employers

Pegasus Alumni:• Search for a professional or academic mentor• Search for jobs or internships• Post your resume for potential employers to search

Current Pegasus and Alumni Parents:• Become a mentor for our alumni by offering professional or academic guidance• Post a job or internship opportunity• Search through posted resumes to find the best candidate for your company

1995Congratulations to James Samimi and

his new bride Rachael who married on

September 4 in the Newport Beach harbor

and enjoyed a honeymoon in Yellowstone.

James completed his masters at California

State University, Long Beach with a

concentration in public administration

and is currently en route to completing his

medicalcodingcertificatewhileworking

asacertifieddocumentationspecialistat

Fountain Valley Regional Hospital. James

continues to perform with his group,

Duende Flamenco, at Tapas Restaurant

in Newport Beach on a regular basis and

has a new CD is on the horizon. Rachael is

the manager of special events at Chapman

University and is working on their

upcomingannualChapmanUniversity5K

and American Celebration.

1999Vatche Tchekmedyian graduated from

the David Geffen School of Medicine at

University of California, Los Angeles at

thetopofhisclass.Heisnowfulfilling

his residency at Boston’s Brigham and

Women’s Hospital at Harvard. During

graduation Vatche received the Stafford

L. Warren Medal – Presented to “the

graduating medical student in recognition

of outstanding academic achievement

throughout the four years of medical

school.” Also received upon graduation

were the following awards:

Aesculapians Medical Student Award

– Presented to “a graduating medical

student in recognition of dedicated

service and outstanding leadership while

in medical school.”

Award of Excellence of the

Department of Medicine Clinical Faculty

Association – Awarded to “the student

who has completed the third year

clinical clerkship in medicine with the

strongest all-around evaluations and test

scores for clinical knowledge and skills,

and who has also shown the highest

degree of awareness and concern for the

humanitarian needs of a patient.”

American College of Physicians

Award – Awarded annually to “the

graduatingstudententeringthefield

of internal medicine with excellence in

scholarship, leadership, teaching and

humanistic qualities.”

2001Vanessa Hull is pursuing her

nursing degree after graduating from

Manhattanville College in Purchase,

New York.

2002Connie Chai graduated from Duke

University and is experiencing life in

the midwest working as a merchandise

business planning analyst for Target

Corporation.

Allison McFarland is teaching English

to high school students in Japan through

the Japan Exchange and Teaching (JET)

Programme, aimed at promoting grass-

roots international exchange between

Japan and other nations. Allison teaches

nearKanazawa,onthewestcoastof

Japan. Though Allison was hesitant

when she found out that she would be

working with high school students,

she has enjoyed it much more than she

could have imagined. She teaches at a

high school of 850 students for most of

the week and one day a week at a special

education high school. Allison launched a

ALUMNI CONNECTIONSby Angel Waters

James Samimi ’95 and new bride, Rachael

Vatche Tchekmedyian ’99 graduated from the David Geffen School of Medicine. The Tchekmedyian family (L-R): Simon, Sareen ’07, Alene ’02, Vatche, Raffi ’04, Vartan ’01 and Seta

Alle Hsu ’03 graduated with honors from Scripps College of the Claremont Colleges


pen pal program with her high school, Los

Alamitos, that gives her current students

the opportunity to interact with students

in California.

Thankfully, Allison wasn’t near the

devastation in the northeast region of

Japan when it was struck by natural

disasters. Allison recalls this experience:

“My area felt slight earthquakes and was

under tsunami watch, but the most terrifying part

was seeing the destruction on my T.V. screen. I

couldn’t believe that something this catastrophic

was happening to a place only an hour away by

airplane. I was so proud to be in Japan during this

time as I saw people come together to help support

the affected areas. Fellow JETs put together

charity fundraisers and some even went out to

the Tohoku region to help clear rubble and bring

supplies. I was also thrilled when my students

organized spare change drives at school. I have

been keeping those in the affected areas of Japan

in my thoughts and prayers and know that the

struggle is not over yet. Nevertheless, it makes me

so proud when I think of all the people in the world

who have come together to support Japan.”

2003Caitlin Gillenwater is serving her

community as an EMT and volunteer

firefighter/EMTfortheFreedomFire

Department.

Alle Hsu recently graduated with honors

from Scripps College of the Claremont

Colleges, where she double majored in

Asian Studies and Media Studies. She

received the 2011 Watkins Media Studies

Award for her senior thesis documentary

filmaboutthestatusandroleofwomen

fromurbanChina.Herfilmchronicled

the experiences and views of a group of

Chinese women, from one who endured

the Cultural Revolution to others who

lived through the current capitalist period

inChina.Herfilmwhichwaspartially

supported by a grant from Pomona

College was screened at the Pomona

Museum of Art with a major photo

exhibittitled“ChinaInsights.”Outside

academics, Alle competed for four years

on the Claremont-Mudd-Scripps tennis

team and served as the captain of the

team for two years. Alle was awarded the

2011 Scripps Athlete of the Year award

for her achievements both on and off the

court. Her CMS team ranked seventh

nationally in the 2011 NCAAs and reached

the Elite 8 of the 2011 NCAA Women’s

National Team Championships.

Harry Koulos received his bachelor

of arts degree in history from Yale

University. He is now attending

Georgetown University working toward

his Juris Doctor degree.

Miranda and Hayley Young are

attending Duke University’s Fuqua

School of Business to pursue their

masters’ degrees in management

studies. Hayley was also accepted into

Harvard University’s Graduate School of

Education for a master’s degree in Mind,

Brain, and Education. This prestigious

program uniquely connects cognition,

neuroscience, and education practice.

Itisthefirstprogramofitskindinthe

world and only thirty-four students were

accepted. Upon the completion of her

master’s program at Duke, Hayley will

attend Harvard for her second master’s

degree.

2004Kendall Broda is experiencing the Aussie

life, studying abroad in Wollongong,

NSW, an hour and a half from Sydney,

Australia.Kendallistravelingextensively,

including trips to Gold Coast, Brisbane,

Carins,WhitsundayIslandsandmany

smaller places along the way. The Great

Barrier Reef was an “amazing” adventure

forKendallbeforehikingthroughthe

jungles of Bangkok and staying in Chaing

Mai villages with no electricity.

Bryant Schulmanisfinishinghissenior

year at the University of Washington

with a major in political science. Bryant is

Allison MacFarland ’02 under Japan’s Fushimi Shrine Kendall Broda ’04 experiencing the Aussie lifeNatasha Schulman ’05 scoring against Arizona State University


a member of the Theta Chi fraternity and

volleyball club team.

Lara Stouffer, a sophomore at West

Point, graduated from West Point’s Air

Assault school under the 101st Airborne

division. She learned how to conduct

Air Assault operation, attach sling

loads to helicopters, and how to repel

out of helicopters. Afterwards Lara

completed CFT (Cadet Field Training)

where she learned infantry patrolling

and experienced a taste of the different

branches the Army has to offer. Lara also

has the responsibility as a team leader, to

make sure that her plebe (1st year cadet)

becomes accustomed to life at the military

academy.Inadditiontomilitarytraining,

Lara will be taking academic classes and

swimming for her second year on the

West Point swim team.

2005Natasha Schulman is a junior at

University of California, Los Angeles

majoring in psychology. She is on the

woman’s water polo team and a member

oftheKappaAlphaThetaSorority.

2006David Penner is currently a sophomore

at the University of Michigan, where he is

pursuing a history major and continuing

his competitive running as a member of

MRUN, the Michigan club Cross Country

and Track and Field team.

Monica Schnapp sums up her freshman

yearatUniversityofthePacificasher

“home away from home. My friends, professors,

boss, and sorority sisters are my second family.”

Being actively involved on campus and

being comfortable to approach her

professors is important to her. “All my

professorsknowmyname,andifIneed

extra help they are always willing to stay

late and help me.” When asked for some

words of advice for high school seniors,

Monica offered the following:

• Schedule an overnight visit, get to

know a current student and spend more

than just a few minutes on tour with that

person.

•Visit a class you’re interested in

taking so you can see how a professor and

students interact with each other.

•Think about how far away from home

you want to be. Be realistic.

2007Max Gerard is a freshman at Haverford

College in Pennsylvania. During his senior

year at Newport Harbor High School,

Max earned his Eagle Scout, was as a

two year scholar athlete who was named

Pitcher of the Year for the varsity baseball

team, and he received principal’s honor

roll.

Nicolas Jaber was successful in

coordinating an appearance by

Congressman John Campbell with the

Junior Statesmen of America Club at

Newport Harbor High School.

Abby Michaelsen was selected as the

Youth Advocate of the Year from the

CampaignforTobaccoFreeKids.Shewas

also honored with a seat on the board and

attendedherfirstboardmeetingwhile

accepting her award in Washington, D.C.

2008During his junior year at Newport Harbor

High School, Kent Willett had the life-

changing opportunity of meeting and

shadowing Hoag Hospital neurosurgeon,

Dr.ChristopherDuma.Kent’s

introduction into neurosurgery was being

allowed to observe Dr. Duma perform de-

brain stimulator surgery for a Parkinson’s

Monica Schnapp ’06 attends University of the Pacific

Nicolas Jaber ‘07 presenting Congressman Campbell with an honorary JSA best speaker gavel

David Penner ’06 with Kendra Eaton ’04, Blake Myers ’08 and Victoria Davidson ’07 at the 2011 Mt. Olympus celebration

Abby Michaelsen ’07 at the Youth Advocate of the Year Award Ceremony


diseasepatient.Kentimmediatelyfellin

love with neurosurgery and the thought

of one day becoming a doctor himself.

KentcontinuedhisrelationshipwithDr.

Duma by interning with him last summer,

documenting their cutting-edge research

atUniversityofCalifornia,Irvine.Kent

will continue his volunteer work at High

HopesBrainInjuryCenterinTustin.

“I enjoy volunteering at this great institution

because I love helping people. At High Hopes, I

will be teaching patients how to walk again along

with other daily tasks that we take for granted.”

Nowasenior,Kentisparticipating

inthenewInternationalBaccalaureate

program and hopes to receive his

certificateinJune.Asforcollege,Kent

is working on applications and hopes to

attend either University of Notre Dame or

Vanderbilt University, along with many

other hopefuls.

“Pegasus has given me the strongest

foundation ever to be successful, and the things I

have learned there are unforgettable and will stay

with me for the rest of my life.”

2009Caitlin Cain, a Cate School junior, is

interested in science and medicine. Last

summer Caitlin explored several rarely

traveled Guatemalan communities.

Caitlin chose to travel for four weeks with

the Where There be Dragons program,

after listening to a presentation at her

school in Carpinteria.

LandinginAntiguaforherfirsthome

stay, Caitlin and her group of thirteen

endured a three day trek to Lakes Atitlan

and San Marcos then travelled to San

Juan Cotzal where they worked with

a community that was affected by the

civilwar.InPachaj,thegroupplanted

trees in collaboration with the Chico

Mendez Project which is dedicated to the

reforestation of communal lands in the

mountains surrounding Cantel. Caitlin

describes the Pachaj community as

“friendly, conservative, and safe.”

InXela,Caitlin’sinterestinmedicine

came to life as she was able to shadow

amedicalstudentinhisfinalstagesof

school. They visited an elderly woman for

treatment of her hand that had been run

over by a chicken bus. Each student was

able to choose an independent service

project and Caitlin followed her passion

and chose medicine.

Caitlin’s experience is one that has

enhanced her interest in international

medicine, especially the time she spent

personally caring for others. Caitlin

believes that this experience “ties in with

life in general and has given me a different

global experience and the opportunity to

understand different cultures.”

Caitlin is, by nature, an adventurous

young woman. She loves to travel and

was ready to take on the journey when

she enrolled. When asked if she would

like to travel again Caitlin indicated that

the question isn’t if she will travel, the

question is when and where?

The advice Caitlin has to offer

students thinking about traveling is,

“these trips are not for those who are

critical of others. Students need to be

open to the experience and engage in the

culture they are visiting.”

Conor Roche (Corona del Mar High

School) and Rusty Padia (J Serra Catholic

High School) had a great experience

coachingPegasusfifthandsixthgrade

boys’ soccer team for last spring’s Daily

Pilot Cup tournament. Not sure what to

expect when he found out that he’d be

coaching, Conor states the experience far

exceeded his expectations.

“It was weird to be on the other side of the

team as a coach and not a player, and I definitely

have a lot more respect for my coaches now. I was

pleasantly surprised at how respectful the boys

were, even though their coaches were only a few

years older than them. Although we lost both of

our games, everyone was so proud of the boys, as

they fought extremely hard.”

Caitlin Cain ’09 in traditional Guatemalan clothing while studying abroad

Cole Friedman’s ‘10 Pammy award winning artwork Shelby Williamson ’10 with her parents during her trip to Rome, where she and the Mater Dei choir performed


2010Cole Friedman won the Pammy Best

Drawer award during his freshman year

at Corona del Mar. PAMA is Corona

del Mar High School’s Performing Arts

and Multimedia Academy. He competed

against all grade levels for his award.

Shelby Williamson, a Mater Dei High

School freshman, was given a once-in-

a-lifetime opportunity to sing for Pope

BenedictXVIatthePapalAudience.As

Shelby and the choir sang, Shelby recalls

her feelings during this experience:

“I felt overjoyed and as hard as I tried, I

couldn’t keep the smile off of my face while I sang.

I was so amazed, and I could not believe what was

happening.”

Shelby’s experience continued when

the choir was given special permission

to perform three songs inside the Sistine

Chapel; a rare privilege.

Angel Waters is the Pegasus Associate Director of Advancement, Programs and Events. She oversees the Spring Benefit, Alumni Association and Grandparent’s Association.

If you’re part of our alumni family, we want to hear from you! Please contact Angel, [email protected].

Class of 2007Congratulations to the Class of 2007 who will be attending the following colleges and universities.

Peter Anastos The School of Art Institute of ChicagoMorgan Boukather Stanford UniversityJessaca Brandt Indiana UniversityDalton Brewster University of California, San DiegoGregory Brostek University of California, BerkeleyMax Callas University of WashingtonMadison Carroll University of California, Los AngelesT.J. Danner Boston CollegeVictoria Davidson Whitman CollegeDanielle Diamond Scripps CollegeGaby DiChiro University of California, BerkeleyEric Fish Rensselaer Polytech InstituteMaxwell Gerard Haverford CollegeCharles Giannini Georgetown UniversityKevin Gregg University of Colorado, BoulderLeigh Hagestad Stanford UniversityEric Hallett Stanford UniversityKerry Hayden University of San DiegoNatalie Hiles McGill UniversityKiley Johnson University of KansasChristopher Jusuf Hamilton CollegeAurora Kaye University of OregonMegan Kim University of WashingtonRachel Kramer California Polytechnic State UniversityAllison Krugman Claremont McKenna CollegeAndrew Kurzweil Amherst CollegeMarian Lee University of Texas at Dallas

Katherine Lin University of Southern California, Marshall School of BusinessTilly Lumpkin University of San DiegoMeghan McLaughlin University of Notre DameJonathan Metcalfe University of San DiegoAbigail Michaelsen Claremont McKenna CollegeAlex Morrison Washington University Zack Morrison Chapman UniversityKatherine Nagasawa Northwestern UniversityJocelyn Neff Stanford UniversityMichou Nguyen University of the PacificSean Niemann University of RedlandsHillorie Nowak Irvine Valley CollegeJulia Ostmann Harvard CollegeErika Page Lewis and Clark CollegeLauren Palley Southern Methodist UniversityColt Peterson University of Colorado, BoulderMatthew Portner University of Colorado, BoulderDomenic Re Villanova UniversityAustin Rios Santa Barbara City CollegeTaylor Ross University of Southern CaliforniaSara Saini New York UniversityRami Sarabi University of Southern CaliforniaJulia Sclafani Columbia UniversityVeronica Seidner Villanova UniversityColin Shaffer Carnegie Mellon UniversityAlexandra Spitzer Southern Methodist UniversitySareen Tchekmedyian Sarasota BalletBrandyn Townsend University of ArizonaAlec VanHoogenstyn Emerson CollegeKennedi Varing University of San Diego


Class of 2011Best of luck to the Pegasus class of 2011 as they settle into high school.

Luke Aguilar Los Alamitos High SchoolReema Al Saud Sage Hill SchoolNicole Apodaca Edison High SchoolSamantha Apodaca Edison High SchoolBrent Bannister Fountain Valley High SchoolHaley Bolen Sage Hill SchoolTristan Bridge Orange County High School of the ArtsTara Byk Orange County High School of the ArtsAriella Carmell The Marlborough SchoolBenjamin Chadwick Thacher SchoolSue-Ling Choquette Mater Dei High SchoolBobby Cohen Sage Hill SchoolFinn Dobkin Newport Harbor High SchoolTracy Dong Sage Hill SchoolJohn Drayton Tabor AcademyElizabeth Farkas Sage Hill SchoolRafe Feffer Sage Hill SchoolAnthony Gil Sage Hill SchoolMeagan Gooding Sage Hill SchoolChristopher Goul Sage Hill SchoolClaire Goul Sage Hill SchoolEdward Goul Sage Hill SchoolDavid Hartman Newport Harbor High SchoolJake Hastings Corona del Mar High School

Erik Henriksen Mater Dei High SchoolJodie Horowitz Sage Hill SchoolFrank Hoshijima Huntington Beach High SchoolSidney Lee Sage Hill SchoolNatalie Lowenstein Sage Hill SchoolRyan McCully Newport Harbor High SchoolJamie McNeil Newport Harbor High SchoolHawken Miller Sage Hill SchoolKelli Nagasawa Sage Hill SchoolMario Nark JSerra High SchoolNikki Nourmohammadi St. Margaret’s Episcopal SchoolNicolette Pievac Blair AcademyAngelika Robertson St. Margaret’s Episcopal SchoolMichael Rouleau Sage Hill SchoolBrett Smith Newport Harbor High SchoolReese Stalder Newport Harbor High SchoolGordon Strelow Sage Hill SchoolLauren Tallichet Mater Dei High SchoolAlyssa Valentine Newport Harbor High SchoolAdam Wang Sage Hill SchoolAlice Kate Willett Newport Harbor High SchoolCoco Wohrle Sage Hill SchoolParthiv Worah Sage Hill SchoolHelena Youhana Sage Hill SchoolJoanna Yuan Edison High School


NONPROFIT ORG.U.S. POSTAGE

PAIDHUNT. BEACH, CAPERMIT NO. 42119692 Lexington Lane

Huntington Beach, CA 92646www.thepegasusschool.org

FSC logo

M ark your CalendarWinter Concert December 14

Grandparents’/Special Friends’ Day December 17

Middle School Arts Night January 26

Pegasus Battle of the Books February 16

Hear the 20’s Roar Spring Benefit March 17

save the datemarch 17, 2012

the balboa bay clubnewport beach

SupportingourMission

“Our Strategic Plan goals are ambitious. Our fundraising goals are ambitious. Our students are ambitious! DREAM BIG with us…” -John Zurn, Head of School

Our Strategic Plan Goals:•Academic Excellence and Transformational Teaching•Exemplary Character and Leadership•Dynamic and Nurturing Community•Advancing our Mission

Visit www.thepegasusschool.org/about/publications to read the Plan’s recommendations and implementation steps.

Make your gift to the On Golden Wings annual fund by February 1 and watch for your special invitation to our Spring Benefit 2012, Hear the 20’s Roar.

Donate securely online at www.thepegasusschool.org/giving.

pegasus magazine_fall 2011

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