2013 fall/winter beacon

3443 PACIFIC VIEW DRIVE, CORONA DEL MAR, CALIFORNIA 92625 | HARBORDAY.ORG | FALL/WINTER 2013

HARBOR DAY SCHOOL3443 PACIFIC VIEW DRIVE, CORONA DEL MAR, CALIFORNIA 92625 | HARBORDAY.ORG | FALL/WINTER 2013

HARBOR DAY SCHOOLHARBOR DAY SCHOOLHARBOR DAY SCHOOLHARBOR DAY SCHOOLHARBOR DAY SCHOOLHARBOR DAY SCHOOL

CO

NTE

NTS

HEAD OF SCHOOL

Dr. Daniel Greenwood

DIRECTOR OF COMMUNICATIONS

Noelle Becker

WRITERS

Chatom Arkin

Noelle Becker

Nicole Nelson

EDITORS

Noelle Becker

Stacy Bierlein

Susan Johnson ('88)

DESIGN

Eric Neuner | RPIstudios

PRINTING

Rosemont Press, Inc.

—————————————————————©2013 HARBOR DAY SCHOOL (ALL RIGHTS RESERVED) No part of this publication may be reproduced without permission from Harbor Day School.

MISSION Harbor Day School provides an academically challenging, well-balanced education in a nurturing,

family-centered environment. Our traditional, yet innovative, curriculum develops eager, confident

learners who think creatively and work collaboratively. Developing self-reliance, building strong

moral character, and encouraging social responsibility are hallmarks of a Harbor Day education.

NON-DISCRIMINATION

Harbor Day School does not discriminate on the basis of race, creed,

color, religion, sex, sexual orientation, disability, age, national or

ethnic origin in the administration of its educational policies,

admissions policies, or other programs administered by the School.

FEATURESWRITING WORKSHOP.............................................PAGE 04

CHARACTER COUNTS

IN LARGE AMOUNTS ...............................................PAGE 10

EARTHWATCH ............................................................PAGE 16

IN THIS ISSUEHEAD’S MESSAGE .....................................................PAGE 03

STUDENT SPOTLIGHT .............................................PAGE 08

IN THE ARTS................................................................PAGE 14

OUTDOOR EDVENTURES ......................................PAGE 20

THANKSGIVING PROGRAM ..................................PAGE 21

PROFESSIONAL DEVELOPMENT .......................PAGE 22

GOOD READS .............................................................PAGE 24

IN MEMORIAM ............................................................PAGE 26

LADIES’ EVENT ..........................................................PAGE 28

SEAHAWK ATHLETIC NEWS ................................PAGE 29

ANNUAL FUND...........................................................PAGE 30

SPRING BENEFIT .......................................................PAGE 32

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ADATIM AD SUMM

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21499 The Beacon FALL WINTER 2013_Layout 1 12/5/13 9:11 AM Page 3

Our community showed great caring towardseach other and the families of those belovedmembers of our community that we lost

this year. Gary Ski’s passing after almost 20 years atHarbor Day School as the ever optimistic, alwaysready with a laugh and forever funny guy, was felt by everyone. Students miss his perennial “you’re amiracle” sendoff, teachers miss his jovial demeanor,and parents miss his uplifting and warm spirit.

Pamela Burke’s unexpected passing further required the community to come togetherand show even more care and respect for one

another. Suddenly one of our great teachers was hereone day and gone the next. The huge hole that wascreated by her loss was almost instantly filled with acommunity’s care for each other. While the outpour-ing of care and concern for each other did not entirelyfill the void, it comforted us and helped us rememberher as the humorous and compassionate teacher whomade special connections with her students andtaught so many students to love to read.

During these trying times, we come to realizehow important it is to be a community of character — a community that trusts one

another; a community that cares about one another;a community that will be there for one another.

Being a person of character is the most impor-tant lesson we can impart to our students. As we are fond of saying, character is not

something we add to the plate, it is the plate. Walkingaround campus, you will see visual reminders of thesix pillars, and you will hear teachers discussing char-acter issues in classes. Most importantly, however, youwill see the members of the community exhibiting thesix pillars, especially the adults in the community. Theprinciple way we teach character is to model it andmake it part of the fabric that holds us all together.

In this issue of the BEACON, you will see thethreads of that fabric that weave us together to create the great tapestry that is Harbor Day.

Dan

BEACON — FALL/WINTER 2013 PAGE 3

HEAD’S MESSAGEDR. DAN GREENWOOD

The Pillars of Character, Trustworthiness,Respect, Responsibility, Fairness,Caring, and Citizenship, have infusedthemselves into the fabric of our commu-

nity. These virtues have always been present, but theyhave never been so visible or intentional as they arenow. They have also never been as important as theyare now.

HARBOR DAY: A COMMUNITY OF CHARACTER

DR. DAN GREENWOOD


BEACON — FALL /WINTER 2013

WRITING WORKSHOPAT HARBOR DAY

————— BY NICOLE NELSON —————

For years, Harbor Day School has enjoyed a reputation for producing graduateswith excellent writing skills. The school’s writing program continues to grow,

with the recent expansion of Writing Workshop through eighth grade.

BELOW: MRS. KETURAKIS WORKS WITH TWO STUDENTS ON THEIR PATTERN BOOKS.


How exactly does Harbor Day achieve its out-standing results in language arts? Teacherspraise the adoption of Columbia University’sWriting Workshop curriculum and the oppor-tunity to work with experts in the field.

First grade teacher Lynette Vieirais Chair of Lower School Lan-guage Arts. She has seen changesand improvements to the writing

program through the years.“We alwaystaught writing, but it wasn’t as purposefulas it is now,” Mrs. Vieira says. She adds that the Writing Workshop method helps students not only with their writing, butalso with their reading and spelling. In the lower school, lessons on all topics integrate writing. “You can’t separate thesubjects. You need to keep weaving thingsthroughout the day,” she says. “It’s fun forteachers, because you’re using your brain.You’re constantly changing your teachingaccommodate your students’ needs.”

Mrs. Vieira participated in workshopsled by Lucy Calkins, one of the principal architects of the Columbia University Read-ing and Writing Project and champion of the Kindergarten through eighth gradeWriting Workshop curriculum. Calkins ledMrs. Vieira and other participating educa-tors through writing exercises so that theywould first experience them through theeyes of students. The results were impres-sive. Thanks to funds dedicated by HarborDay to professional development, all of the school’s writing teachers either travel toNew York or attend intensive conferencesin California to study how their studentsworks should evolve as they use WritingWorkshop in their classrooms.


(CONTINUED ON PAGE 6)


WRITING WORKSHOP AT HARBOR DAY (CONTINUED FROM PAGE 5)

Mrs. Vieira explains that Calkins compares thelearning process for writing in this curriculum togoing into a lab. Each time the students write, a lesson is part of the plan. The steps of good writingare broken down, and students are given tools tohelp them master each step. There are “seed journals”for ideas, a “word wall” for tips, and explicit instruc-tion about form, starting with “pattern books” inkindergarten.

One characteristic of pattern books is that theyhave a surprise ending. Mrs. Keturakis (Mrs. K.)shares her student Ana Cormac’s story: “Parties canbe fun because there’s lots of cake. Parties can be funbecause there are lots of balloons. There are partyhats. Parties are fun because there is everything.” The children create illustrations for each page, andMrs. K. shows them that the illustrations help thereader by giving clues.

Mrs. K. compares her job when teaching writingto that of a coach; she tries to coach the students tomake their stories more interesting. She appreciatesthat the program is broad enough to allow teachersto employ their own teaching methods. There’s a lesson each time. She says, “The children applywhat’s been learned that day. And the learning is cumulative. What is so amazing to me, as a kinder-garten teacher, is that the children remember. Theyuse it, and this is so exciting.”

An important objective of the workshop is to teachstudents to always keep the reader in mind. Mrs. K.

says, “We tell the childrenthat, when you’re a writer,you’re not writing for your-self. A writer writes for anaudience, and an audiencewants to read somethingthat’s interesting. Each Kin-dergartner “publishes” an illustrated book that can beread by their friends.

Here is a story written during aunit on pattern books.

BE A GOOD SPORT——————————————

BE A GOOD SPORT AND SAY"GOOD GAME!"

BE A GOOD TEAMMATE AND PASS THE BALL.

BE A GOOD LEADER AND LETEVERYONE GET THE BALL.

BE A GOOD SPORT SO PEOPLEPLAY WITH YOU.

— LUKE MIRHASHEMI, KINDERGARTEN

PATTERN BOOK ANDCHARACTER COUNTSSM

SCOTT ANDERSON SHOWS A DRAFT OF HIS PATTERN BOOK.

PAGE 6 BEACON — FALL/WINTER 2013



Kindergarten teacher Casey Hogan learnedabout the Writing Workshop when sheearned her master’s degree. She suggestedstarting to use the Writing Workshop plan

with kindergartners, and the two teachers collaboratedto make that happen. Together, they first taught fromCalkins’ books around seven years ago, following themethods as they were described there. The curriculumnow extends kindergarten through grade eight.

Eighth grade English teacher Susan Johnsonworks on continuing the development of students’writing skills by having them craft longer works: personal narratives, realistic fiction, persuasive writ-ing, and traditional, informative expository essays. Allalong, students get in the habit of keeping a journal of ideas for topics to write about. Mrs. Johnson explains that the principle of the ideas coming fromthe students is key, so that they have ownership overthe topic.

The language used to describe the process of goingfrom story generation to draft to revision remains consistent through the grades as well. Students are expected to zoom in, develop a small moment, and describe it in detail. Students keep journals, in whichthey write by hand, for their seed ideas and roughdrafts. In the upper school, later drafts are producedon the computer, and the teachers use cloud technol-ogy to oversee the progress.

Mrs. Johnson has two children in the lower school(son Parker in kindergarten and daughter Brooke inthird grade). With her children, she says, “It’s great forme to see what they’re doing in the lower school too,and how they have the same language. When they tell me, ‘We generated a seed idea. We created a small

moment, today.’ I know exactly what they’re talkingabout. I tell them, ‘We’re doing that in eighth gradetoo!’ and they’re excited about it.”

Kindergartner Gavin Klein wore his author badgewith pride after a writers’ celebration in which the students read to partners. Gavin and his partner JJ Barton read their stories to first grade teacher Mrs.Oliphant, followed by a treat of letter-shaped cookies.After that positive experience, he asked his mother to buy him a journal to keep at home so he could writemore stories.

Mrs. K. acknowledges that the program is labor-intensive for teachers. “We are constantly learning andbeing challenged. It’s not easy. It’s a lot of work—Thefeedback and comments and going over the reactionswith the students every week. But we feel that the timeis well spent because they become writers and strongreaders.” Now that Writing Workshop is fully imple-mented kindergarten through eighth grade, it providesteachers with common language to discuss techniquesand ideas to streamline the program throughout thestudents’ entire time at Harbor Day School. With theserecent improvements upon an already celebrated pro-gram, it is fair to say of students’ writing performancethat the best is yet to come. ■

FIRST GRADER JACK DONAHOO WORKS ON HIS STORY.

A GLOSSARY OF WRITING WORKSHOP TERMS————————————————————————————————————————————————————————ANCHOR CHART: A CHART THAT STUDENTS HELP MAKE THAT SUMMARIZES ATOPIC, USING DRAWINGS AND WORDS. WHEN COMPLETED, THE CHART GOES ON THE WALL.

CONFERRING: THIS IS THE TERM USED TO DESCRIBE WHAT HAPPENS WHEN A TEACHERMEETS WITH A STUDENT TO DISCUSS THE STUDENT’S WRITING.

GRAPHIC ORGANIZER: SOMETIMES DERIVED FROM THE ANCHOR CHART, OR A MINI VERSION OF IT; IT HELPS REMINDS STUDENTS ABOUT A LESSON. SOMETIMES IT IS IN THE FORM OF A CHECKLIST. OLDER STUDENTS CREATE THEIR OWN GRAPHIC ORGANIZER AS A LESSON IS TAUGHT.

PATTERN BOOK: A BOOK (OF ANY LENGTH) WHERE WORDS OR PHRASES REPEAT.

SEED IDEAS: A FOCUSED IDEA THAT CAN BE THE BEGINNING OF A WRITING PROJECT.FOR EXAMPLE, MEETING PRINCESS AURORA AT DISNEYLAND (RATHER THAN THE “WATERMELONIDEA” OF GOING TO DISNEYLAND, GOING ON THIS RIDE AND THAT ONE, HAVING LUNCH, ANDTAKING THE MONORAIL TO THE HOTEL…)

SMALL MOMENT: SIMILAR TO A SEED IDEA. A SMALL MOMENT IS WHAT STUDENTSARE INSTRUCTED TO DESCRIBE IN THEIR STORIES. (E.G. “MY TIME WITH PRINCESS AURORA”RATHER THAN “MY WEEKEND AT DISNEYLAND.”)

WORD WALL: A CUMULATIVE LIST OF WORDS THAT GOES ON THE WALL THAT STUDENTSCAN REFER TO. ONLY THE BEGINNING GRADES HAVE A WORD WALL.

ZOOMING IN: STUDENTS ARE OFTEN REMINDED TO DO THIS IN THEIR STORIES. THEYLEARN TO FOCUS TIGHTLY ON THEIR IDEA, AND TO DESCRIBE IT IN DETAIL.


BEACON — FALL/WINTER 2013

STUDENT SPOTLIGHT



How did your book become published?

When I was in fifth grade, The Candy Palace held awriting contest. Our librarian, Mrs. Mailloux, told usabout it. I thought it sounded fun and wanted to try it, so I wrote a story and submitted it. In sixthgrade, I found out that did really well and my bookwas going to be published. I was really happy at thatpoint. It took awhile because there was anotherbook that was being published too.

The editing process also takes time. It started outat a thousand words and was cut down. I am still really happy with it because the pictures express allthe words we had to take out. Editing was fun, but itwas a lot of work. I am used to my teachers telling meto show don’t tell, but in this instance you have to tellbecause the pictures will show. That was probably thehardest part for me. I had to reverse my brain and doexactly the opposite of what I was used to.

What’s your story book about?It’s about a dog named Doxie, and he’s new to theneighborhood. He doesn’t know any of the otherdogs and wants to make friends. The mean bulldognamed Bob drives him to the point that he needs toshow off. In the end, Bob finds out that talents arebetter shared when you have friends to share themwith. I really like the message because it describes thebad side of bullying and what it means to be a goodfriend.

What or who influenced you to write?I’ve been writing for a long time. As soon as I learnedto read, I would write about everything that I liked.

I really liked stuffed an-imals so I’d write storiesabout them. My parentswould get me littlebooks that were blankand I got to write andillustrate them. I reallyliked that.

My teachers helpedme learn how to writebetter so that made iteven more fun for me.My favorite authorsalso influenced me be-cause I really like toread. I really like JohnGreen books and theHarry Potter series. Veronica Roth writes dystopianbooks, and I really like that too. My favorite type ofbook is realistic fiction.

Do you have any animals of your own?I have two black Labradors named Cooper and Ned.I really like dogs. It helps to write about the thingsthat you love. They were part of the influence for thisparticular book. I love animals.

What is your advice to other aspiringwriters?There is nothing more daunting than a blank piece ofpaper. I always tell myself to accept the challenge,have fun with it, write about what you know, andkeep doing it. ■

SAMMY TAKES A PICTURE WITH STUDENTS AFTER HER BOOK READING TO LOWER SCHOOL.

TOP DOGAn interview with eighth grader and author of the new book, DOXIE,

SAMANTHA “SAMMY” PICKELL

EACH BOOK SOLD WILL HELP PROVIDE 27 MEALS FOR HUNGRY CHILDREN THROUGH THE SECOND HARVEST FOOD BANK.

FOR MORE INFORMATION AND TO PURCHASE SAMMY’S BOOK GO TO: WWW.THECANDYPALACE.COM.

————— BY NOELLE BECKER —————



CHARACTER IN LARGE AMOUNTSCHARACTER COUNTSIN LARGE AMOUNTS



Character development is seamlessly inte-grated into the curriculum by focusing onthe SIX PILLARS OF CHARACTER:TRUSTWORTHINESS, RESPECT,

RESPONSIBILITY, FAIRNESS, CARING, andGOOD CITIZENSHIP. Its consistency of languagehas helped our students and faculty internalize eachpillar. Every few weeks a new pillar is discussed andlived out. Modeling and reinforcing are constant objectives. Giving students these tools will equip themwith the knowledge and power to be productive citizens in the future. The study of character and itspillars has taken on many forms kindergarten throughgrade eight.

CHARACTER COUNTSSM

IN THE CLASSROOM

Kindergartners have read many books about thepower of one. This message of the power ofone translates to making a difference to one-

self and to those around them. “If you are alwaystrustworthy, you have the power to be believed whenthere is a conflict,” says Kindergarten Teacher CassieKeturakis.

Kindergartners are also using a rainbow of respect.They share when someone does something respectfuland glue a colored square of what the good deed was. Students nominate each other when they noticeothers being respectful. The rainbow grows every timesomeone is respectful, thus showing the students thepositive benefits of their actions. Some of the actionsinclude:

SAYING SOMETHING NICE.USING GOOD MANNERS.LETTING A FRIEND JOIN A GAME.STICKING UP FOR A FRIEND.NOTICING A FRIEND IN NEED.EATING WITH A FRIEND.BEING A GOOD LISTENER.

First grade students have joined together to cre-ate a class “character quilt.” The children in-cluded pictures of themselves engaged in

activities where they have acted respectfully. Duringtheir daily morning meeting, students read literature,hold discussions, and participate in role-playing activities focused on good character. The children alsoenjoy nominating classmates who demonstrate goodcharacter in the classroom or on the playground to beadded to their class “Garden of Good Character.”


The CHARACTER COUNTSSM program has been infusedinto the classroom with a strong visual presence. Charts, pictures, photographs, and signs adorn the walls of everyclassroom and are spread throughout the school buildings.Immediately as you walk into the front office your eyes fixate

on student drawings hanging on the wall displaying the six pillars of character. Creating good citizens for the future is seemingly evident onthe exterior, but what is happening inside the classroom?




Second Grade is practicing the habits of Charac-ter Counts in a collaborative way. Both secondgrade classes meet together on Friday after-

noons to work on the pillar of focus. In September,students examined the pillar of trust by creating a giantchain of trust. Each student spoke about characteristicsof people they trusted, why the trusted them, andwrote those examples on strips of paper. Students thenconnected all the paper strips as links to make thechain. In class the students write their own skits androle-play the different pillars as well. Second gradersare learning the tools to be internally motivated to bea person of good character by discovering what itlooks, feels, and sounds like to have good character.

In third grade, students had an opportunity tothink about what respect looks like. They brain-stormed how to show respect to their friends, in

the classroom, with their parents, outside at school, and even to themselves. After the discussion, studentsworked with partners to create a Recipe for Respect.

Please enjoy reading therecipe written by MicaylaLynch and Elle O Hill:

Recipe for Respect Rules————————————————————

SERVES: the worldPREP TIME: 24/7

Ingredients:5 cups of loveencouragement dougha sprinkle of kindness1 cup of helpfulness

Directions:Preheat oven to 405 degrees with fairness. Pound en-couragement dough (don't worry if it gets frustrating,that's why it's called encouragement dough). Sprinklekindness in to a bowl. Stir it all together and add 5cups of love and 1 cup of helpfulness. Finally, put allingredients in oven and bake for one hour. Then afterit is done, take it out of the oven then....YUM!

Every six weeks, four fourth grade students are chosen by their peers to be a “KOALAOF CHARACTER!” Students receive spe-

cial recognition for demonstrating the six pillars of character.

(CONTINUED FROMN PAGE 11)

CHARACTER COUNTS IN LARGE AMOUNTS



Using powerful storiesshowing the meritsand consequences of a

particular value or trait hasbeen very effective. Fifth gradestudents read Wonder by R. J.Palacio, a New York Times best-seller. It is the story of a fifthgrade boy, Auggie Pullman,who wants to be treated as anordinary kid at school despitehis severe facial deformity. Thebook includes chapters writtenfrom the points of view of

Auggie, his classmates, his sister, and others. Theseperspectives converge in a portrait of one community’sstruggle with respect, fairness, caring, and citizenship.Literature, as well as history, gives fifth grade studentsa chance to take a good look at human behavior inlight of character. As students read and discuss eachstory in Literature, they are asked to evaluate the actions of the characters using the six pillars.

Sixth through eighth grade students use their advisory class time to really delve deeper intowhat each pillar means. Advisory classes go

beyond the academic curriculum, and activities anddiscussions center around the pillar of the month. Forexample, during the month of December, the sixthgraders are focusing on the pillar of responsibility and

are participating in the “Great Cubby Challenge.” Students are charged with maintaining a neat and organized “living space” at school to demonstrate responsibility. Although this may sound easy, keepingtrack of their personal belongings and school materialswhile coexisting with many other students at thecubby area can be challenging for many sixth graders.Advisors are monitoring the cubby conditionsthroughout the day and rewarding those advisorygroups that maintain exemplary cubby conditions anddemonstrate responsibility. Additionally, “Owls” areannounced and awarded with a pin during the upperschool morning meeting every six weeks to recognizethat boy and girl from each grade who exemplify the pillar of the month. ■

T R R F C CStudents can use thisacronym to help themremember that peoplewith good characterare terrific:

T rustworthiness

Respect

Responsibility

Fairness

Caring

C itizenship


BEACON — FALL /WINTER 2013

IN THE ARTSART | MRS. HAMMOND AND MRS. YAGAR

KINDERGARTENIn Kindergarten we recycled wood by using scraps from woodshop and paintedKandinsky inspired circle art. We learned how to mix and create colors. Each artist began with the primary colors and white. It is an amazing tributeto the great Kandinsky.

FIRST GRADEOnce first graders developedtheir drawing skills, they madecrazy masks out of clay. Theystarted with a sketch of their“Funky Face” and moved onto theclay slab project. These littleartists learned how to attach clayto clay by scoring, carving, andapplying glazes. The results arebold and colorful and are proudlydisplayed in the art room.

SECOND GRADESecond graders stepped up to the challenge to create3-D architectural structures. We began with some chilling stories to set the mood. The class sketchedspooky houses that would become our fabulous “Deadlyand Dilapidated Dwellings” project. Students had tomap out a plan and design before they could begin the actual building. Students used cardboard, wood,glue, foil, fabric webbing, and paint for these spookystructures.

LEFT: A DISPLAY OF KINDERGARTEN KANDINSKY STYLE PIECES. RIGHT: GAVIN KLEIN EXCITEDLY SHOWS OFF HIS WORK.

LEFT: FIRST GRADE CERAMIC MASKS FINAL PRODUCT. ABOVE: EVA HAUGEAND CONRAD COOK CAREFULLY SCORE THEIR CLAY MASKS.

ABOVE: DEADLY AND DILAPIDATED DWELL-INGS ARE DISPLAYED IN THE LIBRARY FORHALLOWEEN. RIGHT: AUBREY CALLAGHANPUTS THE FINISHING TOUCHES ON HERSTRUCTURE.



THIRD GRADEIn third grade we studied the artist Henri Matisse. Thestudents learned about his life and love for color. The students mixed several shades of the secondary colors,green, orange, and purple. Then they drew live goldfish andmade a collage similar to Matisse’s “Goldfish” painting.This lesson focused on color theory, drawing a movingobject, and composition. The students got lots of practicedrawing, cutting, and gluing … all of which are importantskills that they use in the classroom.

FOURTH GRADEWe discussed the six pillars of character in class. The studentswere each assigned a character trait to reflect upon. Theywrote down ways that they were able to demonstrate this traitin school and specifically in art class. Then we sculpted a“School of Fish” using recycled water bottles and papermache. There are six tables in the classroom and each tablewas assigned a character trait, therefore, the students paintedtheir fish the color of the trait at their table. For example, table3 is Fairness, so all the fish at that table were painted orange.The “School of Fish” hangs above the tables in the art roomand remind us to work together using respect, fairness, care,trustworthiness, responsibility, and citizenship.

UPPER SCHOOLFifth graders studied the works of Van Gogh, creatingtheir own beautifully done versions of Starry Night.

Sixth graders have been studying the EgyptianPharaoh, King Tut. The students looked at imagesfrom King Tut's tomb, and we discussed the mysterysurrounding his life and death. The students usedscratchboards and drew self-portraits to look likeEgyptian pharaohs. We also made picture frames forour portraits using elaborate patterns and metallicpaints that look similar to the magnificent gold andjewel encrusted treasures found in King Tut’s tomb.

Students in seventh grade are using the “brushesapp” on their iPad’s. They have also been studyingcolor theory in depth and exploring the artwork ofFrench Pointilist artist Georges Seurat. The studentshave been using their knowledge of color to create a pointillist landscape drawing using permanentmarkers. They are also working on a monochromaticself-portrait on the iPad.

ABOVE LEFT: RICHARD LIN AND ELLA ANVARIPOUR CAREFULLY SKETCH THEIR FISH.ABOVE RIGHT: A FINISHED MATISSE INSPIRED GOLDFISH PAINTING.

THE FINAL PRODUCT,“SCHOOL OF FISH”HANG ABOVE THE TABLES OF THE ARTROOM.

TOP: THESE DEEP AND RICH COLORFUL DESIGNSHANG IN THE ART ROOM. ABOVE LEFT: A SIXTHGRADE STUDENT DECORATES HIS PICTURE FRAMEUSING BRIGHT METALLIC PAINTS. RIGHT: A STUDENTUSES THE BRUSHES APP ON HER iPAD.


Two years ago, the fall fundraiser collected money to support a program to send two Harbor Day teachers everyyear for five years on trips organized by The EarthwatchInstitute. The organization’s mission statement is: “To engage people worldwide in scientific field research andeducation to promote the understanding and action

necessary for a sustainable environment.” This year, art teacher LeslieYagar traveled to the Indian Himalayas to study bees and butterflies, and first grade teacher Lynette Vieira traveled to the bush outside of Melbourne, Australia to study the habitat of koalas.

PAGE 16 BEACON — FALL /WINTER 2013

EARTHWATCH

ABOVE: MRS. YAGAR (FAR LEFT) WITH THE EARTHWATCH TEAM AND VILLAGERS.

————— BY NICOLE NELSON —————



With their research manager Dr.Pradeep Mehta, Mrs. Yagar and herteam studied several parts of theecosystem comprising India’s Kullu

Valley, nestled in the Himalayas. They counted bladesof grass and apple leaves on specific branches that willbe plotted and recounted through the years. They col-lected flowers for botanists to later identify. They alsocounted bees and butterflies using simply their handsand eyes. Working in teams of three, they carefullycounted the insects, recording all the information as a baseline. The Kullu Valley is a “data deficit region”—there is not enough information on the insects’ historical numbers. Anecdotal evidence from residents,including Dr. Pradeep who has lived in the area hiswhole life, indicates the population of bees and butter-flies is declining.

Climate change has already started to alter snowpatterns, making apple-growing impossible in someareas that previously grew the crop. Additionally, if theecosystem is disrupted by a sharp decline in honeybees, which are the primary pollinators, no fruit willbe produced. This is a concern for the sustainability of

the apple orchards that are a main source of incomefor the region. Currently, the farmers have to renthives in order to have enough pollinators, at the costof $10-$14 per hive, which cuts into profits.

Mrs. Yagar says that the relatively recent practiceof mono cropping, farming only apples, has madefarmers more money, but has had detrimental effectson the environment. “Forests were cleared for morefarm fields. The new pesticides and fertilizers washedinto the streams and got carried down stream into thenext state, Punjab, where there is now a much higherincidence of cancers. Plus, the mono cropping hasbeen devastating to pollinating insects like bees,” she says.

Mrs. Yagar hopes to return to India one day, although she wouldn’t expect it to look the same as it did during this trip. She says, “I have no doubt that the Kullu Valley will look very different in thirty years as technology and environmental issuesforce the economy and culture to adapt.”

Visit Mrs. Yagar’s blog to learn more about the trip and the research and to see photos from her trip: BBHIMALAYAS.BLOGSPOT.COM


LESLIE YAGAR:BEES AND BUTTERFLIES IN THE HIMALAYAS

LEFT: MARIGOLD PLANTS ATTRACT POLLINATING INSECTS. TOP: LOCALLY FARMED PRODUCE IS BECOMING MORE DIFFICULT TO COME BY. BOTTOM: PINE TREES COVER THE HILLSIDE. RIGHT: ONE OF THE MANY POLLINATING BUTTERFLIES IN TIBET.



Mrs. Vieira is known in the school as an an-imal lover, and first grade students studyAustralia. Thus, she was a natural choiceto study koalas in their home country.

Her post for this trip was a national park five hoursoutside of Melbourne, in the Cape Otway Koala Re-search Area.

There, she helped the Earthwatch team assesskoala density. During a Skype session with the wholeschool, she said that her favorite part of the experiencewas holding a joey – although she said you had to becareful, because another participant was scratched bya young koala on accident. The work was emotionallychallenging at times too. The scientists captured koalasand assessed them. If they were healthy, they were re-leased. Those that were deemed unhealthy or sufferingfrom starvation were euthanized. Sadly, a large major-ity of the koalas were not released (only six out of 320captured in three days were released).

Mrs. Vieira explains that the current crisis in thekoala population is due to overpopulation and thestrong preference of koalas for a particular type of

tree – Manna gum trees. She says, “Koalas, althoughquite cute, are not too clever. They won't leave theirtrees!” This is a problem, because the overpopulationhas caused the trees to be stripped of their leaves. Relocation was an option (with a predicted survivalrate of 30%), but the government did not do it. Mrs.Vieira says, “Long range planning is important forproper wildlife management and sometimes thewrong people get involved, like the media and thepoliticians.”

Being away from her family and the school washard for Mrs. Vieira, but she hopes that she has in-spired some of her first graders to become scientists.Upon her return, she was excited to share more of herexperiences with her class and others at Harbor Day.Some day, she would love to return to the country. “I would go back to Australia in a heart beat, such abig country and so much to see. It is a beautiful place.I will definitely go back and try to spend more thantwo weeks there!”

You can see Mrs. Vieira’s blog at: HTTP://EARTHWATCHAUSTRALIA.BLOGSPOT.COM

(CONTINUED FROM PAGE 17)

LYNETTE VIEIRA:KOALA HABITAT

LEFT: MRS. VIEIRA HAPPILY HOLDS A BABY JOEY. MIDDLE: MRS. VIEIRA RADIO TRACKING WITH HER TEAM. RIGHT: BEAUTIFUL OTWAY PARK NEAR EARTHWATCH CAMP.

EARTHWATCH


BEACON — FALL /WINTER 2013 PAGE 19

ABOVE: MRS. VIEIRA WATCHES ON AS A KOALA FINDS LEAVES AT THE END OF A BRANCH. BELOW: KOALAS HAVE STRIPPED ALL THE LEAVES OFF THE MANNA GUM TREES.



————— BY CHATOM ARKIN —————

Following a standard seventh grade traditionhere at Harbor Day School, the seventh graderstraveled to El Capitan State Park in early Octoberas part of their Outdoor Education experience.

However, to say this trip mirrored any previous onewould greatly undermine its uniqueness. First, this groupwas scheduled to venture into unknown Harbor Daylands, as the administration had procured a spot for thestudents at one of the Joshua Tree State Park campsites.Well, our trip just so happened to coincide with day oneof the government shut down, thus sending our groupof excited outdoor students north instead of east. Addi-tionally, in accordance with Harbor Day School’s charactereducation program that focuses on six key “pillars” (trustworthiness, respect, responsibility, fairness, caring,and citizenship), the teachers asked the students to take45-minutes each of the three days of the trip to sit in aserene meadow and reflect on the day’s happenings.Some slept from exhaustion, some read to escape, andsome wrote to capture their feelings. This great metacog-nitive experience for the kids culminated with a final dayof reflection where a teacher simply asked for the kids to, “think of someone this week that has demonstrated

one or all of our pillars of character through his or her actions.” The amazing responses astounded the entire faculty, including the group of Naturalist leaders.

ONE STUDENT RECOGNIZED ANOTHER IN THE FOLLOWING WAY:

RespectZack Karro was very respectful during our time of reflectiontoday because he respected the rules that were put forth at the beginning. He asked many kids to be quiet when they talked,thus respecting our teachers’ rules.

ANOTHER STUDENT RECOGNIZED A TEACHER:

Mr. Grogan,You are an example of respect. From the moment I walked intoyour classroom, I felt just as respected by you as I do by my class-mates. Thank you, Jedi G, for being such an amazing teacher.

Such wonderful reflections from such young kids demon-strate two things: One, Outdoor Education trips work inthat they give students the time to enjoy themselves andtheir surroundings and their own thoughts. Two, theseare some great kids. ■

OUTDOOREDVENTURESEXPLORING OURSELVES THROUGH OUR EXPERIENCES IN THE GREAT OUTDOORS



In keeping with the school-wide CHARACTER COUNTS℠ theme, students sang songs related to

character like, “Character Tango!” The words perfectly reinforced the pillars of character that are

being instilled throughout the school. Yet another song was called “Big Heart” and it talked about

reaching out to others to give back. The closer for the program was a touching song called “Stop

And Think.” It was a gentle reminder of all that we have and how precious our time is together. ■

THANKSGIVINGPROGRAM


John Hunter, TEDTalks Presenter, creator of the World Peace Game, and focus of the docu-mentary World Peace and Other 4TH GradeAchievements, conducted an intensive 2-day

master class at Harbor Day School this past summer.Nine teachers from Harbor Day attended along with 12other teachers from as close as the greater Los Angelesarea and as far away as Washington and Massachusetts.

The workshop lead teachers through a series ofchallenging questions and activities that allowed themto reflect, question, and reform their approach totheir teaching method and classroom design. Mr.Hunter’s pedagogical approach forced the teachers toanalyze old lessons and plan new ones that centeredclassrooms and schools on critical and creative think-ing and collaboration. Teachers then took their newideas and reworked curriculum based on the method-ology behind Mr. Hunter’s World Peace Game, andthey returned to their academic institutions ready andinvigorated for the incoming class of energetic andmalleable minds.

Harbor Day teachers who attended this master

class were able to implement some of Hunter’s teach-ings in their curriculum as soon as school began. UpperSchool English teacher Mr. Arkin had students createdioramas to illustrate their understanding of key ideasin the novel, The Giant Slayer, by Iain Lawrence. Thisforced each student to think critically and go beyondthe story to understand what thoughts and feelings theauthor was trying to convey. English teacher CourtneyDuke took a slightly different approach with her eighthgrade students. “I really try to incorporate JohnHunter’s methods for dealing with human beings ingeneral. One message John Hunter reiterated was thefact that our ‘relationships with students [is the key] toteaching’. John Hunter also said, ‘If you can touch [thestudents’] hearts then the mind contacts more andgrows deeper’. I strive to get to know each one of mystudents so that they feel comfortable sharing andopening up in class. In Writing Workshop, I write withmy students and share my life stories with them. Thenwhen they write, they are more apt to share their life stories with me.” Hunter’s concepts challenge andstretch the minds of students and teachers alike. ■


PROFESSIONALDEVELOPMENT


I STRIVE TO GET TO KNOW EACH ONE OF MY STUDENTS SO THAT THEY FEEL COMFORTABLE SHARING AND OPENING UP IN CLASS.‘‘

‘‘JOHN HUNTER



CERT IS ABOUT READINESS, PEOPLE HELPINGPEOPLE, RESCUER SAFETY, AND DOING THEGREATEST GOOD FOR THE GREATEST NUMBER.‘‘

‘‘N

ewport Beach’s Community Emergency ResponseTeam (CERT) has helped prepare 16 Harbor Dayemployees and and three current parents. By thespring, the school will have a total of 26 faculty and

staff members fully CERT trained. The CERT program educatespeople about disaster preparedness in their local community.People learn how to put out fires, to conduct proper search andrescue techniques, and to provide medical assistance. CERT isabout readiness, people helping people, rescuer safety, anddoing the greatest good for the greatest number. Harbor DaySchool’s Safety Coordinator Sylvanda Edwards, a trained EMT,was part of this course. “The course was excellent in that it pro-vided a solid foundation in emergency preparedness, allowingone to know how best to prepare for and respond to a disaster.It also empowers you to take action in assisting your neighborsand community at large should the worse occur and immediatefirst response persons aren’t available,” says Edwards. CERT volunteers are able to assist people in their neighborhoods or workplaces following a catastrophic event. This training is entirely voluntary, and Harbor Day School is the first school in the area to have such a large group of employees certified. ■

TOP: TEACHER, FRANCESCA DRINOAND COMMUNITY PREPAREDNESSCOORDINATOR FROM THE NEW-PORT BEACH FIRE DEPARTMENT,MATT BRISBOIS. LEFT: FOURTHGRADE TEACHER MR. JEFF PETERSPUTS OUT SOME FIRES. ABOVE: DR. GREENWOOD LEARNS HOW TOPROPERLY DRESS A WOUND.

ABOVE: THE HARBOR DAY CERT PROGRAM MEMBERS POSE FOR A PHOTO.


KATIE ROBINSONLATIN TEACHER

—————————————————————

MCELDERRY BOOKOF GREEK MYTHSBY ERIC KIMMEL (ILL PEP MONTSERRAT)

MYTHOLOGICAL CREATURESBY LYNN CURLEE

“My books are both on mythology and very similarlywritten and illustrated. I was inspired to purchase andread them by my own sixth graders who are so on fireabout mythology. I had forgotten how relevant andalive these stories are! The myths explain why somethings exist or how they came to be. Others are just wonderfully entertaining tales of adventure or romance. The illustrations in these books are also exceptional. The drawings are richly colored and boldlyshow me the very heart of each myth. They pull medeep into the stories.”

CASSIE KETURAKISKINDERGARTEN TEACHER

—————————————————————

PARIS IN LOVEBY ELOISA JAMES

“While reading Paris In Love, I enjoyed the author'scomments about the sounds of French on the streets,which is the same feeling I have whenever I hear this

beautiful language. ‘I walk through the streets andenjoy listening to wild chatter in French, with the samelevel of understanding that one has hearing a row of sparrows crowded on a telephone line. Are thesepeople really talking, or are they just singing to eachother?’ I love reading books like this.”

WANDANORDSTROMDEVELOPMENT COORDINATOR

—————————————————————

TENDER IS THENIGHTBY F. SCOTT FITZGERALD

“After reading the novel Z, the story of Zelda and F.Scott Fitzgerald’s tumultuous relationship, I becameintrigued with the idea of reading more books by F.Scott Fitzgerald. Tender Is the Night is widely consid-ered to be one of his finest works, and it’s unfortunatethat he died before gaining the recognition he so desperately sought.”


Good ReadsIf you love reading like we do, you have to check out a few of these

recommended books by our faculty and staff.



NOELLE BECKERDIRECTOR OF COMMUNICATIONS

—————————————————————

AUSTENLANDBY SHANNON HALE

“I enjoy reading books with a comic edge, and thisbook was funny and whimsical. It is a mix of 19th

century romanticism and modern day fantasy all rolledinto one. I definitely got wrapped up in the main char-acter’s adventures in this semi-imaginary world. Themain character leads a fast-paced life in modern dayNew York City. She is bequeathed a trip to a Londonresort for Austen-obsessed fans. She begins to play outher dream of meeting her Mr. Darcy, from the bookPride and Prejudice. During her stay she finds herselfin many funny and awkward situations along the way.”

CHATOM ARKINUPPER SCHOOL ENGLISH TEACHER

—————————————————————

THE FAULT IN OUR STARSBY JOHN GREEN

“John Green wrote The Fault in Our Stars, which is ayoung adult book about a 16-year-old fighting cancer.Her parents force her to ‘join civilization’ by makingher attend a support group where she meets the loveof her life: another cancer patient who was an out-standing athlete and is now an amputee. The noveltouches on deep concerns of people of all ages, but itespecially resonates with youth because it asks essentialand universal questions like, ‘will I be remembered,and if so, how,’ ‘will I fall in love, and will it be requited,’and ‘who am I’? The novel is heartfelt, poignant, andhysterical.”

SUSAN JOHNSONUPPER SCHOOL ENGLISH TEACHER

—————————————————————

THE LAST REPORTON THE MIRACLESAT LITTLE NOHORSEBY LOUISE ERDRICH

“Currently, I’m reading Louise Erdrich’s novel, TheLast Report on the Miracles at Little No Horse. LynetteVieira suggested it to me because she knew I wouldlove the rich character descriptions and exquisite language that Erdrich uses. The story spans many yearsand centers around the life of an unusual Catholicpriest, who serves the Objiwe people on a remote reser-vation in North Dakota. So far, I’m hooked and reallyenjoying it!”

MARY ANN MAILLOUX LIBRARIAN

—————————————————————

LITTLE LESS THANTHE ANGELSBY SISTER ANNETTELANGENDERFER

WINTER GARDENBY KRISTIN HANNAH

“My book is Little Less Than The Angels, written by myaunt, Sister Annette Langenderfer. It is a memoir ofthe Sisters of St. Francis forty years of ministry in Chi-apas, Mexico. I am excited to finish it so I can talk toher about all of the adventures she had. What a brave,bold woman my aunt is!

My eBook is Winter Garden by Kristin Hannah,which is my book club's choice. It is a great book aboutmotherhood set against the siege of Leningrad. Itmade me cry more than once! I love books, and I lovemy Kindle. It is a huge library of all my favorite books,right at my fingertips, that I can carry in my purse!”


Memories of Ms. Pamela Jo Burke…“Most of you knew Pamela as her student, a parent, or a co-worker. We are all so fortunate to have known her throughthese special relationships. I, however, knew Pam long before she was “Ms. Burke”. We met as freshman at Coronadel Mar (CDM) High School in 1978, and it was there webecame part of a larger group of close friends that still existstoday. Our group included other 1978 Harbor Day Schoolgraduates Katrina Moiso Lamkin, Carol Griswold, AnnieWilliams, and Heather Robertson Stone. The great memo-ries from our CDM days are too many to mention, but precious, old photos from that time in Pam’s life have resurfaced recently. As one can guess, Pam’s humor, wit, andbeautiful smile are ever-present. After graduating fromCDM, Pam and I both headed to USC and were room-mates. Needless to say, Pam’s love of color dominated our room! We both pledgedKappa Alpha Theta along with Sheri Simpson Griffin (‘78) and entered collegelife. I remember us driving home to Newport with a bunch of pledge sisters for aweekend in Pam’s really cool grey VW Rabbit convertible singing The Clash. Beingthe “responsible” one, she was allowed to bring her car to school freshman year,while the rest of us were not. Pam was also with me when I first met my husband,Fenton. She was a terrific roommate and a dear friend to so many. When it cametime to choose our majors, I bounced around a bit, but Pam just knew her calling;she wanted to be a teacher. And it was a perfect fit.”

— SHELLEY PORTER CAREY (’78)


This year, Harbor Day School experienced the loss of twobeloved educators. Even through these challenging times,the Harbor Day community has come together to formsuch a strong bond with one another. As we begin thehealing process, let us remember the fond and humorousmemories of these two great individuals.

MR. GARY “SKI”SKWARCZYNSKI

MS. PAMELA JO BURKE

IN MEMORIAM

HARBOR DAY SCHOOL REFLECTS ON THE PASSING OF TWO BELOVED MEMBERS OF THE HDSFAMILY


“Though I only had the chanceto work with Pam for a shortamount of time, I feel blessedto have had the opportunity.My first memory of Pam tookplace during back carpool. I walked out to see studentsdraped all over her, all clamor-

ing to get a hug. I laughed and said something to the effect of, “Wow, your students must really love you,” towhich she grinned with the most beautiful smile andreplied, “Oh, these aren’t even my students!” I will always cherish that memory because it really representedwho Pam was; someone who loved kids and was lovedin return.” — COURTNEY DUKE

Memories of Mr. Gary “Ski” Skwarczynski…

“Mr. Ski. I still see him around these parts, memories sodeeply ingrained that I can’t pass woodshop without feeling his presence. Closing my eyes, I can envision his determined figure bustling around campus, headdown, smiling, and high-fiving when he saw a student,fellow faculty member, or parent. How he loved and how he was loved. That is his legacy.”

— WANDA NORDSTROM

“He treasured many things. His family always came first,but Harbor Day was part of his everyday life. He lovedthis place. He always told his students, “You are all miracles!” But Ski, you are the miracle. Rest in peace,friend! ” — JEFF PETERS

“I have so many great and crazy memories of Ski. He usedto burst into the music room in the middle of my classtrailed by a group of little kids. He’d lead them throughmy room while screeching, “I’m the best singer!” leavingall of us laughing as he ran out! He was funny, kind, capable, and always ready to help.... one of the finest people I’ve ever known. He was an easy guy to love.”

— JANET KEMPKE

“Ski left his mark with everyone he encountered. A fewyears ago, I brought my son to school with me and introduced him to Mr. Ski. Naturally, Ski made him feelspecial and was goofing off with him. A few weeks later,my son was asked to draw a picture of his family in preschool. There were five people in the picture. When I asked who the fifth person was, he said it was Mr. Ski.”

— JAMES GAPP (’81)



CO-CHAIRS KAREN COOK AND BIANCAMOSSMAN HOSTED A FRESH, FUN, ANDFABULOUS EVENT. SET AT THE NEWPORTBEACH CIVIC CENTER, THE LADIES OFHARBOR DAY SCHOOL ENJOYED SHOP-PING, NIBBLING, AND MINGLING WITHGOOD FRIENDS. THE BEAUTIFUL WEATHER WAS A SPECIAL ADDEDBONUS TO THE DAY. THIS RECORD-BREAKING EVENT RAISED OVER$95,000! ITEMS PURCHASED FROM THE GIVING TREE SUPPORTEDTECHNOLOGY IN THE CLASSROOM, AS WELL AS GAMES AND ACTIV-ITIES FOR THE UPPER SCHOOL STUDENTS.

LADIES’ EVENT 2013

1 2 3

4

5 6

7 8

1. CO-CHAIRS KAREN COOK AND BIANCA MOSSMAN 2. STUDENT PORTRAITS 3. LOCALSHOPPING VENDOR 4. REESA EMADI AND POONEH SHAKOORI 5. JOYCE-ANN MAHONEY(’91), KELLY BURKE, AND SALLY BARTZ (’87) 6. BIANCA MOSSMAN, DAN GREENWOOD, AND KAREN COOK 7. DEIRDRE LEWIS AND DEBRA MORTON (’81) 8. THE GIVING TREE 9. LISA BRIGGS AND MARCIE GARNER 10. BRANDY VALDEZ 11. STACIE COOPMAN-FRANEY,JENNIFER YOSHIDA, AND HEATHER PRATT


9

10 11


SEAHAWKSNEWS

CHAMPIONSHIP WINNERS!

Congratulations to our Fifth Grade Girls’ Basketball, Sixth Grade Girls’ Basketball and Sixth Grade Boys’Flag Football Teams on winning their championship games! Both the Seventh and Eighth Grade Girls’Basketball Teams tied for 3rd going into the playoffs. They reached the semi-finals.

THE RESULTS ARE IN! THE CURRENT BLUE-GOLD SCORE IS . . .

BLUE 196 | GOLD 223BEACON — FALL/WINTER 2013 PAGE 29


COMMUNITY SPORTSThird and Fourth Grade boys' community flag football team

coached by Ethan Machado came out and dutifully representedHarbor Day School. They made it to the semi-finals. Jack Cohen, Dylan Cormac, Will Duma, Jameson Dunn, AryaEmadi, Aiden Fischbein, Isabel Gomez, Gabriel Kern, HuttonLedger, Kyle McConnaughey, Ross Muchnick, Jack Ressler, LukeRosing, Blake Stern, John Tipton, Hudson Vaicek. ■

FIFTH GRADE GIRLS' BASKETBALLFINAL SCORE: 11-8Team Roster: Shauna Bahri, Morgan Czepiel, Ashley Gehl, LaurenGehl, Jenna McConnaughey, Jacqueline McNeill, Izzy Morin,Jean Wanlass. Coach – Mr. Chatom Arkin.

SIXTH GRADE GIRLS' BASKETBALLFINAL SCORE: 12-8Team Roster: Malini Arora, Sophie Beador, Darcy Chung, AlanaKarro, Marbella Marlo, Kate Miller, Macey Mullane, KimayaReddy, Linden Schmid, Isabelle Searles, Jillian Senk, MadisonSeybold. Coach – Ms. Katie Leshinsky.

SIXTH GRADE BOYS’ FLAG FOOTBALLFINAL SCORE: 25-12Team Roster: Chandler Airth, Nicolas Ayala, Luca Bacci, Sam Cohen,Richard Eusey, Simon Hall, Luke Hatfield, John Humphreys, JackMcKenna, Ben Miller, Rowdie Peets, Ryan Steinke, Reed Stemler,Matthew Strok, Daniel Towers, Geoffrey Von Der Ahe, Jeffrey Walbridge. Coaches – Mr. Mike Coleman, Mr. Jeff Peters.



THANK YOU to all who have already contributed to this year’s ANNUAL FUND!To date we have raised $520,416, and we are currently at 53% Parent Participation.

If you have yet to give, we hope that you will consider helping us reach 100% parent participation by the 100th day of school, February 25, 2014! We can't thank you

enough for your consideration and participation. Our Board of Trustees, Parent Council, faculty

and staff have committed 100% and shown their support already! Please join us as we push

forward to achieve this goal!

2013-14 ANNUAL FUND

LEGACY CIRCLEMr. and Mrs. Stephen Fry

Mr. and Mrs. Lance Jordan

HEADMASTERS’ CIRCLE Mr. and Mrs. Alen Airth

Mr. and Mrs. Jeffrey Frieden

FOUNDERS’ CIRCLEDrs. Arash Aftabi and

Farnoush Fadavi

Mr. and Mrs. Todd Anderson

Mr. and Mrs. Philip Cohen

Mr. and Mrs. Rob Cohen

Mr. and Mrs. Michael Cudzil

Dr. and Mrs. Jeffrey Deckey

Mr. Jeff Gehl

Mr. and Mrs. Ryan MahoneyJoyce-Ann Bishop Mahoney (’91)

Jacqueline Badger Mars 2009

Charitable Lead TrustGraysen and Chandler Airth

Mr. and Mrs. Joseph Ueberroth

EDUCATORS’ CIRCLEMr. and Mrs. Steven Briggs

Mr. and Mrs. Scott Brooks

Mr. and Mrs. Paul Casey

Mr. Michael Cavner and

Mrs. Sarah Hussain

Mr. Mark Czepiel and

Ms. Amy Marie Paul

Mr. and Mrs. Jerry Dietrick

Mr. and Mrs. Hirad Emadi

Dr. and Mrs. Sanjay Grover

Mr. and Mrs. Jason Krotts

Mr. and Mrs. Cosmas Lykos

Mr. and Mrs. JD Montgomery

Mr. and Mrs. David Mossman

Mr. and Mrs. Chad Peets

Mr. and Mrs. Reza Shakoori

Mr. and Mrs. Peter SheaLily and Peter Shea

Mr. and Mrs. Daniel Sonenshine (’87)

Mr. and Mrs. Gary Vaughan

Mr. and Mrs. Geoffrey Von Der Ahe

Mr. and Mrs. Jeffrey Walbridge

Mr. and Mrs. James Warmington, Jr.

HARBOR CIRCLEMr. and Mrs. Jim Abbott

Anonymous

Ms. Kelly Burke

Mr. and Mrs. Henry Chung

Edward and Karen Cook

Mr. Drew Devine (’88)

The Devine Family

Mr. and Mrs. Kent Elliott ('84)

Mr. and Mrs. Carter Ewing

Mr. and Mrs. Ben Francois

Mr. and Mrs. Kavous Gitibin

Mr. Matt Hill and Mrs. Alle Tithof-Hill

Mr. and Mrs. Timothy Howell

Mr. and Mrs. Daniel Kern

Mr. and Mrs. Emery Ledger

Mrs. Deirdre Lewis

Mr. and Mrs. Robert Lewis

Mr. and Mrs. Christopher Massey

Mr. and Mrs. David Mead

Mr. and Mrs. Robert MontgomeryLeslie Cashion Montgomery (’84)

Mrs. Debra Devine Morton (’81)

Mr. Steven Nataupsky and Ms.

Nicole Whyte

Mr. and Mrs. Ole Nielsen

The O Hill Family

Dr. Ledford Powell

Mr. Christopher Rodriguez

Mr. and Mrs. Reza Rofougaran

Mr. and Mrs. Charles Ruck

Mr. and Mrs. Robert Searles

Mr. and Mrs. Peter Shea, Jr.

Mr. and Mrs. Scott Shean

Mr. Stephen Thorp and Dr.

Stephanie Thorp

Mr. Bradley and Dr. Cara Todd

Dr. and Mrs. David Wirta

SEAHAWK CIRCLE Mr. and Mrs. Peter Bacci

Mr. and Mrs. Phil BellingShelley Garner Belling (’75)

Mr. and Mrs. Jason Bryden

Mr. and Mrs. Nicholas Busick

Mr. and Mrs. Ryan Decker

Mr. and Mrs. Michael Fawaz

Ms. Debbie Fogel

Mr. Connor Johnston ('13)

Ms. Sydney Johnston ('16)

Drs. Doug and

Gigi McConnaughey

Mr. and Mrs. Mike McNeill

Mr. Ashok Tripathi and

Ms. Sheila Swaroop

Mrs. Susan WeltonStella, Everett and Quinn Welton

Mr. and Mrs. Jamie Yoshida

BLUE-GOLD CIRCLEMr. and Mrs. Arash Anvaripour

Bank of America

Mr. and Mrs. Aaron BartzSally Peckenpaugh Bartz (’87)

Dr. and Mrs. Damien Bates

Mr. and Mrs. Mark Beder

Mr. and Mrs. Ben BlatzDiana Gaede Blatz (’77)

Ms. Julia Blatz (’13)

Mr. and Mrs. Paul Bruno

Mr. and Mrs. Ryan Callaghan ('90)

Kelly Christeson Callaghan ('93)

Mr. and Mrs. John CashionTessa and Kate Montgomery

Mr. and Mrs. Angelo Cuneo

Mr. and Mrs. Tom Davin

The Duma Family

THE HARBOR DAY SCHOOL MISSION

HARBOR DAY SCHOOL PROVIDES AN ACADEMICALLY CHALLENGING, WELL-BALANCED EDUCATION IN A NURTURING, FAMILY-CENTERED ENVIRONMENT. OUR TRADITIONAL, YET INNOVATIVE, CURRICULUM DEVELOPS EAGER, CONFIDENT LEARNERS WHO THINK CREATIVELY AND WORK COLLABORATIVELY.DEVELOPING SELF-RELIANCE, BUILDING STRONG MORAL CHARACTER, ANDENCOURAGING SOCIAL RESPONSIBILITY ARE HALLMARKS OF A HARBOR DAYEDUCATION.

EVERY GIFT COUNTS!

The.Beacon.FALL.WINTER.2013.Annual.Fund.revised.spread_Layout 1 12/5/13 5:24 PM Page 1

BEACON — FALL /WINTER 2013 PAGE 31

Mrs. Patricia GehlLauren and Ashley Gehl

Mr. and Mrs. Doug Gottlieb

Mr. and Mrs. Mark Harrison ('82)

Mr. and Mrs. Bobby Hatfield, Jr.Kristen Coleman Hatfield ('88)

Mr. and Mrs. Bradley Humphreys

Mr. and Mrs. Robert Keller

Mr. and Mrs. Jack King

Dr. Ryan Klein (’83)

Dr. and Mrs. William KleinGavin, Carter, Jensen and Nolan Klein

Mr. and Mrs. Ron Lane

Dillon and Max Lane

Mr. and Mrs. Jeff Majit

Mr. and Mrs. Steve ManolisJack Cudzil

Mr. and Mrs. Lance Miller

Mr. and Mrs. Bahram Mirhashemi

Mr. and Mrs. G. W. Mix

Mr. and Mrs. Robert MontgomeryTessa and Kate Montgomery

Mr. and Mrs. Peter Morin

Mr. Donald Morrow and

Ms. Judy Johnson

Ms. Alexa Muchnick (’21)

Mr. Sean Niknafs and

Dr. Sima Mirhashemi

Dr. Edward Park

Mr. and Mrs. Rob Pickell

Mr. and Mrs. Matt Piercey

Dr. and Mrs. Ramin Pirnazar

Mr. Ryan and Dr. Heather Pratt

Mr. and Mrs. John Prichard

Mr. Prakash Sakraney andCynthia Schwarz Sakraney ('75)

Mr. and Mrs. Johnny Schillereff

Mr. and Mrs. Alex Stamires (’86)

Mr. and Mrs. Brian Stern

Target Foundation

Mr. J. P. Ueberroth ('18)

Mr. Matthew Ueberroth ('15)

Mr. William Ueberroth ('13)

Dr. and Mrs. Arnold Valdez

Mr. and Mrs. Thomas Von Der AheLuke, Will, Katherine and Geoffrey Von Der Ahe

Mr. and Mrs. Alex Vorobieff

Mr. Kristofer Wilks (’88)

FRIENDSMs. Maddy Abbott ('11)

Ms. Tess Alexander (’11)

Mr. and Mrs. Dennis BearChandler and Presley Green

Mr. Michael Bear (’05)

Ms. Blair Belling (‘03)

Ms. Charlotte Belling (’08)

Mrs. Patricia Bierlein and

Mrs. Patrick SellenraadElliott Connolly

Mr. Bobby Briggs ('12)

Mrs. Dolly BriggsTess and Peter Emmel

Mr. and Mrs. Ted CarpenterJake and Reese Simkins

Mr. and Mrs. Tom Chen

Ms. Summer Christensen (’13)

Ms. Nicolette Cochran (’06)

Mr. and Mrs. Stephen CrossLogan Fenner

Mr. Stephen DavenportChristina Davenport

Mr. Andrew Dialynas (’02)

Ms. Christina Dialynas (’05)

Mr. Thomas Dialynas (’04)

Mr. and Mrs. Matthew Duke

Mr. and Mrs. Drew EmmelChristine Porter Emmel ('80)

Ms. Grace Emmel (’11)

Mr. Ross Evans (’06)

Mr. and Mrs. Read Fenner

Fluor Foundation

Matching Gift Program

Mr. and Mrs. John FowlerJohn, Chloe and Ava Elliott

Ms. Hayden Furey (’06)

GE Foundation

Matching Gifts Program

Mr. and Mrs. James Gapp (’81)

Mrs. Cecile GearyCharlie and Danny Geary

Mr. and Mrs. Robert Getter

Mrs. Mary GleesonPaiton Gleeson

Mr. and Mrs. Todd Godfrey

Dr. and Mrs. Sarv GroverDillan, Davin and Karina Grover

Mr. and Mrs. Jeff Hammond

Mr. and Mrs. Robert HermannsSofia Stamires

Mr. and Mrs. John Howting, Jr.

Mr. and Mrs. Sean JohnsonSusan Ihrke Johnson (’88)

Mr. and Mrs. Wayne Karro

Mr. and Mrs. Brendon Kensel

Mr. and Mrs. Hudson KenselBraden and Lauren Kensel

Drs. Russell Klein (’80) and

Nicole Nelson

Mr. and Mrs. Kambiz Mahdi

Mr. and Mrs. Paul MargolisOwen Majit

Ms. Meagan McCullough (‘02)

Ms. Halland McKenna (’11)

Mr. Hutton McKenna (’08)

Drs. Sean Mohtashami and

Samira Houshiar

Mr. T. J. Morton (’13)

Mr. and Mrs. Michael Mullane

Mrs. Corinne MullerEllena Reposa

Mr. and Mrs. Jacob Neushul

Mr. Jerry Nourse and

Dr. Sherri Worth-Nourse

Mr. and Mrs. Brian Oliphant

Ms. Catherine Peets ('20)

Ms. Emma Peets ('17)

Mr. Rowdie Peets ('16)

Mr. and Mrs. Terry PeetsCatherine, Emma and Rowdie Peets

Mr. and Mrs. Herbert PorterTess and Peter Emmel

Mr. Hamilton Randle (’08)

Ms. Kate Randle (’06)

Dr. and Mrs. James RichCarson and Peyton Webb

Mr. and Mrs. Gregory Richardson

Mr. and Mrs. Michael Riddlesperger

Drs. Jose Roque and

Jessica Hung-Roque

Mr. and Mrs. Myron RosenbaumAlana and Zackery Karro

Mr. Kavi Sakraney ('10)

Ms. Natasha Sakraney ('08)

Mr. and Mrs. John SandersKate and Ragan Angeloff

Mrs. Laurie Vibert Schofield (’68)

Mr. and Mrs. Richard Sebastian

Mr. and Mrs. Ben Seybold

Ms. Shelley Smith (’01)

Mr. and Mrs. Gary Specter

Mr. and Mrs. John Stomber

Mr. Bradley Stone (’01)

Mr. Clayton Stone (’99)

Mr. Greg Stone (’04)

Mr. Scott Stone (’08)

Dr. and Mrs. Richard Taketa

Mr. Rick Taketa (’86)

Mrs. Sally TaketaCaroline Taketa

Mrs. Rosalee TithofBerlin Hill

Dr. and Mrs. Shambhu TripathiSonali Tripathi

Mr. Rod Turner ('77)

Mr. and Mrs. Justin Vaicek

Melissa Ingold Vaicek (’85)

Mr. and Mrs. Gordon Wanlass ('78)

Mr. and Mrs. William Warden

Mr. and Mrs. Michael WebbAmy Rich Webb (’85)

Mr. Maxwell Weinberg (’08)

Mr. and Mrs. Chris WilliamsPayton Williams

Mr. Justin Wilson (’06)

Ms. Kate Wilson (’03)

HDS FACULTY AND STAFF Dr. Daniel R. Greenwood

Mr. Chatom Arkin

Mrs. Noelle Becker

Mrs. Diane Bjelland

Mrs. Carole Blake

Mr. Rudy Camarena

Mrs. Kellye Cambare

Mrs. Violeta Cambra

Mrs. Joan ColemanLuke and Brady Hatfield

Mr. Mike and Mrs. Pam Coleman

Mrs. Amelia Cortez

Ms. Francesca Drino (’95)

Ms. Cara Ducey

Mrs. Courtney Duke

Ms. Sylvanda Edwards

Mrs. Jennifer Fenner

Mrs. Anne Foodym

Mr. James Gapp (’81)

Mrs. Jackie Graham

Mr. Jon Grogan

Mrs. Stacey Hammond

Ms. Casey Hogan

Mrs. Pat Huff

Mrs. Susan Ihrke Johnson (’88)

Mrs. Janet Kempke

Mrs. Cassie Keturakis

Ms. Katie Leshinsky

Mrs. Carole Kredel-Lytle

Mrs. Mary Ann Mailloux

Mr. Matt and Mrs. Christina Mauser

Mrs. Marilou McCarty

Mrs. Karen Polkingharn Meier (’79)

Mrs. Debra Devine Morton (’81)

Mrs. Melissa Mullane

Mrs. Marti Murphy

Mrs. Mary Nemeth

Mrs. Wanda Nordstrom

Mrs. Sarah Oliphant

Mr. Isidro Panuco

Mr. Lorenzo Panuco

Mrs. Melissa Perez

Mr. Jeff Peters

Mrs. Faith Pickett

Mrs. Meera Ratnesar

Mrs. Alexa Reddin

Mr. Jean-Paul Rimlinger

Mrs. Katie Robinson

Mrs. Kristin Rowe

Dr. Sean Rowe (’86)

Mrs. Siouxzie Salisbury

Ms. Terra Shirvanian

Mrs. Marie-France Smith

Mrs. Erin Stephens

Mr. Mac Stephens

Mrs. Meggen Stockstill

Mrs. Lynette Vieira

Mrs. Alivia Mazura Williams (’99)

Mrs. Hannah Wright

Mrs. Leslie Yagar

Ms. Courtney Zarrilli (’92)

Ms. Amy Zucker

——————————————————––––––––——This list reflects all gifts or pledgesreceived as of December 2, 2013

100%

PARTICIPATION IN 100 DAYS!100

100% annual fund 2013 – 2014 challenge:

LET US HONOR AND SUPPORT OUR HDS COMMUNITY IN THISWONDERFUL WAY!

The.Beacon.FALL.WINTER.2013.Annual.Fund.revised.spread_Layout 1 12/5/13 5:24 PM Page 2

https://www.facebook.com/harborday https://twitter.com/harborday

GET CONNECTED!

HDS SPRING BENEFIT HDS SPRING BENEFIT

VENI, VIDI, DEDI

2014 SPONSORSHIP OPPORTUNITIESSPONSOR ★ $150.00Give our teachers a rocking good time at $150 a head

GENERAL ADMISSION ★ $150.00

*If you are interested in donating items to ourLive and/or Silent Auction, Please contact Event Chair,

Cari Peets at [email protected] or Kim Krotts,

Acquisitions Chair at [email protected]

TO SECURE YOUR SPONSORSHIP PLEASE VISIT

hdsspringbenefit★com

ROCKSTAR ★ $3,000.00+2 Tickets to “HARBOR DAY ROCKS”10 Opportunity TicketsT-shirts for your children who currently attend HDS

PROMOTOR ★ $2,000.002 Tickets to “HARBOR DAY ROCKS”5 Opportunity TicketsT-shirts for your children who currently attend HDS

BAND MANAGER ★ $1,000.002 Tickets to “HARBOR DAY ROCKS”T-shirts for your children who currently attend HDS

ROADIE ★ $500.001 Ticket to “HARBOR DAY ROCKS”T-shirts for your children who currently attend HDS

MARCH 15, 2014

TICKETS ON SALE NOW!TICKETS ON SALE NOW!TICKETS ON SALE NOW!


2013 fall/winter beacon

Documents

hereone day

mission harbor day school

years atharbor day school

great teachers

admissions policies

educational policies

character counts

unexpected passing