MEET OUR STUDENTS: 21ST CENTURy LEaRNERS aLUMNI

St. Matthew’s Episcopal Day School News Magazine
2015 / FALL
6
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Spring Fer
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Auction
MEET OUR STUDENTS:
21st Century Learners
ALUMNI
PHILANTHROPY IMPACT REPORT
Cover Photo:
Austin Mock and
Alex Precourt
Class of 2020
St. Matthew’s Episcopal Day School
16 Baldwin Avenue
San Mateo, CA 94401
Tel 650-247-0700
www.stmatthewsday.org
St. Matthew’s Episcopal Day School is
committed to environmental stewardship.
Connections is printed on 100% recycled
paper and processed chlorine free using soy
based inks.
Printing
Bay Area Graphics
Board of Trustees 2015 - 2016
Officers:
Tiffany Bassett, Chair
Andrew Kearns, Vice Chair
Jordan Murray, Vice Chair
Sami Ahn, Secretary
Bruce Bligh, Treasurer
Members:
Todd Arris
Roslyn Benjamin
Kristi Blundell
Gordon Brooks
Michael Buckley
Dan Callaghan
Alex Doll
Christine Fitzpatrick
Julie Galles, Ex-officio
Jeff Hagerty
Paul Inouye
Amy Laughlin
Agatha Precourt
Richard Voon
Kiele Neas Wolf
The Day School Foundation
Board of Directors
Gordon Brooks, Chair
Bob Peck, Treasurer
Amy Laughlin, Secretary
Blake Grossman
Inside Connections
4-9
From The Board of Trustees:
Welcome New Leadership
8-10
The Power of Community
Head of School
School Families
11
Welcome Benita Griffin
Assistant Head of School
12-29
Meet Our Students: A Look at 21st Century Skills in the
Classroom
Gallery St. Matthew
30-38
ADMINISTRATION
ACCREDITATION and PROFESSIONAL AFFILIATIONS
Julie Galles
Head of School
•California Association of Independent Schools (CAIS)
The Rev. Amber Stancliffe Evans
School Chaplain
Benita Griffin
Assistant Head of School –
Lower School Director
Brendan Gummerson
Assistant Head of School –
Middle School Director
Alumni: Class Notes
High School and College Placements
From the Archives
•Council for the Advancement and Support of Education
(CASE)
•Council for Spiritual and Ethical Education (CSEE)
•Educational Records Bureau (ERB)
•National Association of Episcopal Schools (NAES)
•National Association of Independent Schools (NAIS)
•Secondary School Admission Test Bureau (SSATB)
•The Association for Supervision and Curriculum
Development (ASCD)
Linda Handalian
Director of Development & Communications
John Keith-Berkley
Director of Finance
Ellen Williamson
Director of Admission
Class of 2014 returns to St. Matthew’s for the
annual Alumni/Eight Grade
dinner
connections
| 3
From THE
Board of Trustees
WELCOMING
NEW LEADERSHIP
Passing The Torch
Dear St. Matthew’s Community,
What an exciting time for St. Matthew’s! As we continue to grow our enrollment,
welcome more students and families into our community and realize the educational
benefits of our improved space, I am full of appreciation for everyone who has
helped our School over the last year. Times of transition bring unique challenges on
top of the already full work of running and supporting a vibrant and successful school.
Over the last year, every part of our community has pitched in to build new traditions,
strengthen old ones and chart a course for St. Matthew’s future. Teachers, administrators,
parents, parishioners, clergy, and of course our students all did their part with flexibility,
hospitality, hope, and determination. The hard work of expansion continues. As we settle into the third
year, our new spaces are starting to feel like home and our new leadership is committed to build on
St. Matthew’s traditions of academic excellence and community.
All of this took an extraordinary level of participation. Our Head of School search committee
was one of many groups hard at work over the last year, and it embodied so many of the qualities
that we cherish. The ten members of the committee represented each constituency that makes up
St. Matthew’s. Under the wise leadership of Chairs Tiffany Bassett and Alex Doll, and over many
long hours and weekends, they put the good of the School and its students at the center of their
deliberations, and focused always on building a strong future. Like the master planning committee,
the capital campaign and annual fund volunteers, the Parents’ Association and room parents, the search
committee members volunteered their time with the knowledge that their work makes St. Matthew’s
stronger. I thank them and everyone who has volunteered their time for our School.
Sincerely,
Nancy Spencer
Chair, Board of Trustees 2012 – 2015
Stephen ’13 and Sophie ’16
Panoramic view of our new gym.
connections | 4
from the
Board of Trustees
Dear Members of the St. Matthew’s Community,
It is with great honor and enthusiasm that I begin my tenure as the Chair of the St. Matthew’s
Board of Trustees. I look forward to working with the St. Matthew’s community over the next
two years as we embark on an exciting and important chapter in the school’s history.
One of the qualities I love most about St. Matthew’s is how its long-standing traditions have come to define my
family’s yearly calendar: Fall Festival marks the beginning of the school year, the Thanksgiving and Christmas
Chapels signal the arrival of the holidays, May Day commemorates our soon-to-be graduates, and graduation honors
the hard work and effort our students and faculty have put forth throughout the year while celebrating the beginning
of summer. I am quite certain that I will continue to think of the year within the context of these traditions long
after my children leave St. Matthew’s.
While I cherish these traditions, the past school year also highlighted the opportunities that can accompany
change. Throughout this past winter and spring, our community gathered many times in the search for our new
Head of School. The search process caused us to reflect on and assess the School’s foundation - its mission
statement, traditions, core values, strengths, areas for improvement and aspirations for the future. In each of those
meetings, I was impressed by the level of commitment and respect shown by all constituencies as we discussed the
characteristics of St. Matthew’s that we have grown to love and cherish, as well as the opportunities for positive
change that naturally accompany a transition in leadership.
On July 1, we welcomed our new Head of School, Julie Galles. Throughout the interview process, Julie
impressed the community with her inspiring approach to education, direct communication skills, intelligence, and
thoughtfulness. July 1 also marked the addition of Benita Griffen as our new Assistant Head of School for Lower
School. Together with Brendan Gummerson, Assistant Head of School for Middle School, and Amber Stancliffe
Evans, our School Chaplain, Julie and Benita round out our School’s academic leadership team, which brings a
renewed energy and focus on consistently delivering a high quality, innovative education for our students. I am also excited by the many new faces who will be joining us at St. Matthew’s this coming year. This fall, we will
have double sections in both Kindergarten and Sixth Grade, which, following our first double sections last year –
now in First and Seventh Grades - will cause us to cross the threshold of 200 School families! We welcome all new
students and families to our community and look forward to getting to know everyone. As our student population
continues to grow, so must our facilities. The third floor of St. Matthew’s Hall and our outdoor play and reflection
spaces will be the next major focus of our capital campaign as we continue to deliver 21st century facilities to our
students. Last year I enjoyed witnessing how our new gymnasium strengthened our sense of community through
home games and parent events, while also providing important additional instruction and recreation space for our
students. I am confident that our plans for the third floor will deliver a wide range of additional and enhanced
program opportunities for our school.
The dedication to our beloved sense of community and tradition, as well as the opportunities for positive change,
are rooted in the generosity of time and resources of St. Matthew’s families, faculty, administration, clergy and
parishioners. On behalf of the Board of Trustees, thank you to each family that has contributed to build a better
St. Matthew’s for our children.
Sincerely,
Tiffany Bassett
Chair, Board of Trustees 2015
Aidan ’16, Anna ’20, and Lauren ’21
connections | 5
from the
Board of Trustees
A TRIBUTE to Our Trustees
Jordan Murray
Chair, Committee on Trustees
(Max ’14, Eavan ’16)
The goal of the Trustee Committee is to recruit, select and orient new board members who represent various
constituencies and talents in accordance with the by-laws of the School. The strongest boards recruit their members by means of long-term cultivation of individuals who fit a profile
of talent that that is in line with the strategic plans of the Board. In addition, a strong Board orientation
and mentoring program are in place to ensure that the roles and responsibilities of the Board members
are clear. These responsibilities focus primarily on establishing long-term policy, developing strategy and
providing fiduciary oversight. We are forever grateful for the gifts of time, treasure and talent that members of the Board of Trustees
dedicate to our School.
MEET Our New Trustees
Roslyn Benjamin Roslyn Benjamin is a Bay Area native, who attended The Carey School in San Mateo for elementary school and
Crystal Springs Uplands School in Hillsborough for Middle and High School. Upon graduation, she attended
the University of Pennsylvania, where she earned her BA in International Relations, with an emphasis on Latin
American countries, and San Francisco State University, graduating with a MA in secondary education.
Currently, Roz is the Assistant Head of School at Live Oak School (K-8) in San Francisco, where she
oversees the academic program. Live Oak is a co-educational independent Day School with an enrollment
of approximately 264 students. The mission of Live Oak School, to provide a strong academic foundation,
develop confidence, and to inspire students to act with compassion and integrity, echoes the mission of St.
Matthew’s. She is a former Middle School History teacher and served as a Director of Admission at Crystal
Springs Uplands as well as at All Saints’ Episcopal Day School in Phoenix, Arizona. As a previous Director
of Multicultural Programs at Katherine Delmar Burke School in San Francisco, Roz knows the importance of
finding the right school for students and their families, believing it is important for students to feel valued and
appreciated in their school environment in order to be present and successful.
Roz lives in Redwood Shores with her husband and two children. She looks forward to joining the St.
Matthew’s Episcopal Day School community.
Michael Buckley
(Morgan ’20, Kendall ’22)
Mike moved to the Bay Area in 2007 from New York City, where he grew up spending time in Brooklyn,
Queens and Manhattan. He attended Marist College on a partial scholarship as a member of the school’s
top ranked intercollegiate debate team. He received his BA with a double major in Political Science and
Communication, and a minor in Philosophy. After spending several years in consulting, Mike now serves as VP of Global Business Communications at
Facebook. He loves tennis and music, and performs in a band that includes several St. Matt’s Dads. Mike and his wife Jennifer (who has also served on the Board as Day School Parents’ Association President),
fell in love with St. Matthew’s on a tour when every single student with whom they interacted was articulate,
thoughtful and kind. “I am honored to sit on the Board not only because my daughters Morgan and Kendall
attend the school, but because of the values and quality of education St. Matthew’s provides all students.” connections | 6
from the
Board of Trustees
Jeffrey Hagerty
(Patrick ’14)
Jeff relocated to the Bay Area with his wife Diane and children Patrick and Lauren in 2011. Jeff is a Certified
Financial Planner and has worked in various corporate finance, business development, and project management
positions. He received his BS in Management from Purdue University, an MBA in Finance from Hood College
and his MS in Financial Services from Saint Joseph’s University.
While shuttling his children to their many activities keeps him busy, Jeff does make time for his favorite
outdoor hobbies: hiking, biking, skiing and golf.
“Our school has a caring community, sense of family, and tradition that builds strong character in our children.
I am honored and humbled to be asked to join our Board and working with this group of leaders. I have been
serving on the Capital Campaign Master Planning Committee and look forward to completing the project.”
Andrew Kearns
(Audrey ’16, Ellie ’20)
Andy is married to Lisa Pendleton Kearns and is the proud father of four children who have attended St.
Matthew’s Episcopal Day School – Ryan (’13), Audrey (’16), Charlotte (’18) and Ellie (’20). Andy has been in the investment banking business for over 25 years and is currently a Managing Director
and Co-Head of Global Technology Investment Banking at Morgan Stanley. Over the course of his career,
he has been involved with more than 100 software and other technology industry-related investment banking
transactions, including dozens of IPOs, mergers, acquisitions and financing transactions.
Andy was born and raised with his nine (!) siblings in Reseda, CA, just north of Los Angeles in the San
Fernando Valley. He moved to the Bay Area in 1984 to attend Stanford University where he received a
Bachelor’s degree in Electrical Engineering in 1988.
In addition to driving his kids to their various activities and walking the family’s three dogs, Andy enjoys running,
traveling, music, golf and Stanford football.
“We have been privileged to be a part of the St. Matthew’s community since our son began attending school
there in 2004. I am honored to join the Board and look forward to doing all that I can to help build on the
tremendous strengths of the school.”
Kiele Neas Wolf
(Will ’19, Bennett ’21)
Kiele relocated from New York to the Bay Area in 2011 with her husband Bill, and children, Ashley, age 13, Will
(‘19) and Bennett (‘21).
Kiele spent almost 20 years in finance and investment management working for Goldman Sachs, as a Managing
Director, Senior Portfolio Manager and Co-COO of the Private Equity Group, as well as in Investment Banking.
She received her B.A. in Economics from Yale, and an MBA from Harvard Business School. Kiele enjoys travel,
hiking, yoga, and occasionally, sleep. She is also involved at Stanford Children’s/Lucille Packard Hospital.
“Our boys have had a wonderful transition to St. Matthew’s. We are thrilled to be part of the school and so
appreciate the wonderful community and strong values orientation. I am very proud to serve on the Board and
look forward to working hard to help St. Matthew’s fulfill its important mission.”
connections | 7
From THE
connections | 8
Head of School
From THE
Head of School
The Power of Community
Community: a
group sharing common characteristics or interests
and perceived or perceiving itself as distinct in some respect from
the larger society within which it exists
It is with excitement and gratitude that I begin my first year as Head of School at
St. Matthew’s Episcopal Day School. Over the summer, I spent considerable time
immersing myself in the stories and culture of this wonderful school. Parents, trustees,
faculty, staff, and students have all graciously shared what they love about St. Matthew’s
and what they hope for this community in the coming years. Clearly, people love this
school, and I feel myself falling in love with it, too.
As I read the Dictionary.com definition above, distinctive characteristics of the St.
Matthew’s community come to mind that set us apart from other groups. I invite you to
reflect on which characteristics come to mind first for you. The deep academic tradition
and dedicated faculty who deliver it? The sense of shared values for respect, service,
and inclusion? The way that people come together in times of celebration and crisis,
supporting each other as a true family? All of these characteristics, and more, have been
mentioned in my conversations these past few months.
“As a new member
of this community,
I look forward to
the work we will do
together to realize
our shared dreams.”
The question of community, and how we will hold on to this important characteristic of
our School as we grow, was raised in many of my early conversations. Growth and change
are coming, but I am reassured by knowing that community is not measured in numbers,
but in the connection between individuals.
As our student body grows, we actively provide opportunities to build and foster
community spirit among all constituents. Our School Families program, piloted last year,
was hugely successful in building bridges between children of varying grade levels and
between children and adults on campus. This year will afford more instances of crossgrade collaboration, recreational time, and special projects, including even the youngest
of our members in our ECC program. New parent groups, such as the Working Parents
group within the Day School Parents’ Association, provide venues for all parents to be
heard and valued. A new group of long-tenured faculty members, aptly named the Cultural
Advisory Council, has agreed to provide insight and feedback throughout my first year, to
ensure that the rich history and traditions of St. Matthew’s are continued and strengthened
as the community moves through the leadership transition.
A strong community enriches the lives of children and creates a space of safety where they
can explore, take risks, and discover who they are growing into being. Strong communities
also enrich the lives of adults, whether they work on campus each day, volunteer at school
events, share our worship space, or watch our progress from afar via social media or the
news from their grandchildren.
Yes, we are a distinct community - one that I am humbly grateful to lead. Enjoy this
edition of Connections magazine, which highlights more aspects of our community of
teachers and learners. In the months ahead, I look forward to connecting with many of
you in person and hearing more of our shared stories and shared dreams. We are off to
a great start!
Warmly,
Julie Galles
Head of School
connections | 9
School Families
at St. Matthew’s
Family chatter
heard in the
hallways…
“We want to
keep doing
Families next
year too!”
– Entire Fourth
Grade class
“My sixth grade
buddy always
says ‘hi’ to me!”
– Zoe Kwok,
Class of ’21
“When is our
next Families
project? I have
some great
ideas!”
– Katharine Mahaffey,
Class of ’17
“When I see my
Kindergarten
Family member
he always tells
me excitedly,
“You are in my
family! I love
my family!”
– Mrs. King
“It is so fun to be
with kids in this
way as a nonteaching faculty!
I look forward to
these activities.”
– Mr. Searson
connections | 10
“Family – A social unit consisting of one or more
adults together with the children they care for.”
(Dictionary.com, 2015)
When a student is at a school like ours, a school that fosters a compassionate community, it is essential
that our young people have a social group with whom they feel comfortable; students in other classes
and across grade levels, adults with whom they connect on a personal level.
This past school year, St. Matthew’s piloted a new community building structure in Grades K-8. Each
student was grouped into a School Family, which consisted of at least one child per grade level and two
“parents”, faculty and administrators who, along with the 8th Grade student, guided the group to bond
and get to know one another. Family Time was an opportunity for bonding: to eat lunch together,
or work on a project to serve our School and extended communities. At their first meeting, the 22
different Families created a shield to define themselves. Some examples of Family activities included
creating works of Valentine art to share with our Peninsula Regent neighbors, helping other peoples’
families by making them feel a little closer to home with the comfort of our care packages to US troops
in Afghanistan, and making farewell cards for each graduating Eighth Grade Family member.
School Families have become a permanent part of our community structure and we anticipate an
exciting year as the students in the Class of 2016 take on their Family leadership roles.
Welcome New
Assistant Head of School/Lower School Director
An Interview with
Bennita Griffin
Assistant Head of School, Lower School
1.Can you share a little about your family?
I grew up an only child in South Carolina, but decided not to
return after attending college in New York City. My father died
when I was 19, but my mom still lives in the same house I grew
up in.
2.You have a son in college at Santa Clara?
Yes. He is a junior, majoring in biological anthropology. He
spent a month in Ireland over the summer on an archaeological
excavation. He found a belt buckle from the late 15th or early
16th century. Stop by my office so that you can see a picture of
the buckle and my son!
3.How did you find yourself working in
elementary education?
I didn’t always know that I wanted to work in education. After
working long days and nights in a direct marketing agency in
the “Big Apple,” it hit me that I was not giving back to society,
and I did not feel good about it. So I secretly began taking
education courses. A year later, I quit my job and only a few
weeks before the start of a Catholic school opening day, I was
hired to teach 28 second graders in Hoboken, N.J. I made very
little money, but it sure felt right. And, as they say, “the rest is
history!”
4.You have worked at a variety of different
schools. What have you taken away from
each of those experiences?
From the Catholic school setting I started in, I moved north to
my ex-husband’s roots and taught in the Cambridge, Salem and
Boston, MA public school systems. After our son was born, we
decided to move closer to family and landed in Pennsylvania,
where I had the privilege of working in a Quaker school and an
all-girls’ school. Most recently, I worked in a progressive school,
PS1, in Santa Monica, CA.
Each of these schools was successful in constantly exploring
what and how the students were learning, and they cared about
the environment in which this learning took place. This is not
always the case in a lot of schools. Faculty and administrators
in these schools taught me to be reflective, celebrate and
support each other, evaluate if learning is taking place and do
something about it when it isn’t, ask questions (even as adults),
keep learning alive, never stop learning, and to have a sense
of humor.
5.What do you see as the greatest challenge
for parents in supporting their students
today? Parenting is a very challenging endeavor. Since
there are so many views on this issue, the answer to this
question is one I would like to hear from parents themselves,
so I am throwing this question back to them. I will respond
by saying that parents need to know they can count on St.
Matthew’s for support. I will work tirelessly to make sure we
build a community that develops curricula to fit the needs of
our students, stress the importance of parent, teacher and
administrator collaboration, and make sure we give families
the appropriate strategies to help children succeed in a childcentered atmosphere of trust and respect.
6.Do you have any sage words of advice for
our students?
Become deep thinkers; persevere through life’s situations; learn
from mistakes, no one is perfect; remember how to play and
have fun; respect differences and develop a sense of others; be
yourself, though sometimes that may seem risky; and did I say,
remember how to play and have fun!
7.When you are not working, what can we
find you doing for fun?
Hiking, reading, browsing in old, eclectic bookstores, baking,
watching the Food Network and collecting kitchen gadgets!
8.The children will be excited to learn
more about you. I imagine some of their
questions might be…
What is your favorite color? My favorite colors are blue and black, though I am desperately
trying to add brighter colors to my life.
Favorite subject(s) (other than recess!)? Math, writing and social studies (which is so underrated!)
Do you have favorite books?
Pride and Prejudice, To Kill a Mockingbird and Robert B. Parker
novels are a few of my favorite books. They’ve only gotten
better the third, fourth, fifth time around. Author? My favorite
children’s author is Roald Dahl, and one of my favorite
children’s book is an oldie, but goodie, The Story of Ferdinand by
Munro Leaf.
connections | 11
connections | 12
meet our
Students
MEET OUR STUDENTS
When visiting St. Matthew’s for the first time, observing our programs in action, what emerges is a portrait of the
St. Matthew’s student. This portrait is inspired by our Mission and Core Values and represents the skills, habits, qualities,
and aspirations we hold for the future of our students - from emerging learners in Preschool to our Eighth Grade graduates. A priority of the St. Matthew’s faculty is to identify the skills and talents expected of our 21st Century learners and build
curriculum that helps students form meaningful connections across subject areas.
21
21
ST
In this issue of Connections magazine, we share
EXAMPLES OF
CENTURY LEARNING:
st
our students in action, and the characteristics that distinguish them as 21 Century learners.
The 21st Century St. Matthew’s Student:
• Works as part of a team, takes risks, stands up for her beliefs, and perseveres
• Is resilient and open to growth
• Understands that mistakes and failures, criticism and feedback lead to learning
• Asks challenging questions and gives clear and thoughtful answers
• Tackles problems critically and creatively
• Has compassion for others
• Leads by example, showing initiative and demonstrating responsibility for
his own actions
• Understands and acts on the responsibilities of global citizenship
• Appreciates and values the earth and realizes that one’s actions impact the environment
• Experiences learning as a lifetime of wonder and discovery
connections | 13
meet our
Students
1.
From Chopsticks to Pencils
Each year, students in Pre-Kindergarten brainstorm about the type of
things they expect to happen in spring. This past year, the conversation
ranged from new trees growing to the weather getting warmer and animals
coming out of hibernation. To capture all of their ideas about spring, the
students painted pictures using new and creative techniques that developed
their fine motor skills. They used chopsticks to pick up pom-pom balls dipped in paint.
With the painted pom-pom balls they created all types of spring sceneries: beautiful flowers,
grass, butterflies, and even the rain going away and forming a rainbow. Some students
swirled the paint, others dabbed to create a sponge like creation, or rubbed with the
medium. They loved seeing how different each student’s design turned out.
Anthony Satriano, Pre-Kindergarten Teacher
By using chopsticks in unique ways to make art, the students
prepare their fingers for writing in Kindergarten.
2.
I am Oobleck…do you know me?
I’m gooey. I’m tough and tricky to pick up. I melt in your hand,
and I love to be played with! I am Oobleck. The name was given
to me when an association was made between Dr. Suess’s books
“Bartholomew and the Oobleck” and my odd properties. I am cornstarch and water, and enable incredible growth in
the prekindergarten students who handle me. Jean Piaget (1896-1980), developmental psychologist, who was most
known for his theory of cognitive development and his epistemological
studies with children, would have high praise for a substance like me. He
is one of the great forefathers who emphasized the importance of play in early
childhood education. When students learn something new, they go through a process
he coined as intelligent adaptation, which contributes greatly to the students’ ability
to think critically. This intelligent adaptation consists of two parts, assimilation and
accommodation. When students touch me for the first time they immediately feel a
familiar clay-like substance that they categorize in their brain. When they then hold me and
realize that I am not clay, as I melt in their palms, they must assimilate the textures they
have stored in their memory so that the world around them adapts to their pre-existing
categories. As this unfolds in their mind, they are in turn accommodating to the world
around them by creating a new category for the substance. Where they might have had the
categories of clay and liquid in their minds before, the accommodation process allows them
to generate a new category of a substance that has both clay and liquid properties, me! It is this process of adaptation that all humans use in critical thinking and to understand
the world around them. It is why play is so important to the educational process. So if you
ever find yourself near the prekindergarten classrooms, stop in and play with me.
Anthony Satriano, Pre-Kindergarten Teacher
connections | 14
meet our
Students
3.
Research and Design
Location, location, location! One of the many benefits of the new
St. Matthew’s Hall is the proximity of the Library and Maker Lab,
creating even more opportunities for program collaboration and
innovation. The new Research and Design course for Sixth Grade
was created in the summer of 2014 and implemented in our first
year in St. Matthew’s Hall. After completing a first successful year,
Research and Design will continue as an integral course in the Middle
School curriculum.
The course curriculum provides students the opportunity to learn, practice and integrate
skills that cross multiple subject areas. These include basic research skills: how information
is organized and how to find that information effectively through web searches, databases
and print materials. The class also teaches students how to appropriately communicate
information (through email and blogs) and correctly cite sources.
The opportunity to apply their research into a machine/model prototype is powerful, and
the end result quite remarkable. For example, one group of students studied the artist
Jackson Pollock. Their research provided the framework for building a catapult that shot
paint soaked sponges to mimic the effects and style of a Pollock painting. Others studied
the way a duck moves its wings and then built a prototype that imitates these movements.
While students work through their designs, they blog about any challenges they encounter
and develop strategies to resolve those obstacles.
The more abstract and complex a topic, the greater need for design, thinking and hands-on
application. The Maker Lab and Library collaboration provides just such opportunities.
Jeff Paulson, Librarian and Research and Design
4.
Walking With The Dinosaurs
In Second Grade
In Science, students took a journey back 165 million years to a time
when the dinosaurs walked the earth. After researching a dinosaur of
their choice, each student wrote a report that included information about
habitat, interesting facts, and an extinction theory. They then applied their
research by creating a “dinorama” that presented their dinosaur in its habitat.
In addition to their dinosaur research, students learned about fossils and made
their own fossils using dinosaur figures, clay and plaster of paris. This early
stage Research and Design class integrates skills across subject areas and lays
the groundwork for future, more complex projects.
Susie Flowers, Second Grade Teacher
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meet our
Students
5.
A Trip Around The World
Each year, the First Grade takes an imaginary trip around the
world, complete with passports. They visit approximately
15 countries per year, stopping at every continent including
Antarctica, with the purposes of developing a global awareness,
appreciation for other cultures and to learn geography and
mapping skills.
The trip begins with a simulated airplane flight to our first country
and ends in June as we fly home at the end of our trip. We stamp
passports for all of the destinations in between.
To enhance the students’ experience and provide first-hand knowledge, First Grade parents
and other guests give presentations on the countries they have lived in or visited. They share
slide shows with an overview of the country, teach words from the country’s language, read
stories, bring an art project for the students to do, bring food to sample,
and sometimes even teach a song or dance. Louise Yapp, First Grade Teacher
6.
And The Moral of The Story Is…
Chapter books are a favorite and effective means for introducing
new topics of study to students. In Third Grade, a class reading
of Gooney The Fabulous was used to introduce fables. It is a
story about a class that writes and acts out their own fables. This
provided the perfect introduction to our own study of fables. The
students enjoyed trying to guess the moral of each fable. Follow up
reading included a study of Aesop's Fables, where students analyzed
some of the more famous fable stories. And, just like the students in the
Gooney Bird story, it was finally our students’ turns to write and
act out a fable of their own. Their fables were filled with morals
that applied to Third Grade life, centered on themes of people
treating others kindly, not judging people by their size, and
being safe. Jeff Paulson, Librarian
connections | 16
Each year our trip is
different. This past year we
visited Sweden, Antarctica,
Australia, China, Japan,
South Korea, Indonesia,
England, Italy, India,
South Africa, Peru, Mexico,
Poland, and Latvia.
meet our
Students
7.
Programas de Cocina
Second language acquisition is always enhanced by experiencing
language in a hands-on way, through cultural experiences that leave
long and lasting impressions. Spanish class at St. Matthew’s explores
language not only through instruction but also through activities and
projects that have students practicing their written and oral language skills
in a fun and playful way.
One notable cultural project is the Seventh Grade production of several Programas de
Cocina, or Cooking Shows. In groups, the students are tasked with researching a traditional
Latin American dish and, with the aid of their iPads, film themselves preparing the dish
and explaining in Spanish how to cook the dish, its significance, and place of origin. The
students then screen the mini Cooking Shows for the class, with some of the students even
bringing in the dish to share with their classmates.
Last year in Fifth Grade, students completed an interdisciplinary Spanish/Language Arts
project for International Week. They developed their research and writing skills, and
expanded their knowledge of Spanish vocabulary through the production of a research
paper on one Mexican city located along the Pacific Coast, as Mexico was the Fifth Grade
country of study for International Week. Additionally, the students completed a biography
project where each student chose a notable Mexican individual and presented a biography
on this individual while dressed in costume. Such notable people chosen included,
Montezuma, Pancho Villa, Emiliano Zapata, Diego Rivera, Frida Kahlo, and Salma Hayek.
It proved to be an excellent way to introduce the students to Mexican history, culture, and
the Spanish language.
Will Robinson, Middle School Spanish
Mirandose chevere en
la escuela baja
Students in Third and Fourth Grade Spanish class get ready for
summer fun! The colorful sunglasses provided a template for writing
about their anticipated summer plans. The students started by drawing
self-portraits that helped reinforce their Spanish vocabulary of the major body
parts. In the sunglasses, students practiced their written language skills by writing in
Spanish what they were looking forward to doing this past summer. Each student presented
their self-portrait to the class and read their summer plans in Spanish. Looking cool and
learning in the Lower School...
Andrea Grana, Lower School Spanish
connections | 17
meet our
Students
8.
Understanding Metamorphosis
During their study of insects, the Kindergarten students watched the
lifecycle of five Painted Lady butterflies. When they arrived as caterpillars,
the students learned about what caterpillars eat, how they change, and what
makes them special. They watched them form their chrysalises and learned about how that
happens, for how long, and what it means for the caterpillars. The students patiently sat,
watched and waited for days! Then one day, the first butterfly emerged. The class celebrated
this exciting metamorphosis as they watched the butterflies being released in the Memorial
Garden of Mustang Meadow. Upon the release of the butterflies, the Kindergarteners
continued learning about various insects, including praying mantises, ants, and
bees, reinforcing their learning through art projects, writing, and reading
activities. Mary Buford, Kindergarten
Creepy Crawly Bugs and Beautiful Butterflies
Along with exploring a wide variety of insects, Preschool students learned
about the lifecycle of the butterfly. St. Matthew’s youngest scientists witnessed the
metamorphosis from a caterpillar to a butterfly pushing out from its chrysalis to begin the
life cycle all over again.
Kathleen Biehl, Preschool
9.
Wax Museum
Requiring achievement and mastery in writing, speech, and research
skills, the “Famous Californian Wax Museum Project” represents the
culmination of the Fourth Grade English and Social Studies curriculum.
Students are responsible for writing a biographical report on a famous
Californian, requiring investigative and reasoning skills that have been
taught and reiterated throughout the year. They are asked to consider their
subjects’ lives critically, focusing their research on information that would be
relevant to their presentation. Students deepen their writing skills by experimenting
with the expository essay, learning how to create structured paragraphs that give their
writing flow and focus.
Their research is enhanced by a field trip to Sacramento’s California History Museum.
This field trip is part of a broader initiative of immersing the St. Matthew’s student in
Californian history and governance, exposing them to concepts and ideas outside of
textbooks and making history relevant and relatable.
The final piece of the project is the performance aspect of the assignment. Students
pick out costumes that portray their person of interest. The “wax museum” is designed
so students can also work on their public speaking abilities, reciting a biographical
blurb they have memorized about their Californian to friends, family, and the
St Matthew’s school community. To view last year’s presentations: You Tube Video
https://youtu.be/oG4oWOfLdYA Nathan Orr and Thomas Cho, Fourth Grade
connections | 18
meet our
Students
10.
Second Grade Newshounds
What is the job of a journalist? How does the news make it into print
form, delivered to our front door each day? Second Grade students, as
part of their curriculum in Social Studies, delved into these topics and
together worked on a class newspaper. They started by learning how news
has been transmitted in the past – from Morse code to telegrams, via radio or on
television – and how the Internet, as a primary source of information, is replacing print
news. They discussed how a publication determines what their audience (aka, community)
wants to know about, from local to national events. Questions came up about money,
and how this might affect the publication process. Advertisements that pay for the cost of
producing a paper brought up a thought-provoking discussion about ethics; what do you do
if an unscrupulous company like "Poison Burger" offers you loads of cash to run an ad…do
you do it? There were mixed reactions to this dilemma. The final project was to create a class paper that required writing and editing four drafts
of their stories, ensuring that facts were accurate and spelling was checked. (Even so, we
acknowledged that mistakes do still happen during the publication process; that’s why
papers often have to write apologies in the next issue if errors get printed.) On the day of
distribution, students were elated to read the contributions of their classmates, and enjoyed
taking a few moments to praise the efforts of their fellow journalists. Susi Flowers, Second Grade
11.
Traveling Back In Time
A highlight in the Sixth Grade study of the Middle Ages is learning
about the importance of the church; the hierarchy of the church is
discussed versus the power of the monarchy. To integrate with Language
Arts, students read Crispin, the Cross of Lead, by Avi, along with short
passages that include correlating questions that tie directly in with the
work they complete in Social Studies. Students continue their studies by
learning about cathedrals: their architecture, the funding for the structures,
and the length of time they took to construct. On “Fabulous Film Day” they
watch David Macauley’s “Cathedral” to enhance what they have learned from the textbook
and class discussions. In addition, students learn about the benefits of the stained glass
windows, their purpose beyond decoration and their impact on the construction of the
cathedrals. To reinforce their learning, two culminating activities occur at the end of the
study of the Middle Ages. Students design and decorate their own stained glass windows
using construction paper, vellum, a laser
cutter and markers. In addition, students
work in teams to create either a castle or a
cathedral using cardboard, glue guns, and a
host of other materials that fit their design.
Julie McMillan, Sixth Grade
connections | 19
meet our
Students
12.
The I AM and I AM NOT
The inspiration for the I AM and I AM NOT wall came from Upstanders, by Harvey
“Smokey” Daniels and Sara Ahmed, a book I read at an Inquiry Based Learning
conference. While I have used the Responsive Classroom philosophy in my
classroom since 1999, I wanted something to dig deeper into the students’
self-identity process. Learning about who they are, and who they are
not as well as how others perceive them, helped my students make vital
connections to the ancient world and our year-long essential question
during Fifth Grade, “What Makes a Human, Human?”
The class took a risk, and after a very successful bulletin board display in
the safety of the Fifth Grade classroom, the students thought it would be
enlightening if everyone in Middle School got to experience the power of
this board. So, with some guidelines on how best to participate, the Fifth Grade
moved their board to the public hallway bulletin board space, exposing their vulnerable
identities to the rest of the Middle School students. They also made announcements in
chapel encouraging other students to not only read and share what they had posted, but to
participate by adding to the board.
The board was up for three weeks, and Fifth Grade received many comments from the older
Middle School students, as well as a few brave souls who ventured to actively put their
identity words up on the board. The fifth Graders felt proud of their leadership with this
project, and I think they believed it brought the entire Middle School just a little bit closer
together.
The “Wall” allowed the students to take a risk in a safe place, learning more
about themselves and those around them. That is the key idea behind the
Responsive Classroom, and by delving deeper into personal identity and
labels, both those we put on ourselves and the ones others put on us, the
Fifth Grade class was empowered to move forward and continue to
build a more inclusive community at St. Matthew’s.
Dawn Carleton, Fifth Grade
connections | 20
meet our
Students
13.
The Kindness Team Superheroes
On Friday afternoons, Middle School students participate in the SLC (Student Leadership
Club) program that offers a wide variety of interesting club options intended to challenge
and extend their learning into new and unfamiliar areas.
One such club was the Kindness Team that took on the project of creating a kindness week
for the Lower School students. During the Friday Club time these Middle School students
became “Superheroes of Kindness,” complete with resplendent capes. They partnered with
the Lower School teachers to catch and reward students demonstrating acts of kindness by
giving away the "Caught Being Kind" stickers they made.
The students were inspired by the following quote from Madeline Levine's book Teach
Your Children Well, "In order to have kindness, compassion, and empathy be a part of our
children's selves, we have to put as much effort into strengthening those qualities in our
children and modeling them in our homes as we do into issues of academic or athletic
performance. Emphasizing goodness should be a daily exercise for us as we "catch" our
children being good at small things - sharing a cookie with a friend, helping a younger
sibling with a math problem. It is the expectation of good behavior and the rewarding of it
in its minor forms that accumulate and turn our children into good people."
Tim Vanier, Middle School Physical Education and Athletics
connections | 21
meet our
Students
14.
Global Service
The annual Eighth Grade Global Service Learning Project is an integrative,
student-driven unit of Religion class that exemplifies St. Matthew's 21st
Century Education. The unit begins with a study of extreme poverty as
defined and reported by the United Nations. As students learn about the
UN’s Millennium Development Goals (MDGs), they discover how the
world’s systems are interconnected, and how education, sanitation, gender
equality and health care, among other factors, all contribute to the development
of nations. After researching current needs, the class chooses one of the MDGs to
focus on, researches organizations focusing on that goal, and finally selects one to support
with a school-wide fundraising project. This past year the students chose education as their
goal, and the Valentino Achak Deng Foundation as their organization. As the students undertake an in-depth study of their chosen project, they develop a deeper
knowledge of the world and an understanding of philanthropy. The Class of 2015 learned
of the civil war that devastated South Sudan and the toll violence takes on a nation. When
they heard about the cultural obstacles to educating girls and the way dozens of students
pile on top of each other to study under the sole light bulb at the Marial Bai Secondary
School, our students felt great appreciation for the education they are receiving. Their
curiosity and compassion were evident throughout the unit.
Dave Eggers, co-founder
of VAD, joined the Eighth
Grade students and
School families to share
the work of VAD and
accomplishments at Marial
Bai Secondary School.
Their project goal was to educate St. Matthew’s students and parent community about
the work of VAD and raise $5,000, to cover the salary of one teacher at the Marial Bai
Secondary School. They led school-wide and parent events, including an evening with
renowned author Dave Eggers, a co-founder of VAD and successfully raised over $7,000 for
the foundation. Most importantly, their vision of the world grew, as did their understanding
that they have both the ability, and the responsibility, to be leaders of positive change. Chaplain Amber Stancliffe Evans, Chaplain and Religious Education
Until my last year at St. Matthew's, I did not realize how much of an impact a small class of Eighth Graders could make on an entirely different
part of the world. Not only did we help raise funds to provide a teacher salary for a South Sudanese school, but we also got a glimpse into the
experience of being a young student in a part of the world where they are recovering from a devastating and destructive war. I feel as if I am more
informed about a far away country, but I have also realized through global service that I am truly blessed to have such amazing opportunities and
education. Our determination for this project allowed us to help less-fortunate students across the globe receive an education like the one we are
lucky to have. I have learned that as long as you put your heart into helping other people, you can create positive change.
– Margot Odden, Class of 2015
Our global service learning project, helping the students of South Sudan get an education, was eye opening about what living in South Sudan is
like. I learned about the struggles of being a girl and how growing up in South Sudan is so much different than growing up in the United States. I also learned how the Marial Bai Secondary School is making a huge difference in the new country of South Sudan. Because of my family’s
friendship with Dave Eggers, I already knew a bit about the VAD foundation. But when its director, Ms. Clements, came into our classroom to
talk about her work, I was really amazed at how much of a difference the school was making. I am so happy we were able to help the foundation.
– Bella Scola, Class of 2015
connections | 22
meet our
Students
15.
Celebrating Student Writers,
Actors, Musicians, Producers
and Filmmakers
What do you get when you have 36 talented students and nine weeks to
create a show? The answer: “Sixth Grade Night Live.” Improvisation for
children is innate, and this drama activity blended their improvisational
skills with writing and learning how to stage a theatrical performance.
To prepare, the students practiced basic techniques of improvisational acting and singing.
From there, they launched into a mega brainstorming session, allowing everyone to share
their creative voices. There were ideas spanning from Disney Princesses to demonic baby
dolls. It was clear from the start that these students had something to say, and they took
ownership of the whole process from start to finish, including writing original music. A list
of 100+ ideas was narrowed to about twelve pieces. The class self selected who was going to
be a musician/actor and who would be a writer/actor.
The students were incredibly focused, and worked voraciously on their “works of art”
as their visions came to life. Although faculty was on hand to guide and critique, it was
the students’ absolute ownership of the creative process and end product that led to such
impressive growth.
Elizabeth Dalkert, Drama Teacher (2002-2015) and
Dr. Paul Ellison, Music and Choir Director
16.
Developing Cultural Literacy
Working with Ms. Janklow from Peopleologie, the Third Grade
students were exposed to the culture heritage of a variety of countries.
Her presentations and hands-on art projects helped the students
develop greater cultural literacy and enabled them to connect to global
communities. When the students wove a Peruvian armband, made an
African adinkra cloth, designed a Hopi clay pot, created a Chinese paper
cutting, wrote an Indian palm leaf book, or created a visionary pastel chalk drawing, they
recognized and honored these culturally diverse people and their heritage.
Also, by making handmade objects created from limited resources, the students came to
an understanding of the importance of folk art in people’s everyday lives. As they learned
about ancient and contemporary indigenous life, they also understood that everyone is an
artist.
Alice Carr, Third Grade
connections | 23
meet our
Students
17.
The “Titanic”
I often try to help my students realize how important it is that they
cooperate and care for their classmates. This Titanic activity emphasizes
group communication, cooperation, patience and problem solving
strategy, as well as potential issues related to physical proximity. The object
of the activity is to try to rescue the entire class. The class starts on a single
sinking tarp and they must all cross the gym to the other side using only 2
rescue tarps, along with another rescue tarp that is placed in the middle of the
gym and is usable if they can figure out how to obtain it. This activity requires
that they do not touch the ground in any way and if they do, they must go to a rescue
boat in the opposite corner of the gym. Those students cannot be rescued or assist in the
plan until the rest of the class successfully makes it across the gym to the other boat. This
activity shows who the leaders, followers, listeners, thinkers and peacemakers are.
Since there are many different ways to accomplish this task, proper communication and
cooperation are imperative. Students must find ways to communicate with each other and
often realize that listening can be more important than speaking. The loudest student is not
always the one with the greatest solution. The idea that the students must work together
with the entire group to achieve success allows the students to understand the importance
of working together. The class needs to think
and solve the problem, not just react to find
a quick solution. They learn that the quick,
rushed solution is rarely successful. This kind
of work allows them to learn great things
about their classmates and realize that they
want to be cohesive and successful.
Once they gain a general knowledge of this
activity, the familiar Titanic song is added for
effect and urgency, as they must accomplish
this task before the song ends. The result is
more focused thinking and cooperation in
order to be successful. The students experience
a range of feelings during this exercise, from
feeling excited, nervous, frustrated, and
finally, the ultimate joy of success!
Toni King,
Lower School Physical Education
connections | 24
meet our
Students
18.
Modeling the Microscopic
Eighth Graders put a familiar tool to a new use when tackling meiosis.
Using clay and their iPads they broke down the complex process through
which a eukaryotic diploid cell produces four haploid daughter cells. They
manipulated chromosomes, modeling independent assortment and crossing
over, the source of genetic diversity, and captured images of all the significant
phases of meiosis on their iPad, then annotated the images creating their own
guide to the process.
Peter Menard, Middle School Science and Mathematics
What would be the best way for
Eighth Grade students to learn about
the inner workings of a microscope?
Quite simply, by building their own!
19.
Three Hearts and
the Open Circulatory System
Fifth Grade students got a hands-on examination of the characteristics that define mollusks
and display their place in the evolution of animal life. They examined and discussed how
the internal and external features of a squid would be adaptive and increase reproductive
fitness, and traced the similarities and differences to other organisms. Some students
even took their scientific exploration deeper by consuming some of their squid (after it
was sautéed in butter... butter made by the Seventh Graders earlier in the day when they
were studying colloids) – yummy!!
Peter Menard, Middle School Science and Mathematics
connections | 25
meet our
Students
20.
Adventures with Integers
Sixth Grade students took a simple idea, that numbers can be positive or negative, through
a series of complex collaborative exercises pushing them to reason abstractly, identify and
apply patterns, and develop automaticity. Sharing a deck of cards, computer, or what may
have looked at first like puzzles and games, the students quickly discovered an experience in
cultivating their mathematical instincts. They learned that math is not just about numbers;
it is about thinking, thinking in a way that is uniquely human.
Peter Menard, Middle School Science and Mathematics
The Math Olympiad For Students In
Sixth through Eighth Grade
Each year, our students participate in five international contests that provide incentive for
them to intensify their study of mathematics. The Olympiad has students explore different
problem solving strategies and practice non-traditional problem solving strategies. They
then share different approaches to solving challenging problems with their classmates,
improving everyone’s creativity, ingenuity, and flexibility in solving problems. The students
love to share and discover strategies, and are excited to find out their scores.
Scot Sinclair, Middle School Mathematics
For more information on the Math Olympiad program, check out moems.org.
connections | 26
meet our
Students
21.
A Trip Down Under
International Week and the National Geographic map of the Pacific
Ocean provided the perfect backdrop for the Preschool and PreKindergarten students to discover the mysteries of the “Land Down
Under.” The natural habitats and animals that live in Australia, the unique
food, customs and traditions fascinated the children. With the help of
outside experts who shared artifacts, stories and art projects that extended their
learning the students became “experts” in all things Australian.
Karen Secrest, Pre-Kindergarten
Using a variety of materials and techniques, the students created
art projects related to Australia - boomerangs, Aboriginal rock
paintings, and a large image of the Great Barrier Reef. These
projects expanded their knowledge in creative and fun ways to
learn about a country and culture that was new to them.
connections | 27
ART
Show
Gallery St. Matthew
Spring 2015
The annual Spring Art Show is the
culmination of a year’s work in the visual
arts. It is an inspirational showcase of our
students’ talents, and the joy of creativity is
present in each piece.
At St. Matthew’s, creating art gives every
student a medium for expressing their inner
self, and to explore and expand their thinking.
We are proud to share some highlights from
this year’s Gallery St. Matthew.
connections | 28
art
Show
connections | 29
ALUMNI
Class NOTES
CLASS of 1998
Jessie (Budd-Thanos)
Barbato
Jessie currently lives in
Burlingame, CA with her
husband of almost four years,
Jon Barbato. She received
her master’s in Counseling
Psychology from Santa
Clara University in 2012.
While receiving her 3,000
hours toward her license, she
worked at Gunn, Paly and
Sequoia High Schools as a
school counselor, which she
absolutely loved. Her most
recent job was at Riviera EVP,
a 72 bed residential facility
for adults with severe mental
illness as a case manager where
she was able to run groups
having to do with Dual
Diagnosis and Relationship
Building. She has passed her
first exam toward licensure,
and is currently studying to
pass her second! CLASS of 1999
Matt Budd-Thanos
Matt currently lives in San
Francisco, CA with a good
friend from high school.
After graduating from the
University of Oregon (he is
a die hard Ducks fan!!) he
took some time off to travel
with friends from college to
Australia and New Zealand.
While there, he bungee
jumped, went skydiving and
snorkeling. He is currently
working at Twitter in sales.
He previously worked at
Salesforce doing sales as well,
which he enjoyed a lot. Matt Seeberger
Matt just finished his first year
of playing full time on the
ATP world tour. He is now
St. Matthew’s has given me the confidence to speak in front of
my teachers, class, and the entire St. Matthew’s community.
Whether I am giving a chapel talk to the whole school or
running for student council elections, St. Matthew’s gives me
many opportunities to practice my public speaking skills. The
encouragement and congratulations from everyone is so helpful to
get over your fears.
– Abigail Doll, Class of 2015
connections | 30
ranked inside the top 200
in the world in the doubles
rankings. He has won 9
professional futures titles, and
has transitioned to playing
at the challenger level, which
is one level below the Grand
Slams, such as Wimbledon.
He hopes to keep moving up
the rankings, as well as seeing
the world!
CLASS of 2000
Phil Yuen
Phil can’t believe that it’s been
15 years since he graduated
from St. Matthew’s. He is
living in Sacramento and
working on his PhD at
UC Davis in the chemistry
department. His lab studies
DNA repair and its role in
cancer and other diseases. Phil
should be graduating within
the year and looking for a job
soon.
St. Matthew’s has taught me
to put others before myself.
The School has helped me
learn what kind of person
I am and who I can become.
– Patrick Hagerty,
Class of 2015
focused on international
law and spent a semester in
Geneva, Switzerland, doing
human rights work. After
graduation, Priya moved
back to the Bay Area for the
first time in almost ten years. She is currently working for
a federal judge in San Jose,
CA and absolutely loving the
experience! Come October,
she will be heading back to
Washington, DC to join a
law firm there. While she
has enjoyed her year back
home, she is looking forward
to starting her law practice in
such a vibrant, if sometimes
chilly, place!
Hunter Petterson
CLASS of 2001
Priya Bhanu
Priya graduated from the
University of Michigan Law
School last year, where she
Hunter and his wife Maria are
the proud parents of newly
arrived Juniper Ross Petterson!
St. Matthew’s has taught me
to turn “arrows into flowers.”
I have learned to not hold
grudges and how to resolve
conflicts when they come up.
– Francis Schulz,
Class of 2015
ALUMNI
Class NOTES
CLASS of 2002
Nicky Budd-Thanos
(left to right) Nicky, mother Chris
Budd, father Jim Thanos, brother
Matt and sister Jessie
Nicky currently lives in
San Francisco, CA with her
boyfriend DJ. After graduating
from Georgetown University,
she began working at NetBase,
a start up based in Mountain
View. After three years, Nicky
moved to a Communications
role at SwiftKey and has been
there for almost two years.
Class of 2005
Victoria (Tory) Sims
This past spring I
started working in
San Francisco at
an environmental
engineering consulting company
called Ramboll
Environ. It is a global firm that
has several different practice
areas including water, site solutions, and environmental health
and safety. My office specializes
in air quality work. We work
with our clients to provide
litigation support, air permitting assistance, environmental
compliance audits, and more
to find economically feasible
solutions to help reduce their
environmental impact on air
quality and human health. I
am excited to be living back in
the Bay Area again. I always think very fondly
of my days at St. Matthew’s,
and I stay in touch with some
of my classmates, especially
Sarah Bedford. It was a great
environment to grow and learn
with such amazing teachers
and faculty!
CLASS of 2008
Jeenali Patel
Jeenali is
currently
a junior at
St. Mary’s
College in
Moraga
studying
Health
Science.
She plans
to attend
Physical
Therapy
school after her time at St.
Mary’s. Once she completes
her science classes she
will begin working and
volunteering at physical
therapy offices. She continues
to travel to India almost
every year, as is tradition in
her family. She is pursuing a
career in science because Mrs.
E’s 8th Grade Biology class at
St. Matthew’s opened up her
mind to something that she
had never considered before.
Seven years later, she still loves
science! Each day becomes
harder academically, but she
always comes across new
opportunities and adventures
that keep things exciting.
CLASS of 2009
Julie Formanek
Julia is a sophomore at Beloit
College in Wisconsin working
toward a theatre production
major with an emphasis in
stage management. She has
been working on two shows
this year. She was the assistant
stage manager for “Stop Kiss,”
by Diana Son. She was also the
Stage Manager for her main
spring show, “Learned Ladies,”
by Moliere. She also works in
her scenic shop as a technician
where she helps build sets for
the shows.
This past summer, Julia
had an internship as a stage
management intern at the
Oregon Shakespeare Festival.
This year, she will be working
on her main fall show, “Rent”
as the assistant stage manager
and the assistant scenic artist.
She feels very lucky to have
been able to study so many
different aspects of theatre,
including scenic design, scenic
artist experience, and lighting
design.
I have enjoyed studying
and talking about the “Big
Questions” in religion class.
– Joseph Petersdorf,
Class of 2015
She also attended USITT
(United States Institute for
Theatre Technology) for the
first time this year, which is a
conference where tech people
in the entertainment field
network and share their work,
ideas, and their companies’
successes.
CLASS of 2010
Brooke Butterworth
Brooke was recruited to play
tennis at Ohio
Wesleyan
University
in Ohio. She
enjoyed her
freshman year
immensely. She spent last
summer and this summer
training for the season. In
addition to varsity tennis, she
will also play varsity soccer
this year.
Brooke graduated from Santa
Catalina School in 2014.
She was a member (now a
sustainer) of the National
Charity League Crystal
Springs Chapter (the first
one since Allie Haynes from
St. Matthew’s) and made her
debut in 2014. Brooke does
not know what she wants to
major in yet.
St. Matthew’s has helped
me gain more courage to
be myself, a girl who can
speak her mind.
– Grace Winningham,
Class of 2015
Aidan Chandless ’11 signs
with Washington & Lee to play
Lacrosse; Henry Hinds ’11 signs
with Colorado College to play
Lacrosse; Katarina Churich ’11
signs with UC Berkeley for Rowing
Alexa Tan and Nicole Crisci ’10 visit
campus to tour St. Matthew’s Hall
Caroline Hundley ’94 and Michelle
McKenna ’94 visit St. Matthew’s
with their young Mustang families
connections | 31
ALUMNI
Class NOTES
Miles Brooks ’12, Ted Catlin ’12 and Zach Hammer ’12 attend the
Ribbon Cutting for St. Matthew’s Hall
Menlo students share their Mustang Colors (left to right: Jordan Pluchar ’12, Caroline
Bradley ’14, Agna Patel ’14, Nicole Priestley ’14, Josie Yoon ’14, Renee Girard ’12,
Alex Herrmann ’11, Will Priestley ’11 and Polly Finch ’12)
This is a place where I have
grown to be a leader and
where I have developed my
passion for learning and
athletics in a community
surrounded by friends and
families who care about me
and want me to succeed.
Class of 2011 College sweatshirts
I have had teachers who
“got me,” who recognized
my passion for learning,
encouraged me to speak up,
recognized when I worked
hard, and knew when I
wasn’t performing to my
best potential and urged
me to do so. There was
always a dialogue, always
encouragement, and always
the awareness of my
strengths and weaknesses.
– Conor McCusker,
Class of 2015
The learning environment at
St. Matthew’s is comfortable
but also challenging, making
it easy to engage and
participate in class.
– Sophie Scola, Class of 2015
Class of 2011 High School sweatshirts
connections | 32
ALUMNI
Class NOTES
ALUMNI NEWS EED
Jenny Arimoto
(Class of 2005) cuddles a
koala Down Under.
Deniz Tunc
(Class of 1998)
Congratulations on tying the knot!
Catherine Bigelow
(Class of 2012) is always at
home on stage.
New grandmother Pandy Garvic
welcomes Madeline Rose Garvic,
newly arrived daughter of Josh
Garvic (Class of 1996).
Devon Dionis (Class of 1990) staying fit.
Ryan Guheen (Class of 1996),
Congratulations on the new position!
Charlotte Dupont and friends from the Class of 2006.
Christine Herrmann
(Class of 2008) putting her
engineering skills to good use.
connections | 33
ALUMNI
Class NOTES
ALUMNI NEWS EED continued...
Victoria Brownlee Dibble
(Class of 1995)
sharing a special moment with
her mother Sally Brownlee who
recently passed away, in our
memories and hearts forever.
Lee Anne Steinberg-Thacher
(Class of 1999)
Congratulations on tying the knot!
Kristin Fong (Class of 1996) riding high.
Kelli Velez Fields
(Class of 1997) hugs the
new addition to her family, little
Hudson Fields.
Hadley Fellows
(Class of 1999)
Congratulations on tying the knot
and an addition to the family on
the way!
Lauren (Class of 1995) and
Sarah Mine and their growing
families.
Kira Dionis-Petersen
(Class of 1994) On April
10th, 2015, Kira and her
husband Scotty welcomed
Noe (No-E) Yoshie Eve
Petersen into their lives.
Noe means girl from the
heavenly mist in Hawaiian
and peaceful/restful. Yoshie,
her Japanese name, honors
Great-Aunty Yo-Chan, Eve
honors the memory and
life of Scotty’s beautiful
Grandmother, also known
as Mimi.
UPDATE YOUR EMAIL
Stay on top of St. Matthew’s
news and upcoming events
[email protected]
connections | 34
ALUMNI
Class NOTES
TIME
CAPSULE
Unearthed
During
Construction
During last summer’s Baldwin Campus
construction, the front playground was
converted to parking. In the process of
digging up the existing hardtop, the work
crew dug up a time
Original Press
capsule buried there
Release
by the Class of 2001.
Sixth Graders
- the Class of
The
intention was to
2001 Bury Time Caps
ule for Year
2028
open the capsule in
September 24,
the
year 2028 - long
1998
enough to provide
With their pa
rents and the
local press wa
members of th
a meaningful look
tching,
e sixth grade
class buried
capsule next
a time
to the front
back in the eyes of a
playground on
24. They gave
September
the Head of Sc
hool Mark Hale
letter with in
Middle
School student
a
structions th
at the capsul
opened in thir
e be
ty years by th
at our culture and life in
e next genera
of St. Matthe
tion
w’s students
and faculty.
capsule was a
America
in 1998.
The
Social
Studies projec
anthropology,
t in cultural
which involved
the entire cl
the selection
ass in
and preparatio
n of artifact
inclusion.
s for
The capsule (a
ctually a smal
l, galvanized
can) containe
garbage
d items in zi
ppered plasti
ranging from
c bags
Beanie Babies
and floppy disk
a disposable
ette to
camera and a
Chinese Moon
basket. Also
Festival
included were
the students’
predictions of
written
what life will
be like in 20
and copies of
28
their favorite
recipes. With
selected item
, the students
each
tried to answ
questions a fu
er
ture archeolo
gist might as
can be said fo
k: What
r sure about
this artifact
the culture it
and
was a part of
?
determined at
What cannot be
all about the
culture from
the artifact
which
comes? What
does the arti
about American
fact tell
life in the 19
90’s?
Student interv
iew summaries
were also cont
in the capsul
ained
e. Students
reported what
important to
is
them about Am
erican cultur
what they like
e in 1998,
to do in thei
r spare time,
favorite type
their
s of music an
d
what they hope
when they grow
to be
up.
While the individual
submissions are water
damaged, they are
preserved enough to
provide a fascinating
read into the thoughts
of our students in 1998.
Alumni from the Class of
2001 are invited to stop
by the School to pick up
their artifact and browse
through the collection
of submissions.
connections | 35
High School and College Placements
College Bound
Class of 2010
Mikyle Abdullah
Westmont College, Santa Barbara
Jaxon Ball Strausburg
Arizona State
Charles Boyd
Gap Year
Austin Bradley
Southern Methodist University
Class of 2015
Brooke Butterworth
Ohio Wesleyan University
We congratulate our graduating class and wish them well in their new schools.
Where They CHOSE...
Sasha Berkin
Mercy High School, Burlingame
Chloe Lahham
Woodside Priory
Christopher Bligh
St. Ignatius College Preparatory
Andrew Laughlin
St. Ignatius College Preparatory
Michael Churich
St. Ignatius College Preparatory
Conor McCusker
Menlo School
Abigail Doll
Menlo School
Margot Odden
Menlo School
Patrick Hagerty
Sacred Heart Preparatory
Aidan Pak
Menlo School
Erin Haskins
Mercy High School, Burlingame
Joseph Petersdorf
Woodside Priory
Sawyer Anne Kelly
Crystal Springs Uplands
John Robertson
St. Francis High School
Nathalie Rotenberg
Sacred Heart Preparatory
Francis Schulz
Junipero Serra High School
Isabella Scola
Menlo School
Sophia Scola
Menlo School
Emma Sloat
Sacred Heart Preparatory
Emma Catlin
Brown University
Nicole Crisci
New York University
Kohki Kitano
Indiana University
Noah Kobayashi
Gonzaga University
James Stahr
Junipero Serra High School
Grant Liu
Sonoma State
Grace Winningham
Mercy High School, Burlingame
McKenzie Lynch
Stanford University
Hamilton Wu
St. Ignatius High School
Congratulations to St. Matthew’s Newest Alumni!
William Mishra
Washington University, St. Louis
Christian Pluchar
Amherst College
Sarah Pursley
Connecticut College
Sophie Sadeghi
College of San Mateo
Casey Shanahan
Indiana University
Alexa Tan
Ateneo de Manila University
Madeline Taylor
Gap Year
McGill University, Montreal
Caroline Wright
Sarah Lawrence College
connections | 36
AWARDS PRESENTED AT RECOGNITION CHAPEL, June 2015
FATHER WILDER AND FATHER EASTON AWARD
for excellence in religious composition
The Rev. Lesley Wilder, Jr. was Rector of the Episcopal Church of
St. Matthew and founding Headmaster of the Day School. He served the
School and Parish from 1948 to 1979. The Rev. John Easton was Associate
Rector and School Chaplain from 1970 to 1977.
Sawyer Kelly
DR. HENRY SHIRES AWARD
for excellence in religious studies
The Rev. Dr. Henry Shires was Interim Rector of the Episcopal Church
of St. Matthew from 1977 to 1978. The Rev. Shires was
a professor of The New Testament at the Episcopal Divinity
School in Cambridge, Massachusetts.
Michael Churich
WILLIAM H. HOOK MEMORIAL
SCHOLARSHIP AWARD
to an Eighth Grade student providing outstanding
service to Church and School
Mrs. Annie Hook established this award in 1984 in memory of
her husband William Hook, who served as a School Trustee.
Patrick Hagerty
LEAGUE FOR SERVICE AWARD
for outstanding service to the School
The League for Service is the organization for the women of the
Episcopal Church of St. Matthew, whose mission it is to promote
service and outreach in the community.
Emma Low
DOUGLAS R. WARE COMMUNITY
SERVICE AWARD
to a Seventh or Eighth Grade student who demonstrates
a sense of social responsibility by unselfishly donating
time and energy to serving others
Douglas Ware was a member of the Day School faculty and
served as Head of School from 1990 to 1994.
Alexandra Berkin and Justine Deasy
LAUREN TSUJI MEMORIAL AWARD
to a Sixth Grade student displaying
a spirit of caring and friendship
The Tsuji family established this award in memory of their daughter
Lauren, who attended the Day School until the Sixth Grade.
Sean Lis and Lila McKenna
GEORGE AND JOHN CONNOLLEY
MEMORIAL AWARDS
for the boy and girl who best exemplify the Christian spirit
Earl Connolley, Head of School from 1974 to 1984, and his wife Helen
established this award in memory of their sons.
Grace Winningham and Hamilton Wu
JOHN GUHEEN AWARD
for outstanding teamwork and leadership in athletics
The Day School established this award in memory of parent John Guheen.
Isabella Scola
THE REVEREND NORMAN D. SMITH
MEMORIAL AWARD
for excellence in the study of a foreign language
The Day School established this award in memory of Father Smith,
who taught Latin, French, and Religion and served as the
School Chaplain from 1970 to 1984.
Nathalie Rotenberg
STANFORD W. WARREN MATHEMATICS
ACHIEVEMENT AWARD
to a Middle School student displaying an equal combination of
improvement and excellence in mathematics
Carolyn Shank, School Secretary from 1979 to 2000,
established this award in memory of her father.
Joseph Petersdorf
MARK WIEDERSHEIM MEMORIAL AWARD
to an Eighth Grade student displaying significant
achievement in social studies
Day School parents William and Elizabeth Wiedersheim
established this award in memory of their son Mark.
Conor McCusker
LANGUAGE ARTS AWARD
to the Eighth Grade student who has demonstrated excellence
in language arts during his or her Middle School career
Sophia Scola
DIDY ERKELENS SCIENCE AWARD
to a Middle School student who demonstrates excellence
and exceptional interest in science, through the pursuit of
scientific knowledge beyond the written curriculum
Sawyer Kelly
FINE AND PERFORMING ARTS AWARDS
for demonstrated excellence, creativity, and leadership
in visual arts, music, and drama
Visual Arts – Conor McCusker
Music – Broderick Stahr
Drama – Anna Parker
TEACHERS’ APPRECIATION AWARD
for general excellence
Chloe Lahham and Conor McCusker
OUTSTANDING EIGHTH GRADE BOY AND GIRL
for academic excellence, citizenship and Christian spirit
Margot Odden and Aidan Pak
PHYSICAL EDUCATION LEADERSHIP AWARD
for outstanding leadership in Physical Education
Christopher Bligh
connections | 37
ALUMNI
From the ARCHIVES
THE STORIES OF ST. MATTHEW’S – Please share your
old pictures, memories and stories! Tag us on Facebook or
email [email protected] to pass along your
St. Matthew’s Stories.
connections | 38
Mission
The School’s mission is to inspire, through an academically challenging course of study,
the intellectual curiosity, confidence, moral courage, and character that prepare students
to be leaders of positive change in the world.
Grounded in the Episcopal tradition, our CORE VALUES are:
Academic Excellence • Service to Others • Respect for Diversity • Compassionate Community
School Motto – Veritas est Caritas, Truth is Love
SCHOOL Colors – Blue, Gold and Red
Mascot – The Mustangs
School Song – The King’s Highway
St. Matthew’s Hall Piggy Bank
Created by Broderick Stahr ’15 with the assistance of Francis Schulz ’15
ALUMNI - STAY CONNECTED facebook.com/stmatthewsalumni
[email protected]
connections | 39
NON-PROFIT
US POSTAGE
PAID
PERMIT NO. 345
SAN MATEO, CA.
16 Baldwin Ave
San Mateo, CA 94401
Moved?
Please let us know of your address change:
Development Office
650-247-0700 ext. 719
[email protected]
Calendar
SAVE THESE DATES!
October 5
St. Francis Day, Blessing of The Animals
October 9
Cheers Wine Tasting Fundraiser
October 28
Early Childhood Grandparents’ and Special
Friends’ Day
October 29
Grades K - 8 Grandparents’ and Special
Friends’ Day
November 24
Thanksgiving Family Chapel
December 6
Lessons and Carols
December 17
Early Childhood Christmas Pageant
December 18
Grades 1 - 8 Christmas Chapel
January 20
Bear Tracks Breakfast
January 25 – 28
Science Fair
January 26
All School Open House