westerly school

Celebrating 20 Years

of Innovative Learning

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Mission:The mission of Westerly School of Long Beach is to develop each child’s full potential intellectually, emotionally, morally and physically.

School PhilosophyWesterly School provides a challenging educational program that enables students to achieve academic success. The School is committed to building a strong self-concept, personal independence and social responsibility within a diverse student body. We believe that student involvement in the community and community involvement in the School are fundamental components of a complete education. We strive to fulfill our goals through:

Academic Excellence

Personal and Social Development

Diversity

Founding FamiliesBecause of their dream, vision and dedication, Westerly School became a reality on September 23, 1993:Sonja Berggren and Patrick Seaver Carol Inge Bernstein Susan Chazin-Wright Vicki and Bill Dawson Lindsey Fenimore and Gary Fields Tomilee and Greg Gill Jeri and David Goldstein Loraine and Michael Lieppman Helen and Vance Lorenzini

2013-2014 Board of TrusteesContinuing the vision of the founders and guiding Westerly into the futureStacy Andersen Theresa Aranda Maureen Baker Robyn Brawley Arnoldo Casillas Eileen Edwards Ralph Holguin Alex Jackson Neil Kinney Harry Karp Lisa Lowell Jim Martin Nicole Nguyen Josh Owen Steve Romeyn Rebecca Turrentine

2950 East 29th Street Long Beach, CA 90806(562) 981-3151

www.westerlyschool.org

Welcome from the Westerly Leadership TeamChris RodenhizerHead of SchoolCrystal Angulo Director of AdvancementDavid PerramDirector of Student AffairsAna JimenezDirector of Finance and OperationsElizabeth ProvenAdministrative Assistant

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David PerramDirector Crystal Angulo Head of SchoolChris Rodenhizer

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Crystal Angulo Head of SchoolChris Rodenhizer

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Administrative Assistant Elizabeth ProvenDirector of Finance and OperationsAna JimenezDirector of Student

Administrative Assistant Elizabeth ProvenDirector of Finance and OperationsAna Jimenez

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Celebrating 20 Years of Innovative Learning

MMaayyoorr BBoobb FFoosstteerr

City of Long Beach

November 2013

Greetings Students, Alumni, Friends, and Supporters of Westerly School:

As Mayor of this great city, it is a pleasure to extend my sincerest congratulations to

Westerly School as they celebrate their 20th Anniversary. Since 1993, Westerly School

has educated and engaged our youth, Kindergarten to Eighth Grade, with a solid

foundation and outstanding curriculum.

For the past 20 years, Westerly School has successfully provided effective leadership

skills, instilled principles in the arts, foreign language and physical education, and

provided each student with a sense of dedication, pride and commitment to love

learning in a 21st-century way.

As a private institution in the City of Long Beach, Westerly School strives to meet the,

intellectual, emotional, moral, and physical needs of each child. With a strong sense of

community spirit, the academic successes at Westerly School are ever apparent. Class

sizes are smaller and provide a more intimate environment, where even the most

introverted of students are encouraged to emerge from their shells and experience a

wide array of educational opportunities. With a mentor-mentee program pairing older

and younger students, art and music classes, service learning opportunities, and the

overall camaraderie among students, Westerly School is truly an amazing institution.

I want to give a special recognition to the positive impact Westerly School has made

within our City. Each graduate continues on to have amazing successes through their

high school years, and nearly 100% of Westerly graduates go on to attend and graduate

from four-year universities. I applaud each of the graduates, the staff, and supporters of

Westerly School and commend their hard work and dedication to helping lead the City

of Long Beach toward a distinguished future.

Congratulations again on celebrating 20 years of commitment and leadership.

Warmest Regards,

Mayor Bob Foster

City of Long Beach

A special thank you from Westerly School to the following companiesand individuals for supporting this 20th Anniversary publication.Ability Tri-Modal

GreenCoast Hydroponics

Halstrom Academy

Leadership Long Beach

Ocean Direct Seafood

Red Company

Red Eye Media

RMD Group

Rolling Hills Preparatory School

The Kids Theatre Company

The Small Café

Timeless Pints Brewing Company

Visiting Angels

Westerly Board of Trustees

4 Building The Vision

6 The Influence Of The Westerly Experience

Music Integration

8 Values And Service Learning

Experiencing The Spanish-speaking World

10 Highlights

12 Technology Integration

Project Based Learning

14 Early Childhood Education

Field Studies

15 Summer With Westerly

16 Cross Discipline Collaboration

Visual Arts

17 Workshop Teaching

Wildcat After School Program

18 Where Are They Now?

Cover design by David Perram, Director of Student Affairs at

Westerly, and Gregory Navarro Pickens, Art Teacher at Westerly.

Cover photograph by the Business Journal’s Thomas McConville.

Westerly School’s “Celebrating 20 Years of Innovative Learning”

is produced by the Long Beach Business Journal. For more infor-

mation about Westerly, please call 562/981-3151 or visit www.west-

erlyschool.org. To contact the Business Journal, call 562/988-1222

or visit: www.lbbusinessjournal.com.

Table Of Contents Thank You Advertisers

1_WesterlySchoolPages_Layout 1 11/27/13 4:58 PM Page 3


Building The Vision� By TIFFANY L. RIDER

Long Beach Business Journal

As the city’s only independent, nonsectarian school, West-erly School of Long Beach reaches a milestone of 20years in operation. That milestone offers time for parents,

the founders and the community to reflect on the years of concep-tualizing, raising capital, designing facilities, preparing curriculaand more, all while maintaining vision and determination to pro-vide a challenging and nurturing environment for students.In 1991, a group of parents whose children attended a local

Montessori school thought it would benefit their children and thegreater community if there were an alternative to public elementaryand middle schools. “At the time, class sizes were very large,”Sonja Berggren, one of the founders of the school, said.Coming from a family of educators working in the public school

system, Berggren grew up with education around her. “I watchedthe decline of California schools as they lost funding and focus,”she said. “But I love education. The more I found out about alter-native education and independent schools, the more excited I gotbecause we could chart our own path.” Berggren became president and part of the five-member Westerly School Board of

Trustees, serving a six-year term. The school’s vision and mission statement was es-tablished, along with policies and procedures. After a search for the right head of school, the trustees found that person in Raymond

F. Bizjack – the former founding head of school for St. Marks School in Marin County.Bizjack was hired in February 1992. Over the next year and a half, the board membersleased the site for the school at 2950 E. 29th St., broke ground on the school and openedenrollment for the first school year.“We all had the same goal, though we all came from different backgrounds with dif-

ferent approaches,” Berggren said. “But we wanted to go to the same place, and that’swhere we ended up. It was wonderful.”

It was Thursday, September 23, 1993, when Westerly School of Long Beach opened itsdoors as the first nonprofit, nonsectarian, independent school for students in kindergartenthrough eighth grade. What had once been a vacant, three-and-a-half-acre lot had beentransformed to a place of learning for the first group of about 30 enrolled students. Bythe year’s end, the school had nearly 60 students.“From the first response we got, all of the phone calls and excitement about the

school, we thought we would have no problem with enrollment,” Berggren said, notingher three children all attended Westerly School. We thought we would have over 200kids. But we’ve never had over 200 kids, which is just as well because it’s hard to growinto that big of a group in the beginning.”In the first school newsletter, Bizjack wrote, “The spirit of a school is real, yet it is

difficult to define. It is that intangible ‘something’ which you can feel each morning atassembly when one of the kindergartners tells a joke or sings a song . . . when that ret-icent child gathers sufficient courage to take the microphone for the first time to readan original poem . . . or when a whole class puts together a humorous skit. That samespirit reveals itself as the daily routine unfolds and all Westerly students filter throughdaily Spanish and physical education classes.”Staff and parent volunteers carried that spirit as they organized meetings and projects

to supply classrooms with the tools and technology with which they wanted their studentsto learn. By early 1994, Westerly School had been accepted into the National Associationof Independent Schools’ New School Services Program and received accreditation from

the Western Association of Schools and Colleges.After the first school year, parents Byron and Nancy Pinckert became more

involved by hosting what they termed “friend” raisers, creatingadvertising campaigns for Westerly School

and donating their time to support the school’s success. Byron, being the parent whowas always asking difficult questions at meetings, said he was asked to become a boardmember to address those questions.Byron spent five years of his first six-year term on the board as the treasurer, helping

reorganize the school’s finances to be able to purchase the Westerly School property in1997. An architect by trade, Byron collaborated with others to renovate the administrationbuilding. Shortly thereafter, Westerly School received a donation from Disney of modularbuildings, which were turned into the new middle school quad, a library, bathrooms and ascience building for the 1998-1999 school year.After a nine-month effort working with the city to change the property zoning of Westerly

School from industrial to permanent entitlement, a group of approximately 12 planners, in-cluding Byron and other parents, got together to create a facilities master plan with the goal

of replacing the modular buildings with permanent ones and creatingnew functions for the school. The master plan was finished in 1999.By the early 2000s, enrollment grew rapidly to approximately

180 students, Byron said. In 2002, Bizjack retired and GerriChizeck was hired as the new head of school. After the school cel-ebrated its first decade in operation, the next several years involvedleadership changes. Deborah David was appointed interim head ofschool in 2004 until the board found Bill Valenta and appointedhim to the position in 2005. Byron, who had taken three years off the board, returned that year.

He served on the search committee to help select Valenta and workedwith him to dust off and revise the master plan. The Pinckerts worked on the capital campaign for the new master

plan, which included options for a $6 million Westerly Pavilion andarts village. The project could be broken into parts so that, if the cam-paign earned $4 million, the Westerly Pavilion could be built, or with$2 million, the arts village could be built. Valenta remained head of school during the capital campaign,

which raised $2 million for the arts village. After the constructiondeal closed in 2008, Tim Johnson was brought to Westerly School as an interim headof school until the board found Chris Rodenhizer. Rodenhizer became the permanenthead of school in time for dedication of the Raymond F. Bizjack Arts Village, whichopened in September 2009.Under Rodenhizer’s leadership, enrollment is on an upward trajectory. New offerings,

including a summer program, after school program, a student garden, community eventsand field trips have expanded the opportunities for youth at what remains Long Beach’sonly independent, nonsectarian school. “We believe in their educational experience, having that close faculty relationship and also

being exposed to so many different things in their education, [including] to begin kinder-garten with a foreign language [and] to begin music,” Nancy Pinckert said. “The exposurehas been absolutely priceless. After 20 years, the two parts of the school that seem to bereally working, in my opinion, are the mission statement, which calls for that breadthin education, and the fact that there is something permanent there.”Byron’s last six-year term ended in 2011, leaving a path for current

and future board members to explore and take from in the yearsahead. “The school was founded to fill an immediateneed, but also to serve future generations,” hesaid. “The manifestation of the vision hasbeen wonderful. We would liketo see it grow.” �

Sonja Berggren is a founding member of Westerly School and served as its first president

Byron and Nancy Pinckert are long-time

supporters of Westerly School


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The Influence Of The

Westerly Experience

� By CHRIS RODENHIZER

Head Of School

Over twenty years ago a brave and ambitiousgroup of parents, looking for something dif-ferent in the way their children should be ed-

ucated, founded this small independent school andcalled it Westerly School. These parents, along with asavvy consultant, eventually hired the founding headof school, Raymond F. Bizjack. Together, over thecourse of two years, this group mapped out a programfocused on creative and meaningful approaches to a“whole child” education, and subsequently providedan educational alternative for families in the city ofLong Beach. Two decades and five hundred studentslater, the staff and faculty at Westerly continue to findnew and innovative ways to ignite a passion for learning and to challenge and empowerstudents to be prepared for their futures. What those founding parents could not have known for sure, though they may have sus-

pected, was that the type of education they envisioned for their children and the programthey helped build as a result, had a tremendous and transformative impact on students.The focus on the whole child, with attention on a challenging yet supportive academicprogram, a committed program in the arts, physical education and foreign language, im-parted a well-roundedness that yielded a group of confident and creative thinkers. Integratea focus on character development, complete with service learning experiences, and youcome away with young people who are prepared to eventually tackle the challenges oftheir communities.The world has changed since 1993, however. Research tells us that in order for today’s

students to be competitive in a modern society schools must prepare young people to workwell with others, to think critically, to lead and solve problems in innovative ways, and tobe adaptable to new situations. At Westerly, we embrace this thinking and have altered ourapproaches to teaching and learning to address current expectations. Allow me to highlighta few ways we prepares students to be successful in a modern world.Integration Of Subject Matter

The faculty at Westerly regularly looks for opportunities to collaborate on units of study.This allows for the integration of math and science, for example, but frequently extends toinclude music or the arts. Last year our fifth grade students explored the use of equivalentfractions, which they were studying in math, in musical compositions. Students composedtheir own music, keeping in mind direct relationships of time signatures with the addingand subtracting of fractions. The student musicians also studied and mathematically provedmeasures in actual pieces created by such diverse composers as J.S. Bach and Charlie Parkerin preparation for composing their own math compositions. At a music concert for theschool community, each fifth grader conducted the piece they composed for student musi-cians to play. We noticed that this experience developed both an understanding of relevancyin what they were learning in math and a vested interest in the music they were playing.

Collaboration And Project-based Learning

One way for students to process concepts they learn in class is to work with others increating projects that demonstrate their understanding. Second and third graders collabo-rated on juice shop project where they explored the concept of entrepreneurialism by work-ing together to start their own businesses. Students learned a plethora of skills frommeasuring liquids to handling money. They explored the concepts of profit and loss, andused their creativity in inventing new juice drinks to market, which they did through thefliers they created to promote their shops. Adult community members were invited to pur-chase the various juices with the money collected being donated to a local charity. Projectssuch as these take time, yet the learning experience folds in many subject areas and appliesthem in a challenging and very real way. Plus it’s really fun to learn this way.Presentation And Technology Integration

Invariably technology plays a part in the learning experiences students have at West-erly. Students learn to use and care for computers, learn keyboarding skills, and grad-ually learn more complex skills so that the use of technology becomes an active partof the learning process. In our classrooms, the faculty takes the time to pose thought-provoking questions, en-

tertain a variety of student responses, and welcome debate. They teach in ways that allowstudents to see creative and innovative application of learning in the real world, which al-lows kids to create meaning from what they learn. Ultimately our students are taught tobe principled, collaborative, and creative thinkers and to make connections between ideasand concepts. We see evidence of their understanding every day in the things they noticeand the questions they ask. We hear evidence of our successes when students return toWesterly as high school and college students during our annual Alumni Forum. At thisevent, the alumni tell our current students about ways Westerly prepared them for theirpost-Westerly schools and experiences and what they should expect once they leave thissmall school. We are consistently heartened by their stories of success and reassured bywhat a Westerly education has given them. As we bask in our twentieth year of offering a choice in education for our great city, we

find ourselves reconnecting with the founders and alumni families to revisit the School’searlier days. We enjoy and learn from their stories as they provide the foundation fromwhich Westerly will continue to grow. The efforts of our founders and the establishmentof a mission statement that stands the test of time will no doubt allow this wonderful gemfor the city of Long Beach to flourish and guide its students to make our community andworld a better place in the years to come. �

Music

Integration� By TOM MITTER

Music Teacher

At Westerly School, music isintegrated into every core ac-ademic and co-curricular

class from kindergarten througheighth grade. For all musical concerts, middle school humanities students research themusic pieces they perform, and students announce those pieces at the performances. Giv-ing the songs a socio-economic and historical context provides an interesting and valuableperspective for our concert audience.Music is incorporated into fifth grade math by studying equivalent fractions and

rhythmic sub-divisions, as found in all music from Mozart to Charlie Parker. Fifthgraders use the concepts of math to create their own titled compositions, which arethen performed at the spring concert.Students also collaborate with music when studying science, learning how sound is cre-

ated; i.e., striking a membrane, plucking a string, vibrating a reed, buzzing a cupped mouth-piece or creating an edge tone. These sounds are made up of harmonic overtone partials,which are the foundation of pitch and intonation. In Physical Education, we plan to have a Japanese style “Ekiden” relay race, complete

with Taiko drummers supplying the rhythmic energy for the event. Each relay team willconsist of one student from each grade, kindergarten through grade eight. The Ekidenwill take place at the Spring Arts Festival.Utilizing foreign languages, Westerly School vocalists learn to sing songs in

Spanish and Portuguese as well as English. These songs are performed inpublic at the Belmont Shore Christmas Parade in addition to West-erly winter and spring concerts.The music program at Westerly enhances and en-

riches all units of study for students, giving areal-word application to musical con-cepts and theory. �

� By KE’ YUANDA ROBERTSON

Middle School Humanities Instructor 3rd Year at Westerly University of Southern California B.A. Broadcast Journalism California State University, Long BeachM.A. Social and Cultural Analysis of Education Secondary Social Studies Certification

What do you feel is unique about the Westerly School ex-

perience? – Unlike any other school environment I have been

a part of, the familial vibe at Westerly speaks to the school’s strong sense of com-

munity. Everyone here knows each other and has a mutually vested interest in stu-

dent well-being and success.

What is your philosophy and approach toward educating students? – My phi-

losophy of education embodies my core belief that every child deserves more than

a standard education. As such, my pedagogical approach includes exposing stu-

dents to a broad range of lived experiences and perspectives. Through purposeful

questioning and facilitated dialogue, my hope is that they will begin to think critically

about the world in which they live and become better prepared to meet the academic

and social world outside of their school environment. I incorporate both projec-based

and traditional styles of learning to achieve this goal. I value integrity, respect, and

positivity, and have high expectations for each of my students. I expect everyone to

give his or her best effort, always.

What motivates you to step into the classroom each day and do your best? –

Knowing that I have the ability to shape the minds – for better (or worse!) – of future

leaders motivates me to do my best each and every day that I step into the classroom.

Understanding that my interactions with students absolutely impact the way in which

they choose to see, observe, think, and respond to others is equally influential. By ac-

knowledging that my greatest call to action as a humanities teacher is to teach students

how to critically engage, I make it a priority to model the behavior I expect of others.


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Values And

Service Learning� By DAVID PERRAM

Director of Student Affairs

Going beyond Westerly’s project-based learning, rich appreciation for the arts andforeign language, and diverse offerings in leadership opportunities, the Schoolplays a strong roll in immersing students in an environment that thrives on culti-

vating “change-making” citizens. In order for students to

have an impact in their com-munity, however, they firstneed to understand them-selves and their relationshipswith others. At the founda-tion of this work are West-erly’s five core values:respect, responsibility, hon-esty, kindness, and adapt-ability. The Schoolcommunity’s recognition andadherence to these valueslends a tremendous amountto the development of West-erly students – students whothink beyond themselves,take responsibility for theiractions, speak with truth andconfidence, and embracechange – all traits we lookfor in our neighbors, friendsand family.

Coupled with the teaching of values and the understanding of one’s self is maintainingan inclusive community that values and is committed to service and maintaining partner-ships with outside organizations. The opportunities with which Westerly becomes involvedare decided on with student input, which further motivates them to be engaged, involvedand active members of their community. They are encouraged to think beyond themselvesin a group setting with the goal of helping others. They practice the process of brainstorm-ing and engage in the steps of how to bring an idea into reality. Some of the past favoriteservice projects have been:• Participating in the Million Meals for Haiti• Gift drives for Children Today and New Life Beginnings• Visiting the special education program at Webster Elementary for a day of games and crafts• Hurricane cleanup in New Orleans• Participation with Justin Rudd’s Community Action Team

• Beach cleanups• Lemonade stand for a lemon tree• Healthy Kids Day• Mural painting at Century Villages at Cabrillo• Tree plantings around the city• Stuff-A-Bus donation drive In today’s world, community members commit-

ted to “change making” goes beyond being ac-tive; they are also aware citizens. They serve asa resource for those around them for the improve-ment of society, which is just another trait that isinstilled in students on the Westerly campus.Imagine our future if all young people embraced such a challenge. �

Experiencing The

Spanish-speaking World� By JOSHUA MELENDEZ

Spanish Teacher

At Westerly School, Spanish is more than a class, it’s an experience. All students,kindergarten through grade eight, participate in the program, which features afull-time teacher who ensures that students are engaged, challenged and exposed

to the traditions, customs and history of the Spanish-speaking world. The Spanish program is divided into three parts: Kindergarten through second grade;

third through fifth grade; and sixth through eighth grade, with each step preparing studentsfor the next phase of Spanish learning. Kindergarten, first and second grade students areoften taught songs to go along with their units of study across other disciplines. Kinder-garteners often come into the classroom singing “Buenos Días,” or the Good MorningSong. They sing the Spanish alphabet, the days of the week, the months of the year and

numbers when working with the calendar. They act out vocabulary words such as “de-spierta” (awake) by holding out open hands. First grade students learn about ocean animalsand the related Spanish vocabulary to complement what they learn in their core class dur-ing the ocean unit. Grades three through five begin working with their own textbooks andbegin to read, write, and learn more advanced vocabulary and grammar. They also beginto have contextual Spanish conversations, as these students form longer sentences com-paring languages, customs and ways of life. Conversational Spanish is utilized to work onpronunciation and learn how to use Spanish in different cultural contexts.The focus of Spanish in middle school is to prepare students for level one high school Span-

ish, with students participating in Spanish “experiences” that include the use of technologyand projects to gain an understanding of the history, cultures, geography, and people of twentySpanish-speaking countries. Students have created amazing projects including a Spanish cook-ing show segment (students demonstrated step-by-step how to make their favorite dish ordessert), home video tours (students gave a visual tour of their own home or dream house), afashion show (with detailed descriptions of clothing), and even a “camiseta” (t-shirt) project that features students wearing details about a country on a shirtinstead of a traditional poster or PowerPoint presentation. Students graduate Westerly with the ability to commu-

nicate in Spanish in a variety of settings and situ-ations, and, equally as important, with thecultural knowledge of the Spanish-speaking world. �

� By LORELEI ESTRADA

Kindergarten Teacher 7th Year at Westerly California State University, Long BeachB.S. Child DevelopmentCalifornia State University Fullerton Multiple Subject Teaching Credential California State University Long BeachM.A. Educational Administration & Administrative Credential

What do you feel is unique about the Westerly School

experience? – At Westerly, children are embraced for their unique ideas and won-

derful differences. Our project based thematic teaching gives students the opportu-

nity to use critical thinking skills, along with problem solving strategies. In addition,

our philosophy of teaching to the whole-child lends itself to realizing a student’s

strengths. Preparing students for the 21st Century requires educational institutions

to embrace differentiating instruction while thinking outside of the box in order to

meet individual needs. Reading, writing, and math are no longer enough when

preparing the children of today for the fascinating world of tomorrow.

What is your philosophy and approach toward educating students? – I be-

lieve all students have the potential to become life-long learners. The key to accom-

plishing this is by creating an environment where children feel safe and secure

enough to take the social and academic risks needed to push them to the next level.

I believe that students who are embraced for their differences and unique ideas are

able to flourish in such an environment. Making meaningful connections with all of

our students enriches the relationships I establish, not only with our students, but

with our families as well. These trusting relationships create our strong community

that allow for life-long learners to flourish.


Understanding that in kindergarten we are laying the foundation for life-long learners

keeps me motivated to put forth my best effort each and every day. Seeing how

eager our students are to embrace the learning process inspires me to keep abreast

of the latest techniques and strategies available.


CONGRATULATIONS WESTERLY SCHOOL ON 20 YEARS OF SUCCESS

Westerly SchoolCongratulations on your Excellence in Education

Leadership Long Beach Alumni serving Westerly School (from left to right):Pedro Jimenez (LLBI ’14), Ana Jimenez (LLBI ’13), David Perram (LLBI ’12) and Chris Rodenhizer (LLBI ’11)

And continuing to lead our children to their full potential.


Our VisionA vital, positive Long Beach of engaged

and dedicated community leaders

www.leadershiplb.org

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Celebrating 20 Years of Inno

Highlights1991• Founding board members meet• Westerly philosophy and mission statement is established• Westerly’s program and basic policies established1992• Ray Bizjack begins his term as the founding head of school on February 3• School site on 29th Street is selected and leased• Admissions for 1993-94 school year begin

1993• Official school groundbreakingceremony is April 23• Construction begins June 4 and modular buildings are installed• School opens September 23

• First Westerly School parent-teacher groupmeeting is October 7, initially called WAPT(Westerly Association of Parents and Teachers)and later PTO (Parent Teacher Organization)• Projects to outfit classrooms with computers and build a hands-on science lab are underway by October• First student council meetingtakes place in October1994• Westerly celebratesits first 100 days witha community day inthe campus garden

• The National Association of IndependentSchools (NAIS) approves Westerly’s application for membership in the New School Services Program• Westerly officially becomes a candidate foraccreditation by WASC (Western Associationof Schools and Colleges) in March• First 4th Grade outdoor adventure takes place in Sequoia National Park• First Westerly summer program 1995• Formal tuition begins• “Adopt a Grandparent” program starts at Willow Lake nursing home (and is

the brainchild of a Westerly student)1996• Westerly’s first graduation (nine students) is June 191997• Westerly purchases school site

• First permanent library is constructed• Playground is added• Seven studentsgraduate 1998• Middle schoolscience lab is built• AhmansonFoundation becomes a supporter• Junior Choir choral group is establishedfor students in lower grades• Instrumental program added to curriculum• Westerly website is created• WASC gives Westerly a 6-year accreditation• Nine students graduate Westerly1999• Master Plan established for school site• First Westerly sports team established –Wildcats Basketball

• 5th and 6th graders take field trip toWashington, D.C., and Williamsburg• Fifteen students graduate2000• All-school mural is painted• First Westerly graduates begin college2002• Westerly’s first Kindergarten class graduates• Founding Head of School Ray Bizjack’s last year at Westerly• Gerri Chizeck becomes head of school• New sports teams are formed – boys’baseball, girls’ volleyball and basketball• Nineteen students graduate2003• Westerly celebrates its 10-year anniversary• Weingart Foundation awards $20,000 grant 2004• Debbie David is appointed interim head of school

2005• Bill Valent 2006• Westerly’s begins colleg 2007• Second fac • First Poetr by 2nd grade• One-to-on begins in Mi

Arts

CharAthletics

Friends


Years of Innovative Learning

trip to burg

n college

ass graduates y Bizjack’s

of school – boys’

asketball

r anniversary 20,000 grant

2005• Bill Valenta is appointed head of school2006• Westerly’s first kindergarten class begins college in Fall 20062007• Second facilities Master Plan is adopted• First Poetry in the Park event is hosted by 2nd grade• One-to-one lap top distribution begins in Middle School

2008• Tim Johnson is named interim head of school• Construction begins on Arts Village• First High School Decision event • SMART boards arrive at Westerly2009• Chris Rodenhizer is appointed head of school• Raymond F. Bizjack Arts Village dedication(including Pinckert Family Art Studio, SennFamily Music Studio and Seaver FamilyPlaza) Fall 2009

2010• Westerly receives 6-year accreditationfrom Western Association of Schools and Colleges (WASC)• Wildcat After School Program begins• “Summer with Westerly” begins 2011• New all-school mural painted by students and a local artist is installed on athletic field• Westerly adopts a community movie night• Lower School wins first volleyball championship2012• Advancement committee develops new Westerly tagline, “Innovative learningfor curious minds”• Westerly garden is resurrected• Westerly welcomes its first group of interna-

tional studentsfrom China fora two-week visit• MiddleSchool winsits first volleyballchampionship• First 8th grade service trip to New Orleans

• First Middle School overnight on athletic field2013• Westerly conducts a re-branding project as part of its 20th year celebration• Original play structure (“Big Toy”) is removed and replaced with a new one• First campus-wide STEM Fair (Science,

Technology, Engineering and Math)• Greenhouse for the garden is built for Eagle Scout project• Campus trash cans and recycling bins are designed as public art

Mentoring

Character Service

endship



Technology Integration

� By PEDRO JIMENEZ

Second Grade Teacher

In the Westerly community, as with the outside world, technology has become an irre-placeable part of our children’s everyday lives. With project-based learning, collabo-ration amongst students and classes, and cross-curricular integration being common

practices at Westerly, technology integration is a daily classroom occurrence. Our focuson technology is driven by our need to have students build the skills and knowledge neededto learn and live productively in an increasingly digital world. Therefore, rather than seeingtechnology as a separate entity, Westerly integrates technology into the curriculum to ad-vance student learning in new and relevant ways.When our technology integration is at its best, our faculty and students do not notice

that they are using a technology tool; it is second nature. Students are also more activelyengaged in learning when technology is seamlessly integrated into the process.An outsider might find it difficult to understand how technology can be impactful in the

lower school classroom when only two desktop computers are available. However, each teacherhas an Apple laptop and each classroom has a SMART Interactive Whiteboard and projector.Additionally, shared amongst the lower grades are Apple MacBook laptops, a SMART Doc-ument Camera, digital cameras and camcorders, a green screen and movie making software,and in some classrooms, iPads for structured use. The faculty takes pride in learning to usethese devices, integrating them into their curriculum and sharing best practices.In the lower grade, Westerly students are able to work on multi-step projects integrated

with technology, usually with the help of the older grade mentors and/or parent volunteers.Each teacher coordi-nates specific timewhen technology isavailable for assess-ment, game-basedlearning or research forfurther understanding.The SMART Interac-tive Whiteboards haveled to an increase inthe oral communica-tion skills of our stu-dents. Beginning asearly as first grade,Westerly students cre-ate and deliver Power-Point and other typesof presentations. Thistechnology results instudents becomingpoised, confident and

effective communicators by the time they graduate.In middle school, each Westerly student is provided with an Apple laptop for the year.

The students expand upon the technology skills learned in lower grades; they use the laptopsnot only for everyday learning, but also to really explore and to take ownership of projects.Students are able to build and develop their digital and media literacy, as they become notjust consumers of media, but creators and critics. Student-created media is evident acrossmiddle school in the form of slideshows, podcasts, digital storytelling and more. Addition-

ally, the middle school math teacher uses a combination of online learning and distancelearning to supplement her regular curriculum for those students whose needs require it.For Westerly educators it is important to remain curious and excited about new tech-

nologies so that we may continue motivating students and remain relevant in our changingworld. For Westerly students it is important to utilize new technologies to enrich theirlearning experience and to help them remain curious and inquisitive. �

Project Based Learning� By ALLYSON MCCLOUD

Middle School Math Teacher

“Workers are rebuilding a section of a highway 3.87 miles long. If they cancomplete 0.03 mile per day, how many days will it take them to completethe job?”

This typical textbook problem, which requires a student to divide decimals, does notprepare students for the complicated (and sometimes messy) problems they will face inthe real world. What if there is a delivery issue with the materials? What if the workersgo on strike? What does the budget for this project look like? At Westerly, we believe that the process of inquiry is equally as important as the re-

sult. We incorporate tasks and projects that model real-world situations and give stu-dents a context for the concepts they are learning. Projects are carefully planned andassessed yet still allow students to choose how they will conduct research and presenttheir final product to an audience.With traditional methods of teaching, sixth grade students studying probability are given

a situation and asked to calculate the probability of a desired outcome, such as choosinga red Jack from a standard deck of cards. In Westerly’s project-based environment, studentsare asked to become carnival game designers to create an original, fair and profitable car-nival game of chance to present to a carnival owner. The students begin by asking ques-tions: What makes a carnival game profitable? What constitutes a fair game? What is thedifference between games of chance and games of skill? What makes a game visually ap-pealing so people will be drawn to the booth and want to play? What is a reasonable costto participate? Students proceed with research to answer the very questions they pose.Next, students design and build their games in collaborative groups. The sixth graders

brainstorm ideas, create many sketches, and calculate the probability of winning theirgame. They conduct a design review to ensure games meet all criteria prior to theirconstruction. When groups realize the probability of winning their game does not fallwithin the acceptable range for profitability, they have the opportunity to make adjust-ments to their game.To conclude the project, students submit written reports to the carnival owner (the

teacher) promoting their game, including the cost to play it, theoretical and experi-mental probability calculations, whether it is a simple or compound event, therules of the game, and expected profit. The final product also includeshosting a “Carnival Day” for the first grade class. A project likethis gives students a context for understanding complexconcepts, helps them develop 21st century skillssuch as collaboration and problem solving,while keeping them engagedthroughout the process. �

� By GINA ASHWORTH

Fifth Grade Teacher 8th Year at Westerly Loyola Marymount University B.B.A. Finance California State University, Dominquez Hills Multiple Subject Credential

How might a colleague (or parent or student) describe

your teaching and classroom setting? – Over the past few

years, I have moved to a more project-based learning environment. The students are

pre-reading and front-loading lessons independently and in the classroom, we are using

the time to work on projects that reflect their knowledge. This gives them the opportunity

to demonstrate what they know in a creative way. It also allows for differentiation in

order to support students who need it as well as provide enrichment for students who

need a challenge.

What is your philosophy and approach toward educating students? – I feel that

my role as a teacher is to be a facilitator. I want to create an environment that allows

the students to be innovative and foster a love of learning. I have high expectations for

my students and I hold them accountable for their learning. We use John Wooden’s

Pyramid of Success as a tool to constantly remind ourselves what we need to work on

and to reflect on what we are doing well.

What do you most enjoy about teaching at Westerly? – I love being a teacher at

Westerly. I am trusted to be creative and to provide an engaging experience for my stu-

dents. I am able to gauge my students’ strengths and challenges and differentiate my

teaching to meet their needs. I love being able to come up with meaningful projects for

the students to demonstrate their knowledge.



Early Childhood Education� By LORELEI ESTRADA

Kindergarten Teacher

In the beginning years of a child’s life, familymembers are their first early childhood educa-tors. A child mimics and models what they hear

and see family members say and do, which teachesthem how to maneuver through the day and even-tually through life. At Westerly School, we view theschool community as an extension of the family. Wecontinue to help children develop the skills andstrategies that will support them as they movethrough their day, and hopefully through their lives,as they become life-long learners. Part of what is unique about our approach and

which most likely is an extension of our close com-munity, is this natural inclination or ours to knowdeeply each of our students and their families. TheSchool’s size and feel creates the perfect place forthis to happen, where making connections with students allows us to better understandtheir individual strengths and target areas that need support. Students are then guided towork in collaborative groups and become more confident in working independently. The confidence these young learners gain is evident in their willingness to try new ideas

that are necessary to help push them forward. Westerly’s students are not afraid to makemistakes. They quickly realize that without an attempt at a task, there is very little chancefor success. Our supportive environment teaches our youngest students how to becomeadaptable and willing to accept input from others with whom they are working.

Throughout the process of edu-cating our youngest students weremain close to the mission to de-velop each child’s full potential in-tellectually, emotionally, morally,and physically. We take specialcare to instill the necessary skillsand strategies we feel young chil-dren need to become life-longlearners and contributing mem-bers of society. Young childrengrow and develop at their own rateand in their own way, and skills

such as taking responsible academic and social risks, working in collaborative groups, andbecoming adaptable are taught through modeling and hands-on lessons. Students eventu-ally begin to understand how self-efficacy affects their learning process and the outcome. Westerly’s philosophy is to acknowledge that young learners need time and patience to

become curious life-long learners. As early childhood educators, we provide an environ-ment that is conducive to students making independent decisions, making mistakes andlearning in a variety of ways. All students, especially the youngest, are embraced as indi-viduals and are guided in the way that best meets their needs. We recognize that teachingreading, writing and math are only part of the equation in creating innovative thinkers andlife-long learners. �

Field Studies� By DAVID PERRAM


Westerly ignites apassion forlearning by cre-

ating a meaningful bridgefrom the classroom to thereal world. Through a ro-bust and enriching fieldstudies program, teachersenhance the learningprocess with thoughtful andmeaningful off-campus experiences designed to reinforce the knowledge instilled in theclassroom. Students in kindergarten through grade five are given opportunities to applywhat they have been learning in a relevant environment outside the classroom. Kinder-garteners, for example, learn about healthy foods and how plants grow, starting in theclassroom and finishing in the school garden. A visit to Tanaka Farms each year allowsthem to see first-hand how larger-scale farming works to feed our communities.Continuing the School’s commitment to meaningful field studies, first graders have

gone snorkeling during their ocean unit study; second graders use compasses to understanddirections and maps as they tour the Santa Ana Zoo; and third graders build on classroomlearning about the community by utilizing public transportation on a trip to the local portto understand more about the port’s economic impact on our city. As students progress through the grade levels, their trips, still aligned with the curricu-

lum, begin taking on a focus of increased student independence, team building and lead-ership development. Students participate in their first overnight field study in fourth gradeon a visit to Mission San Juan Capistrano, and later pair up with fifth graders for an out-door science and teambuilding camp in Orange County. Closing out their Westerly experience sixth and seventh grade students participate in

trips designed to cultivate teambuilding and leadership development. While hiking andcamping together for a week, activities are folded in that emphasize reliance on each otherand stepping out of their individual and collective comfort zones. This process helps tostrengthen students’ character and provides a solid foundation for their eighth grade servicetrip where the aim to incorporate these practiced skills by making a difference in the world.Last year’s trip to New Orleans, to assist with ongoing hurricane cleanup, and this year’s

upcoming trip to Nicaragua, to helpimpoverished schools, have a transfor-mative impact on our students and aretestaments to the impact ofWesterly’s field stud-ies program. �

� By KRISTEN WARNICK

Middle School Science TeacherFirst Year at Westerly University of California, Los Angeles B.A. Psychology Multiple Subjects Credential

What do you enjoy most about teaching at Westerly? –

What I enjoy most about teaching at Westerly is the small size. I

have always worked in public schools with class sizes at a mini-

mum of 20 students, more often, 35. Now, my class size average is 11 students. Being

my first year at Westerly, I have only known these students for two and a half short

months, yet I know them not only as students, but also as individuals. Because of the

small class size, I have the opportunity to interact with every student every day. I can

monitor their progress and differentiate as needed. In turn, every student has the op-

portunity and is expected to participate and take an active role in class every day. I am

learning more and more each day about their personal lives, their strengths, interests,

and challenges that help me help them be the best students they can be during these

often complicated middle school years.

What do you feel is unique about the Westerly School experience? – Westerly

is unique. All Westerly students get a well-rounded education in academics, the arts,

physical education, character building and opportunities to foster leadership.


My students motivate me to step into the classroom each day to do my best. My love

of science started at Wilson High School because of two amazing science teachers.

They taught me that science is interesting and fun, not boring and intimidating. They

taught me about hard work and perseverance. Their positive influence made me con-

sider myself a scholar. I want to be that person for my students.

� By PEDRO JIMENEZ

Second Grade Teacher Lower School Department ChairSummer with Westerly Co-Director 8th Year at WesterlyUniversity of California, Los Angeles B.A. Psychology National University M. Ed. General Education and Multiple Subject Credential SMART Technologies Exemplary Educator, SMART Certified Trainer, Leadership Long Beach Class of 2014

What do you feel is unique about the Westerly School experience? – The ability

for students and teachers to connect on levels that go beyond the classroom walls is very

unique to me. There is a bond that forms between teachers, students, parents, and it feels

like a big family. It’s rewarding to be such a big part of my students’ lives and feel lucky

that my son has that same experience with his teachers and peers as a student here.


Our students are so engaged and curious that each day brings new opportunities for dis-

coveries that at times go beyond what my lesson plans might have called for. Also, know-

ing that as a whole, we are all committed to continue improving our craft is motivating.

There are times I feel like a new teacher fresh out of college, anxious to step into the

classroom and try new things.

How do you make learning engaging for your students? – Providing opportunities

that speak to every style of learner. Sometimes as simple as adding humor to a lesson

to engage a student, or providing extra hands on activities, or using technology to give a

deeper understanding of a concept.



Summer With Westerly� By SAMANTHA MEHLINGER

Long Beach Business Journal

Developed four years ago with the goal of providing a summer program for kidsthat is both enriching and fun, Summer with Westerly offers a variety of programsdesigned to cater to different age groups and interests.

“One of the big things we set out to do in this programwas to really look at our student population and what arethey excited about,” said Pedro Jimenez, second gradeteacher at Westerly School of Long Beach and Co-Di-rector of the summer program. “We try to do a nice bal-ance of academic enrichment with recreation.”Jimenez co-designed Summer with Westerly’s curricu-

lum with David Perram, Westerly’s director of studentaffairs. With previous experience teaching “genericpreparatory” curriculum at other locations in the sum-mer, Jimenez said, “I always felt like the kids don’t buyinto it.” When designing Westerly’s summer curriculum,he and Perram set out to create a program that wouldspark the interest of the students.“We went out and polled some teachers in the area”

about the subjects their students were most interested in, Jimenez recalled. They discoveredthat if topics such as math and science are taught using applications like robotics or mi-croscopes, kids become more engaged.“Our biggest goal is to keep their minds engaged during the summer and keep them active

physically and mentally,” Jimenez said of the program.“We want to prepare the students with self-confidenceand self-esteem so that . . . when September comes,they’re not worried about the next grade – they’re ex-cited.”Each summer, Jimenez and Perram continue work-

ing with Summer with Westerly teachers to enhancecurriculum based upon their experiences in the pro-gram. “Even if we build a curriculum, we try to findthose teachers who are going to take it and really learnhow to adapt it to our population,” Jimenez said, ex-plaining that the children attending the summer pro-gram are a diverse population coming from all aroundthe local area.While not all of these instructors work at Westerly

during the academic year, Jimenez said they are allcarefully selected, certified teachers. Recreationalinstructors are “qualified staff,” usually consistingof teaching assistants who run Westerly’s afterschool programming during the year.The program is open to all students in the area, not

just those enrolled at Westerly during the school year.“We wanted to open up the campus to the generalpublic in the summer to let them know we’re here,” he said. “The summer has been a per-fect opportunity for these students to have a taste of Westerly.” The CurriculumSummer with Westerly’s summer sessions are available for children from kindergarten

through the sophomore year of high school. Curriculum and class schedules depend uponthe age group of the students.For kindergarteners and first graders, the “Beginning Paths” summer programming is cen-

tered on a global theme. According to last year’s program guide, students enrolled in BeginningPaths “explore foods, build famous landmarks, dance to music and speak foreign languages.” Programming for grades 2-5, called “Expanding Horizons,” allows students to choose

two courses for their academic enrichment periods during the first three summer sessions.Last summer, courses were available in robotics, film, screenwriting, using a microscope,anatomy of an athlete, and percussion. The courses offered are alternated every summer sothat returning students have the opportunity to learn something new, according to Jimenez.

After lunch, students have the option to take part in afternoon recreational activitiescalled “Wildcat.” Instructors plan activities based on what kids are excited about doing,and try to put unique spins on traditional sports, like playing “soccer through an obstaclecourse,” Jimenez said.Both the Beginning Paths and Expanding Horizons programs offer three late summer

sessions, called Wildcat Weeks, in which students have extended recreational days and goon field trips to places such asKnott’s Soak City water park andSkate Depot skating rink.Last summer, the curriculum for

middle school-aged groups fo-cused on acrylic painting, with theend goal of producing a public artmural for a selected organization.These students also have thechance to build interpersonal andleadership skills through an intern-ship program in which they spendafternoons interacting with andmentoring the younger campers. Summer with Westerly is divided

into six sessions. Parents maychoose to enroll their children foras many of those sessions as theywish. According to Jimenez, a two-week session of full days costs$425. Discounts are available forthose who sign up for more thanone summer session. “If they have

more than one kid we have sibling discounts” as well, Jimenez said.The programs continue to be popular – this past summer, total enrollment was about

250, Jimenez said. He added that the school makes an effort to keep a small student-to-teacher ratio, with average class sizes of 8 to 15 children. “Our mission here is that the kids have a good time. They are learning without knowing

it,” Jimenez said. “If we can provide that for them, I think we’ve met our goal.” �

� By TOM MITTER

Music Teacher 8th Year at Westerly Valparaiso University B.S. Business Administration

What is your philosophy and approach toward educating

students? – To help bring out each and every student’s ability to

play music through enjoyable instruction.

What motivates you to step into the classroom each day

and do your best? – Each day is an opportunity to impact a student’s perception of

music. Everyday holds many potentially life changing moments.

How do you make learning engaging for your students? – Students are engaged

in music classes by actually conducting the class ensemble and continually evaluating

both themselves and their ensemble using elements of musicianship.

� By ALLYSON MCCLOUD

Middle School Math TeacherMiddle School Department Chair5th year at Westerly Rensselaer Polytechnic Institute B.S. Biomedical EngineeringCalifornia State University, Long Beach Multiple Subject CredentialFoundational-Level Mathematics Credential, CSULBM.A. Curriculum and Instruction

What do you most enjoy about teaching at Westerly? – I enjoy having the op-

portunity to present material in a mode that is best for a unique learner and group of

learners. The applications, pacing, and problems my students are exposed to change

depending upon their interests and level of understanding. No two years are exactly

the same at Westerly.

What do you feel is unique about the Westerly School experience? – Every stu-

dent is an individual at Westerly. Faculty members get to know their students on an

individual basis, and are able to both develop and guide students based upon their

unique strengths and challenges.

What is your philosophy and approach toward educating students? – I believe

that problem solving is one of the most useful skills a student learns in middle school.

Students in our middle school program are exposed to the information they need to make

decisions, but also have the opportunity to apply these concepts to new situations.

� By JOSHUA MELENDEZ

Spanish TeacherCalifornia State University, Dominguez HillsB.A. SpanishMultiple Subject Credential

What do you enjoy most about teaching at Westerly? – As

a K-8 Spanish teacher, I enjoy having the ability to see the stu-

dents grow not just physically but mature personally and advance

with their academic skills. I enjoy getting to know each of the stu-

dents because I get to work with them each year and help prepare them for their pres-

tigious high school programs. In essence, I enjoy seeing the process that each child

goes through in their educational lives.

How do you make learning engaging for your students? – Learning Spanish can

sometimes be about grammar drills. I try to make Spanish about giving students an op-

portunity to use Spanish in real world context by having them involved in a variety of

projects. The larger trimester projects that students do are based on what they are

learning in class; for example creating a cook show segment or reenacting a restaurant

scene where they learn about foods and how to order food.

How might a colleague (or parent or student) describe your teaching and class-

room setting? – Students have often described Spanish simply as “fun.” I know that

lower school students have shown appreciating to the time we spend singing about

what they are learning, and also the times we play games on the Smart Board or online

games that relate to the learning that reinforces their skills.



Cross Discipline Collaboration� By KE’YUANDA ROBERTSON

Middle School Humanities Teacher

Given Westerly’s one-class-per-grade-level setup, department meetings by gradelevel or subject area are simply not feasible, yet collaborations across variousacademic disciplines are. In fact, cross-discipline collaboration is one of the

things Westerly does well; so well in fact, it is one of the things faculty loves mostabout the school.At Westerly, the goal of every educator is to make learning meaningful. Students

benefit from the more in-depth learning they experience when they witness connectionsmade between two seemingly unrelated disciplines such as art and science, math andhistory, or music and English.One of the most successful examples of collaboration at Westerly in recent years was a

result of the combined efforts of the teachers of music, art and middle school humanitiesfor the annual winter concert. Using in-class lessons from the Reconstruction Era as aspringboard, students selected elements from the African American Great Migration ex-perience to highlight during their annual choir and band performance. The students re-searched the songs to be performed then created a written exposition for each song toprovide audience members insight regarding:1) The life and times of the singer, songwriter and/or composer;2) The historical background of the times as related to the lyrical content; and3) The significance and impact of the creative work to society.Students who expressed a desire to demonstrate their artistic skills in the more tra-

ditional sense focused their efforts on costume and set design. The end result was spec-tacular – what one parent deemed, “The absolute best concert attended as a Westerlyparent of nine years.”Since Westerly emphasizes meeting the needs of the “whole child,” collaborations do

not just end with academics. Paired mentor and mentee students meet weekly to partic-ipate in a variety of activities that encourage social interaction across grade levels. Olderstudents assist younger students in revising writing assignments and preparing for pre-sentations, as well as teaching them how to navigate “new” technologies such as iPhotoand iMovie. Younger students remind older students to unleash their inner child and lettheir imaginations run freely. This partnership requires students to learn and practiceadaptability; a skill research tells us is critical for students’ future success. �

Visual Arts � By GREGORY NAVARRO PICKENS

Art Teacher

The visual arts program at Westerly School is designed to help nurture each child’sindividual creativity. Projects are designed to provide opportunities for developingart skills, exploring a variety of contemporary and historical artists and cultures,

and working with a variety of media and art-making approaches. Although the curriculum is loosely based on the California State and National Core

Standards, Westerly’s small student body allows us to create many cross-disciplinary op-portunities and enrich many learning experiences through collaboration.Students learn proper art terminology for participation in critiques and written analysis

of artworks. They gain knowledge of art movements throughout history and the signifi-cance of pivotal works of art. Students of Westerly’s art program also participate in community events and exhibitions

such as the Belmont Shore Art Walk and the Patchwork Show (a festival of handmade artsand crafts). These public venues connect our students with the local arts community, allowingthem to have a broader range of ex-hibition and community service ex-periences off campus.Finally, Westerly celebrates its

student creativity with an art festi-val every spring. This event show-cases the year’s accomplishmentswith an exhibition, musical per-formance and a few collaborativepieces combining the visual andperforming arts.It is our belief that in order to

foster success, the arts are a criti-cal component of Westerly’s wholechild philosophy. Students gradu-ate Westerly with a healthy attitudetoward taking risks, an ability tosolve problems creatively, andconfidence in their abilities to ex-press themselves in manydifferent ways. �

� By IRMA HAMAYANThird Grade Teacher 10th Year at Westerly California State University, Long BeachB.A. Liberal Studies: Multiple Subject Education

What do you most enjoy about teaching at Westerly? – The

thing I most enjoy about teaching at Westerly is the creativity that

is encouraged, welcomed and shared amongst the students and

faculty. Each time I walk into a classroom learning is evident

through projects and artwork hanging from every wall.

What do you feel is unique about the Westerly School experience? – The West-

erly School experience is unique through our offering of co-curricular classes grades

K-8th. Each student is able to tap into their interests and passions whether it may be

academics, music, art, or the preforming arts.


losophy and approach towards educating students centers on actively engaging stu-

dents in discussions, and activities that use higher level thinking skills, using realism

in my teaching (experimentation, observation, and reasoning), considering the whole

child and their interests when developing lessons and projects, and motivating students

to work towards their personal bests.

� By GREGORY NAVARRO PICKENS

Art Teacher2nd Year at Westerly Kutztown UniversityB.F.A. Drawing and Painting University of TexasM.F.A. Drawing and painting California State University, Long BeachSecondary teaching credential Certificate in Non-profit management – California Women’s Educational De-velopment Corporation - CalWED)

What do you enjoy most about teaching at Westerly? – I enjoy the tremendous

sense of community I feel when I set foot on campus. From my teacher colleagues

to the administrative staff, it is clear that it is everyone’s shared goal to create a pos-

itive and supportive work environment built on genuine interest, trust and concern

for our students.

What do you feel is unique about the Westerly School experience? – Westerly

School has the ability to really focus on individual student needs because of the high

teacher to student ratio and a clearly defined mission. Students stay together from

year to year, which builds an almost sibling-like relationship amongst the student

body who learn how to support each other very early on.

What is your philosophy and approach to educating students? – As an art

teacher, it is very important to me to be able to help my students access their own

unique perspective, abilities and tendencies when making art. I value their individual

perspectives and always encourage them to look at projects as a point of departure

awaiting their own personal interpretation.



Workshop Teaching� By IRMA HAMAYAN

3rd Grade Instructor

At Westerly School we are constantly looking for ways to foster the love of learningin our students and have found that in workshop teaching, specifically in Readingand Writing Workshops.

Reading Workshop provides students with time to read alone, in small groups and withreading partners who share similar interests and goals. It opens up opportunities to discussand write about reading and provides explicit instruction in the skills and strategies of pro-

ficient reading. Most importantly, it gives the students choice and freedom in readingbooks in which they are interested, which span many genres and are at their ability levels. The journey with Reading Workshop begins by accurately assessing reading compre-

hension and fluency levels. Students are placed into independent and instructional levelsranging from A-Z. Since they are reading at their own ability levels and using fully-stockedclassroom libraries, differentiation of instruction occurs naturally. Periodic assessmentsare given to track progress and set students in appropriate reading levels, thus fosteringthe increase of reading comprehension and fluency. Typically, significant progress is ob-served across the board as well as an increased love of reading.Each reading period begins with a mini-lesson featuring a specific teaching point. Fa-

miliar texts are then used to model each teaching point. Following the mini-lesson, studentsthen practice the skill or strategy taught in books at their independent reading levels. Whilereading, we may ask them to record thoughts and information to later share in partnerships,or with us. Throughout the period we hold one-on-one conferences with students to discussreading, strengthen skills, or challenge students. We also pull together guided readinggroups, where we read shared texts at instructional levels and work on increasing com-prehension and fluency. At the end of workshop periods, classes come together as a wholeto discuss big ideas and successes, or individual students may meet in their partnershipsto do the same. The workshop definitely serves as a time to read, share and learn. Taking a similar approach, Writing Workshop allows students to go through the writing

process at their own pace, while providing explicit instruction through daily teachingpoints. It creates opportunities for the writer to draw inspiration from real life experiencesfor narrative, realistic fiction and essay writing, and develops author’s voice – which bringsliterary analysis and non-fiction writing to life. Reading and Writing Workshops encourage and empower Westerly students to become

more social and confident readers and writers. They become students who, at a moment’snotice, jump into discussions about character motivations and twists in plot lines; studentswho take risks and defend their opinions; students who can effectively communicatethrough written language; and students who independently explore unfamiliar genres.These are all qualities Westerly strives to instill in its students across content and gradelevels; and these are the qualities that help keep its mission of developing each child’s fullpotential alive. �

� By ANTHONY ZUNIGA

Physical Education Teacher 10th Year at Westerly University of Southern California B.S. Public Administration California State University, Los AngelesMultiple Subjects Teaching Credential Concordia UniversityM.A. Athletic Instruction

What do you feel is unique about the Westerly School ex-

perience? – Westerly is Long Beach’s best kept secret. It truly is special because it is

a safe place for children to learn and be themselves.

What is your philosophy and approach toward educating students? – I believe

physical education teaches social skills, which include but are not limited to respect,

cooperation, communication, teamwork, and sportsmanship.

Describe a real student scenario and how it was positively handled by the

Westerly team. – Last year a female 3rd grade student had been working hard towards

achieving her goal of running a mile in under 10 minutes. The day of her final run a 7th

grade boy helped her set her pace by running with her. She ran the mile in 9:50.

� By LAUREN TAKII

Fourth Grade Teacher 10th Year at Westerly California State University, Long BeachB.A. Communication Studies

What do you enjoy most about teaching at Westerly? – I

enjoy teaching at Westerly because I have the freedom to teach

outside of the box and get my students to think critically about

the things that they learn. Westerly provides students and faculty

with a unique experience to truly become a community. Teachers are fully vested in a

student even after they progress to the next grade.


losophy and approach to teaching students is based on respect, fairness, and high

expectations. I challenge my students to work to the best of their abilities whatever

their learning level may be.


I feel energized at the thought of making a difference in the life of a student. I get ex-

cited when I see that light bulb flash on for a student, and they get that sense of ac-

complishment that they have succeeded because of hard work.

Wildcat After

School Program� By DAVID PERRAM


The Wildcat after school program is a popular staple in a day at Westerly School.Students flood to the after school program for more than just childcare. The endlessenrichment offerings coupled with the dedicated, creative and qualified staff is a

recipe for success. Not only do these staff members run a safe and reliable program, butthey also serve asteaching assis-tants and substi-tutes to theregular schoolday. As a result,they have a keensense of studentneeds and main-tain a connectionbetween theclassroom andthe after schoolprogram, ensur-ing a seamlessline of communication between school and home. Each day the program offers homeworkassistance, snacks and activities both indoors and out. The staff creates a daily-customizedcalendar based on the interests of the students. From kickball to crafts, there is not muchthat Wildcat doesn’t offer. After school clubs also play a strong role in student enrichment. Art Club is always a

place where imagination runs wild. Students help construct the calendar of activities,whereupon the club staff then designs the list of offerings to challenge students’ artisticside and creative problem solving skills. Glow-in-the-dark robots and papier-mâché turtlesare just a few of the fun and creative projects with which students are engaged. Running Club has been another hit. Students, staff and families meet twice a week to

run around the perimeter of the campus for fun or to train for community races. Fromspeed walking to 10ks, thisclub is for anyone lookingto keep their body moving.Finally, amongst the end-

less list of offerings, West-erly also contracts withoutside organizations tobring programs to the cam-pus that may not otherwisebe offered under the skillsets of the Wildcat staff.Skatedogs, Yoga World Stu-dio, Jazz Angels, and ChessClub are a few examples ofoutside friends who makeregular appearances on theWesterly campus. �



Where Are They Now?� By ALISSA LIEPMANN

Alumna

Nothing happens in life without a vision and some hard work. I watched my parentslive this every day of my elementary school years as they tirelessly worked with ahandful of other parents to open Westerly School of Long Beach. When I started

there as a somewhat shy 6th grader, I was proud to walk through the doors of the school myparents worked hard to open and was also relieved to be in a smaller, family-like environment,compared to the hustle and bustle of the public middle school I was planning to attend.

From that moment on, I received personal attention from myteachers, who customized challenging curriculum while makinglearning fun and interactive. The daily assemblies started to getme out of my shell, speaking and performing regularly in frontthe school. As the “senior class” for all three years at Westerly,our class became the role model for the younger grades. In 8thgrade, I became Westerly’s first student body president – the firstof many leadership roles to come. Finishing with our class of nine, the first graduating 8th grade

class took on our next challenge as we entered high school. I at-tended Poly PACE and embraced the change from our close-knitenvironment to my new school with 5,000 students. Music, art,and sports were core facets of my Westerly education and con-tinued to be a huge part of my experience at Poly, from captainof the water polo team to soprano section leader in our Chamberand Jazz choirs.As a Leadership Scholar at USC, I continued to use the foun-

dation that Westerly helped me build as an adolescent. In additionto core Marshall School of Business requirements, I embracedwhat it meant to be part of the Trojan Family – a feeling I had al-ready experienced at Westerly – and spent much of my time par-

ticipating in a variety of on-campus activities from a cappella and student ambassadorgroups to giving back to the local community. Today, I work for the National Football League as Director of Digital Strategy. I work

closely with the 32 NFL Clubs to improve content and achieve business objectives acrosstheir websites and social media channels, and I present on a regular basis to C-level exec-utives. I also direct an all-female vocal ensemble in Los Angeles, www.LolasMusic.com,which I founded three years ago from a desire to bring music back into my life. When I look back, I see that my career has stemmed from the values and experiences

that Westerly provided, where I learned from my parents, Mr. B, and the influential teachersthat a little bit of vision and hard work can take you on any path you choose to follow. �

� By LOREN LUND

Alumnus

I graduated Westerly School in2008 with high hopes for my fu-ture. I went on to attend Vistamar

School, an independent high school inEl Segundo, and learned about busi-ness, while continuing to enjoy andthrive in the sport of basketball. Now, Iam currently 3,000 miles from homeliving in Boston, Massachusetts, at-tending Bentley College, pursuing my aspirations to be a business man. I am working ona double major toward a Bachelors of Science in Managerial Economics and Environmen-tal Sustainability, with a minor in Law. Although far away from my home in sunny LongBeach, California; Westerly taught me to be adaptable and find those qualities of a placein order to thrive in diverse and new situations. Transitioning from the West to the EastCoast, I have learned that people move faster in Boston. And like the winter weather, thebusiness world here can be cold and tough, requiring a lot of effort and persistence to findsuccess. Westerly taught me how to get my foot in the door and really dream big to achievemy goals. Never did I think I would be on the East Coast attending college; however, I amso thrilled that I am. Westerly School was a place I always felt safe in sharing my creativityand ideas, and the faculty and staff helped me realize how important it is to be my ownperson. I have always been confident and Westerly School only enhanced my confidenceby listening to me and allowing my ideas to blossom in the classroom. I developed a strongwork ethic and an appreciation for linguistics thanks to all of my English classes and West-erly’s continued effort to push the students to speak in front of crowds. I am working toward becoming a CFO for an ethically-based organization with a focus

on sustainability in the environment. California is currently on a green initiative and I planon coming home with a business degree from this fine university I am attending in order

to do well and give back in my home state. In time, I plan to start my own businessand take it overseas to Australia. Because of Westerly and the family I made

there, I dream big and am forever grateful. �

� By REBEKAH ROBERTS

Alumna

I am a sixteen year old, proud graduate of Westerly School:Class of 2010 to be specific. It feels as if time has flownsince my final days at Westerly, yet at the same time, so

much has happened over the past four years. I am currently asenior at Chadwick School in Rancho Palos Verdes, and as Istress over grades, extra curriculars, and (of course) the ever important college applications, I cannot help but to reflect overthe many changes that I have experienced throughout my timein high school. Although outlining every single detail may beclose to impossible, I can provide you with a few updates aboutmy life, post Westerly.Throughout my four years of high school, I have been a ded-

icated member of the Chadwick Varsity golf team. I will admitthat I am not the best golfer, however, I enjoy playing with myteam tremendously. Along with golf, I have been a part of theChadwick Dance Company since the spring of my sophomoreyear. The Company creates many pieces throughout the year,ultimately culminating in the spring dance concert that takesplace in early May.Freshman year was a time for me to step out of my comfort

zone and take part in new things. I began to take stage crew as an elective once a week,and I have continued with this activity all four years. I have also been a part of thebackstage crew for four Chadwick plays and one Chadwick musical. This leads me tothe discovery of my love for the theater: I was convinced by a few friends to auditionfor the school musical. I subsequently gained a spot in the ensemble with a focus indance. After the successful performances we had, I auditioned for each musical everyyear since, ultimately being cast in a total of two with one audition on the way.Aside from the theater and sports, I have also been a committed member to many

clubs at Chadwick: these include Black Student Alliance, Black Culture Club, CulturalConnections, Book Club, Bible Study, and Students Against Destructive Behaviors. Ihave also recently taken part in Round Square, a worldwide association of privateschools from five different continents that work towards the values of personal devel-opment and responsibility through networking with other peers from around the globe.In April of 2013, I was a leader in a middle school conference for Round Square, andin October of 2013 I was given the unique opportunity to travel to New Orleans andBoca Raton, Florida in order to put these values to work in an international conference.Now that college deadlines are right around the corner and graduation is only but a

reach away, I think back to the lessons that Westerly taught me before going to highschool. It is always important to step out of your comfort zone and try something new.I did, and it ended up quite successfully, as I found a new passion for something I wasquite good at. It is also very important to do things that you know you love in order togain a better understanding and appreciation for them. Finally, no matter what yourgrades are, where you end up going to college, or even the job you take in years tocome, character should always come first. All of these things have little to no impor-tance when it comes to what kind of person you are and the personal integrity you have.Westerly ultimately helped me to realize that building up and understanding the kindof person I am is the first step you must take before having the ability to movefrom one stage of my life to the next. �

� By NANCY CHERIN

First Grade Teacher 10th year at Westerly University of IllinoisB.S. English Literature Double Minor in Art and Speech Communication National University Multi-subject credential

What do you enjoy most about teaching at Westerly? – I

enjoy the sense of community here at Westerly. I appreciate that

all of the teachers and older students here on campus are look-

ing out for my students and I enjoy watching my students grow after they leave my

classroom. I am always so proud of and impressed by the people they become by the

time they reach 8th grade.

How do you make learning engaging for your students? – I believe that learning

should be an adventure. Right now we are traveling through the ocean and making

daily discoveries. By teaching thematically, students are immersed in a theme and are

making continual connections and building their expertise in that area.


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