ISSUE 2 / FALL 2011 THE PEGASUS SCHOOL

THE PEGASUS SCHOOL 

ISSUE 2 / FALL 2011

MISSION STATEMENT 

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

caring, and courageous. 

COMMUNITY VALUES 

Our students learn best, and develop the 

skills they need to pursue their dreams, in 

a community that is: 

• Diverse, collaborative, and vibrant 

• Serious about academic life 

• Rich in opportunities 

• Nurturing of the gifted student 

• Engaged in the world outside 

the school 

2 THE PEGASUS SCHOOL 

PEGASUS STUDENTS love to learn, to 

be challenged, and to work hard; 

they are bright and motivated; they 

are joyful; they grow in both intellect 

and empathy. 

PEGASUS TEACHERS love to teach; 

they are flexible, creative, 

collaborative, and innovative; they 

foster each student’s individual gifts 

and passions; they educate the mind 

and the heart. 

PEGASUS PARENTS value education; 

they work closely with the school in 

a partnership based on thoughtful 

communication and mutual respect. 

PORTRAIT OF A GRADUATE 

• Academically Confident 

• Well Balanced 

• Critical Thinker 

• Exceptional Communicator 

• Collaborative Leader 

• Responsible Citizen 

• Environmentally Conscious 

• Technologically Adept 

• Economically Astute 

• Versed in the Arts 

• Globally Aware 

Cover photo by Rick Davitt

Fall 2011 

www.thepegasusschool.org 

EDITORIAL BOARD 

Nancy Conklin, Director of Admission 

Rick Davitt, Photographer 

Karla Joyce, Writer 

Sue Harrison, Director of Advancement 

Shalini Mattina, Assoc. Director of Advancement, 

Marketing 

Nancy Wilder, Middle School English Teacher 

John Zurn, Head of School 

WRITERS 

Karla Joyce 

John Zurn 

Angel Waters, Assoc. Director of Advancement, 

Programs & Events 

CONTRIBUTING WRITERS 

Malinda Bryant 

Kathy DiCato 

Kendra Dixon 

Jill Fales 

Nancy Fries 

Michael Mulroy 

James Swiger 

Alene Tchekmedyian ’02 

ART DIRECTION AND DESIGN 

Shalini Mattina 

CONTRIBUTING PHOTOGRAPHERS 

John Clement 

Rick Davitt 

Wendy Herbert 

Soogie Kang 


Shannon Vermeeren 

PRINTING 

Orange County Printing 

Pegasus Magazine is published twice yearly 

by the Office of Advancement at 

The Pegasus School. It is archived at 

thepegasusschool.org/about/publications 

We welcome your feedback! Please 

address queries and comments to 


smattina@thepegasusschool.org 

Table of Contents 

FEATURES 

PEGASUS NOW 

ALUMNI 

18 Middle School Leadership Camp 

22 Gifted Grows Up 

28 Scouting: Pegasus Troop 911 

5 Head’s Message 

6 At the Heart of 

9 Family Spotlight 

12 Programs 

16 Faculty Focus 

32 Athletics 

44 Supporting Our Mission 

44 Calendar 

34 Those Who Soar... 

38 Alumni Connections 

PEGASUS MAGAZINE FALL 2011 3

4 THE PEGASUS SCHOOL

HEAD’S MESSAGE 

Growing 

theGifted 

withinUs 

This issue of Pegasus Magazine is devoted to the central role 

that gifted education plays in our school and community. 

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

advancing the tenets of gifted education programs in which 

bright students are challenged by dynamic teaching. She taught 

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

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

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

success because they are bright and capable. 

But success is not defined by brainpower alone. If it were, an 

intellectual titan like Albert Einstein would have aced all of his grade school courses from sheer intellectual brilliance. Instead, it was 

the intersection of character and intellect that drove Einstein to success in so many venues. It was his persistence, his flexibility, his 

positive attitude, his generosity, and ultimately, his genuine sense of human responsibility that defined who Albert Einstein was and 

why he was so successful. 

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

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

Pegasus comes in many forms. In the past two months, I have seen eighth graders deliver inspiring speeches to our local community 

government on the challenges of plastic trash bags in our community; I have seen pre-K students gently lower strawberry plants into 

the ground and lovingly water them with care; I have seen fourth graders troubleshoot computers together, resolving each other’s 

problems with collaborative pride; I have seen volleyball teammates encouraging each other after a missed shot or a muffed set; I have 

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

Leadership is understanding who you are and the role you can play to build a stronger, more vibrant community. I offer my thanks 

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

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

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

John Zurn 

Head of School 


At the Heart of Pegasus 

by Karla Joyce 

In each issue of Pegasus Magazine we salute a few notable people among the Pegasus family, individuals who prove that the soul of a 

community lies in the quiet, little stories unfolding daily. They represent the heart of Pegasus. 

Meet “MacGyver” 

(Pegasus Staff Member: Victor Farias) 

Anybody who has walked the halls 

of Pegasus (and was alive in the 

eighties) will immediately recognize 

our very own Victor in this nickname. 

Uttering his full name — Victor Farias 

— would elicit less recognition. For 

those confused, “MacGyver” was the 

fictional namesake of an action-adventure 

television series, a man whose main 

asset was his practical application of 

scientific knowledge and inventive use 

of everyday items to escape the trickiest 

of predicaments. Our Victor shares these 

talents (while tackling equally-varied 

if less nefarious challenges) as well as 

the celebrity-like, single-name moniker. 

Victor is the handiest man on campus. 

It’s hard — even for him — to nail 

down his job description. During the 

summer months he gets elbow-deep 

It’s hard to pull off: every day, tearing 

a page from the book of good and 

choosing gentleness, deliberately. Carol 

Peterson, the teacher’s assistant in Mrs. 

Netter’s fourth grade classroom, brings 

such a faithful presence to Pegasus that 

her accolades scarcely vary: she is kind, 

she is consistent, she is significant. 


in campus beautification, laying tiles, 

pouring concrete, painting classrooms, 

and troubleshooting water lines. He 

designed and constructed the walkways 

that meander through the quad, created 

the Laura Hathaway Memorial Garden, 

and transformed a storage closet into a 

staff office that feels like a staff office. At 

various times during his 11-year tenure, he 

would whip up lunch for the staff in the 

former kitchen. And — get ready for this 

— word on the street says he is a licensed 

mechanic and hairstylist. 

But his real job kicks in every 

September, with the start of a new school 

year. From day one, Victor responds 

to and assists the teachers and parent 

volunteers at every turn. He facilitates 

meetings, presentations, all-school 

functions, and informal chats. And he 

A Daily Dose of Integrity 

(Pegasus T.A.: Carol Peterson) 

Peterson joined the Pegasus 

community 15 years ago. With two 

daughters ensconced in elementary school 

and already successful athletes, being a 

teaching assistant provided the flexibility 

in a working environment that allowed 

her to remain fully committed at home. 

Her steady devotion to raising humbly 

accomplished young adults was not lost on 

her colleagues; tales of their gifts and good 

character abound. Peterson’s personal 

priorities translated well to Pegasus. 

Fourth grade has its ample share of 

papers and projects to manage. There 

is mask-making and mission building, 

along with the potent current of social 

development. Through it all, Peterson 

prepares, facilitates, and corrects with 

her eyes up — as though tending a flock 

— quietly watching the subtleties of 

interactions and emotions that typify 

does so like a calm parent (he’s the 

father of three), putting people at ease 

during trying moments with his capable 

consistency. One day he even chased 

down a staff member to warn her of 

balding tires… tires that could have killed her. 

That’s our MacGyver: duct tape, Swiss 

army knife, and a big heart. 

childhood. Playground disputes rarely 

escalate when Peterson is on watch; yet, 

when they do, she gently directs. A child 

who disrupts in the classroom is casually 

re-seated beside her, where she can 

more quietly guide his attention. In one 

instance, she taught a student the art of 

origami to help diffuse a physical energy 

that kept him from focusing. 

Peterson, of course, doesn’t personally 

acknowledge her good deeds. She will tell 

you that it is the students who give to her. 

She sees a small cluster of best friends 

reaching out to a shy newcomer and 

students with vastly different approaches 

coming together to create something 

fabulous, and — as a teacher and a parent 

— it makes her happy. 

(And — hint — the thank-you notes 

go a long way.)

Humility in a Rock Star 

(Pegasus Student: Jake Laven) 

Last spring, Jake Laven became the 

first-ever recipient of the John Sullivan 

Lower School Award. The honor was 

designed to recognize the relationship 

between achievement and character in 

a Pegasus fifth grader, particularly one 

who embodies the principles of leadership 

advanced by the school’s mission. In a 

student body typified by a variety of 

talents, Laven’s combination of humility 

and empathy really stood out. 

Laven will tell you he was stunned 

when he heard his name called. He was 

certain that it would be given to any 

number of his classmates. “I would have 

voted for them,” admits Laven. It is this 

genuine modesty that makes friendship 

come easily. “Everybody is a friend until 

proven otherwise,” he says, and apparently 

nobody has tried. He has fifty BFF’s and a 

nose for the underdog. Recently, a fellow 

Pegasus parent called Laven’s mom to 

Every classroom has a teacher. At Pegasus, 

we also have full-time teacher assistants. 

But only one Pegasus classroom has 

Lolly. Lolly is like a bedtime story that 

needs to be read time and time again 

before it’s fully absorbed. Lolly is the 

embodiment of the mantra: read aloud, 

read frequently, just read. Her trusted 

presence in the reading corner of one 

say thank you. This man’s child had been 

sitting conspicuously alone at lunch, he 

told her. Laven had gradually weaved his 

way to a spot nearby and made a new 

friend. Others had followed. 

Some people call this emotional 

intelligence, the ability to identify and 

affect the sentiments of others. It also 

might be his strong identification with 

right and wrong. He uses an event that 

occurred on the handball court last year 

as an example: 

One student was refusing to play 

by the rules, and the behavior generated 

conflict. Meanwhile, the fifth graders 

were learning about the Declaration of 

Independence and the United States 

Constitution. Laven spearheaded the 

writing of a Handball Constitution. The 

entire grade participated and from that 

point forward there was no controversy. 

“Refer to the Constitution” was all it took. 

An Honorary Friendly Frog 

(Pegasus Grandparent: Raleigh “Lolly” Boukather) 

kindergarten classroom has soothed 

many future bookworms still sounding 

out their stories, and tied the age-old 

method of patience and encouragement to 

cutting edge learning tools. Because of her 

consistency, devotion, and impact, Lolly is 

an unofficial Pegasus institution. 

Eight years ago, Raleigh Boukather’s 

oldest granddaughter, Scarlett, began 

her educational journey as a Friendly 

Frog in Nancy Larimer’s kindergarten 

classroom. Raleigh — dubbed Lolly by her 

grandchildren — signed up for a weekly 

time slot to help out in class. The two 

teachers were super-charged, and they 

always had a need for project prep-work or 

manning a station. Over time, she found 

the greatest need was time: time to read 

with students, one-on-one. 

Three years later, her grandson Will 

joined the Friendly Frog ranks, and the 

Despite the accolades Laven remains 

humble until you bring up music. Rumor 

has it...he plays a mean electric guitar, and 

his Spanish-class nickname really seals 

the image: Señor Guitaro. Sure, he has the 

gift of empathy, but it’s rock and roll that 

speaks to him. And at age twelve, that 

makes perfect sense. 

youngest arrived last September. But it 

has been her role as non-parent reading 

volunteer that has proved to be her 

greatest asset. Parents assist, naturally, 

to support their children. While they 

are a critical component, it is the nonbiased 

interactive efforts of teaching 

professionals and other adults who can 

truly assess the learning needs of an 

individual student. Just what parents 

want. 

Lolly encourages students in a special 

way. She is a fixture in the classroom. 

They feel safe reading to her and, as a 

result, their skills blossom. By the end of 

every year, she turns the corner quietly 

on her way into class and the little voices 

ring out: Lolly! Parents may not know her, 

but the children sure do. 

Karla Joyce is a is a freelance writer and Pegasus parent. 

Contact: karlajoyce@cox.net 



PERSISTENCE PAYS 

Destination: Kenya and Uganda 

Students: Luca (Grade 10, Sage Hill), 

Elena (Grade 7, Pegasus) Bonvicini 

Interviewee: Catherine Frandsen (mom) 

Why Africa? 

lobal 

We are so blessed in America. 

We need to look beyond 

our world here in Orange 

County and try to make a difference for 

others. With very little, we can make a 

large impact on a child in Africa. Both 

Luca and Elena had to come up with 

an idea to help the children of Africa. 

Elena raised funds to buy shoes for 

schoolchildren (their first pair, in many 

cases) and Luca set out to earn enough 

money to buy and distribute “Lifestraws,” 

a product developed in Denmark 

which allows users to filter clean water 

from infected ponds and sewers. This 

was no luxury vacation. We spent a 

week visiting schools, orphanages and 

churches in the slums of Kenya and 

Uganda. 

Can you point out ways that your 

Pegasus education and the character 

lessons learned (both inside and outside 

of the classroom) were manifested in 

your adventure? 

CONNECTIONS 

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

At Pegasus, one thing that binds our families together is a shared belief that learning does not end 

when a test is turned in, the last page of a book is read, or an afternoon bell has rung. The knowledge 

our kids receive as part of a well-developed gifted curriculum is a springboard for many more 

opportunities, for expanding horizons close to and far from home. 

Three families shared how they connected their family’s unique experiences to their Pegasus 

experience...showcasing what magic occurs when a partnership between school and home is strong. 

Luca discovered the LifeStraw 

while in his seventh grade 

science class at Pegasus. 

Elena did approach the school and ask 

if she could do a “Barefoot Day” to try 

and promote her shoe drive. Because 

of liability reasons she was not able to 

stage her campaign at school. But the 

lesson was important: you can’t stop 

trying because someone says no. She 

continued “selling” shoes elsewhere, 

and successfully. She and her cousin 

found enough “buyers” to purchase 

over 300 pairs of shoes once we landed 

in Africa. 

Elena and Luca literally went down the 

list of Traits for Success: 

Organization: They had to create 

postcards and brochures promoting 

their shoe and Lifestraw donations. 

They had to be accurate in accounting 

for all the funds raised, along with 

each donor’s address. Attentiveness: 

They had to keep on top of their sales 

and be committed to reaching their 

goals. Courage: Going to a strange 

country, walking through slums and 

seeing other children in horrible living 

conditions, takes courage. It also took 

courage to ask people for money, 

especially after rejection. Generosity: 

They started thinking about others and 

dedicating their time to help them. 

FAMILY SPOTLIGHT I Q & A 

by Jill Fales 

Persistence & Positive Attitude: When 

you’re committed to a cause, you have 

to keep going. They both kept up a 

great attitude about serving others. 

And physically, it was challenging. 

To get to this one village in Uganda, 

we drove 8 hours down a pot-holed, 

dusty road. Flexibility: When you are 

a guest in another country, you simply 

have to respect the culture. The foods 

are different, the language is different, 

accommodations are different, and 

the customs are different. Reflectivity: 

Hopefully this experience will remain in 

their hearts, and when they experience 

tough situations here at home, they can 

reflect back on how others deal with 

hardship. 

Mostly, I would say, they learned 

responsibility. We all have a 

responsibility to try to make the world a 

better place. 

Have your goals changed, as a result of 

this trip? 

My goal, as a mother, remains 

for my children to be grateful. 

Elena, on the other hand, may 

have refined hers just a bit. “I want to 

take advantage of the things I have, 

because the things the children in Africa 

have are so little. They live a life I could 

have never, before, imagined.” 


102 DAYS, 10 COUNTRIES... 

At the time of the interview, the 

Herr family was still on the road. We 

communicated through e-mail as they 

were making their way from Turkey 

just before boarding a boat to sail 

around islands in the Mediterranean. 

Their responses are a result of a family 

discussion at dinner, not far from the 

spice market in Istanbul, Turkey. 

Destination: France, Spain, Russia, 

Greece, Turkey, Jordan, Israel, Ethiopia, 

Kenya, and India. 

Students: Madeleine (Grade 8, Carden 

Hall), Adrienne (Grade 6, Pegasus) Herr 

Interviewees: The Herr Family 


Did you take your kids out of school for a 

really cool vacation? (Just kidding.) Can 

you give us a few Pegasus Moments 

that have occurred on your journey? 

As for your first question: 

hardly. We aren’t in a typical 

“relaxing” environment. Each 

day we have something planned. The 

length of the trip is a lot longer than a 

normal vacation. And we are relying 

on local guides in each place to help 

us get to know the people and culture 

better. 

We are thinking of Pegasus, 

frequently. The school has helped 

Adrienne be a more confident person. 

Her Spanish helped us in Spain. Even 

though she isn’t learning Catalonian, 

she knew enough to help us get through 

it. She asks questions, she leads the 

way through airports, and so much 

more. More noticeably, we recognize 

some of those Traits of Success. Namely, 

responsibility. We are traveling with 25lb. 

backpacks. The girls are responsible for 

packing and carrying their gear, and 

hand-washing the things that they can. 

They are also responsible for getting 

their dirty clothes to us when we are in a 

place we can have them cleaned. They 

have money and are exchanging and 

keeping track of what they are doing 

in each country. Adrienne notices the 

organizational challenges. “You have 

to pack your things in the same place 

every time so you make sure you don’t 

lose anything. And you absolutely have 

to have a positive attitude, or things 

won’t go well.” All of us agree that we 

need courage, to go to new places 

that we’ve never been and experience 

cultures that are very different. 

What gift did you gain from this trip that 

money could not buy? 

Adrienne says the greatest 

gift she’s gained from this 

trip (that money can’t 

buy) is that she has become closer 

to her sister. Mom and dad have 

a renewed understanding of how 

tough some of the countries have 

had it. Understanding where they 

are coming from, and how recently 

major events have happened, helps us 

have more sympathy for some of the 

unbelievably difficulties circumstances. 

As an example, Greece lost 20% of its 

population to starvation during World 

War II. If that happened in the United 

States, it would translate to 65 million 

people dying. Mom also says that the 

gift of not having television, iPads, and 

iPhones to interrupt our experience has 

been wonderful. 

If you could have brought one person 

back with you to be a guest speaker at 

Pegasus, who would it be and why? 

Maria, our guide in Normandy. 

Did you know that a map 

of the D-day beaches exists 

by looking at your left hand, palm 

facing you? We would also bring 

Elena, our guide in Moscow. Her family 

experiences and knowledge of this 

very different place helped us to better 

understand why things are so weird!

SCHOOL IN ABU DHABI 

The Watson Family recently traveled to 

United Arab Emirates, specifically Abu 

Dhabi and Dubai. Pegasus students 

Miranda (Grade 3), Avery (Grade 1) 

and their younger brother, Robbie (age 

3), shared this incredible journey with 

their parents, Shea and Matt. Shea tells 

their stories. 

Being “globally aware” is one of the 

key skills articulated in a Portrait of a 

Pegasus Graduate. What attracted 

you to the UAE, and how would your 

children identify the differences 

between our cultures? 

My mother, Dr. Kathleen 

Hodge, is the first woman 

president of Abu Dhabi 

Women’s College, a four-year college 

that grants bachelor degrees to Emirate 

women in technical majors. The college 

is a very progressive one to allow 

women to earn bachelor’s degrees and 

to hire a woman as a college president. 

Because of her status as a resident and 

her position at the college, our family 

was able to see and experience things 

not accessible to most tourists. 

While we were in Abu Dhabi, my 

daughters had an opportunity to 

interview two Emirate Nationals, Fatima 

and Noor, who were students at the 

college. Miranda and Avery were 

allowed to ask anything they wanted, 

including questions about religion, 

the role of women in Muslim society, 

and their national dress. We visited the 

Sheikh Zayed Grand Mosque, where 

all women are required to wear an 

Abaya cloak to enter. The interview and 

vacation gave both of the girls a very 

personal understanding of a Middle 

Eastern Muslim country. They concluded 

that Emirates are just like us. 

One of the cornerstones of a gifted 

program is the ongoing opportunity 

for problem solving, critical thinking 

and integration of multiple disciplines. 

How did the Pegasus curriculum and 

teachers help prepare your kids for this 

trip? 

I was very impressed with 

Miranda and Avery’s 

interviewing skills. Before we 

left on our trip, they collaborated with 

their classmates and gathered topics 

of exploration. They then typed up 

a list of questions they were going to 

ask. During the interview they were 

both very confident and spoke clearly. 

Upon our return they presented a 

video to their classes and gave small 

presentations about their trip. The entire 

process was all a reflection of the public 

speaking and organizational skills they 

developed at Pegasus. But there was 

more. I witnessed, first-hand the gamut 

of Traits for Success — from organizing 

their excursions, remaining flexible 

and positive on the long flights, being 

responsible when exploring unfamiliar 

places and reflecting on their journey 

with their friends and family after 

their return. 

What is your most memorable souvenir, 

from this experience? 

As a parent, I got to see my 

children tackle a task in a 

way I never have before 

experienced. They were organized, 

confident and excited to learn about 

a religion and culture different from 

their own. Miranda and Avery would 

say: our two new friends, Fatima and 

Noor, on the other side of the world! 

Avery particularly loved Fatima. She 

felt Fatima, the student body president, 

was just as interested in learning about 

her, which was flattering. Ultimately, our 

greatest souvenir was the videotape 

of Miranda and Avery’s interview. 

Miranda feels like she got to bring her 

friends home with her, to share with her 

classmates. 

Jill Fales is a Pegasus parent and contributing writer for the 

Newport Beach Independent. Contact: jillfales@yahoo.com 


PROGRAM 

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

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

by Malinda Bryant 

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

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

fourth and fifth graders the opportunity to take their love of books to a new level, and they 

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

“There is no grade for this, no extra 

credit — the kids just show up for the 

love of reading,” said Carin Meister, 

Pegasus Librarian and the enthusiastic 

and hardworking leader of the Pegasus 

Battle of the Books program. While many 

other schools struggle to field a full team, 

Pegasus’s BOB program always has more 

than enough members to send not only 

one but two teams (plus alternates) to 

the prestigious competition each year. 

The Battle of the Books program 

began in 2006 as the brainchild of a few 

local librarians, including former Pegasus 

librarian, Kathy Henderson. Starting 

with only a handful of participating 

schools, the competition has grown to 

include eight schools and more than 

fifteen teams. In addition to librarians 

and parent volunteers, the BOB program 

also draws dedicated Pegasus faculty 

members who devote their time to the 

program. For Meister, the reward is great. 


“Having an entire library filled with kids 

who love reading is the most wonderful 

experience a librarian could ask for!,” 

observed Meister. 

Here’s how the program works. In the 

spring, interested students are given a list 

of approximately twenty books compiled 

by local librarians from participating 

schools for the following year’s 

competition. Crossing all genres, the 

books challenge the “Bobbers” to expand 

their reading repertoire. Summer reading 

is not required, but some students may 

take the opportunity to get a head start 

before the busy school year begins. 

In September, weekly reading and 

lunchtime study sessions are scheduled 

to review each book in small groups. This 

program is “the wonderful by-product 

of Pegasus’s commitment to providing 

a gifted education to all its students,” 

remarked Angelica Lavacude-Cola, one 

BOB parent. 

In February, teams are formed for an 

all-Pegasus competition that serves as a 

practice run for the official Battle of the 

Books. Much of the Pegasus community 

attends this event to cheer on the teams. 

Meister loves seeing the supportive 

atmosphere and always is amazed by the 

third graders who approach her after the 

event, anxious to get the reading list for

the following year. “Have you ever heard 

of a school where kids are begging to read 

twenty books immediately?” she asks. In 

March, the Pegasus teams face other local 

schools at the regional Battle of the Books 

competition held in Orange. 

Historically, Pegasus has excelled in 

the BOB competition and won first and 

third place in the last Battle. Regardless 

of the outcome, annual tradition dictates 

that the Pegasus BOB crew heads to the 

local ice cream parlor to celebrate their 

success, along with the camaraderie and 

growth they’ve enjoyed together. 

As a parent of a “Bobber,” I have 

witnessed the dedication required 

of these students. I have seen time 

management skills — and emotions — 

tested. But as valuable as this experience 

is for the participants, it engages and 

inspires the Pegasus community at large. 

My third grader, eager to watch his sister 

compete, was allowed to miss the day 

of school only if he recorded the event 

and shared it with his class in a 

Powerpoint presentation. Future 

“Bobbers” were born. 

The classroom education at Pegasus 

is exceptional, but it is the learning that 

occurs beyond the classroom that sets 

Pegasus apart from other schools. BOB 

is just one example of how Pegasus steps 

out of the box — and off the page — to 

expand and enrich eager young minds. 

Malinda Bryant is an attorney and a Pegasus parent of 

Rachel (6th), Jackson (4th) and Carter (1st) — past, current 

and future “Bobbers.” Contact: malindab@mac.com 


PROGRAMS 

What makes a 

Great Teacher by 

There is an old quip: “Those who can, 

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

often meant as a joke, the implication 

that teachers happen into their profession 

by default is greatly misleading. Most 

educators conscientiously choose their 

profession, either early in their young 

lives, or years later as adults, possibly 

even after traversing other career 

paths. The decision to teach can be very 

personal; however, how an educator 

approaches teaching after making that 

decision determines the kind of impact 

he or she will make. 

Teach means to impart skill or 

knowledge, to give instruction. That’s the 

dictionary definition, at least. Teachers 

are trained to pass on information and 

instruct students in a sequence of lessons. 

But learning is not linear. Big picture 

concepts do not advance in organized 

succession, one after another. In truth, 

learning is messy. It is organic! A great 

teacher recognizes that active learning 

is much like popping popcorn with the 

skillet lid left off. 

What does this look like? What does it mean? 

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

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

work differently? What if I change this? How does 

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

and to the world beyond? 

Passionate educators inspire 

passionate kids. In an active classroom, 

no matter what grade level or subject, 

students engage in ongoing internal and 

external dialogue as they move through 

explorations. Great teachers not only 


recognize and encourage this discourse, 

but they are masterful at modeling it 

and clarifying it for their students. They 

are skilled facilitators who know how 

to dance with the curriculum. They are 

creative, fluid, and they can think on 

their feet. Lessons and assignments are 

open-ended and flexible to allow each 

student to grasp what he or she is ready 

for, as well as to take part in deciding 

where to go next. 

Great teachers do not limit wonder 

or move too quickly to the next topic. 

They do not dismiss incessant questions 

and tangential thinking as disruptive or 

impeding their goals. Great teachers are 

equipped with a compassionate ability 

to respond authentically to children in 

the moment rather than simply forging 

ahead with curricular agenda. This gift of 

teaching stretches well beyond imparting 

information. By focusing on learning 

(rather than teaching), a great teacher 

supports children in bringing their own 

meaning to their experiences. Personal 

connections are made, knowledge grows 

broader and deeper, and genuine learning 

takes place. Teachers and students 

are engaged together, interacting 

dynamically with the content and with 

each other, and are excited about learning 

alongside one another. 

Great teaching is the heartbeat 

of Pegasus. Though Pegasus teachers 

are as diverse in personality as any 

classroom of students, their similarities 

are unmistakable. Pegasus educators are 

eager learners ourselves. We, too, have 

Kathy DiCato 

incessant questions and exploding ideas 

running through our heads much of the 

time. We share our students’ passion for 

discovery and are willing to take risks. 

We are energized by collegial dialogue, 

bouncing ideas off of one another, 

collaborating such that our strengths 

not only enhance, but inspire, each other. 

Most of us are opinionated, somewhat 

eccentric, and even a little bit quirky. 

Do these characteristics sound 

familiar? Probably the single most 

descriptive commonality among the 

educators at Pegasus is that we are our 

students, all grown up. That is why we 

take to heart our relationship with each 

of them, why we find great pleasure 

in getting to know them as unique 

individuals with multiple facets, and why 

we work so determinedly to help them 

understand and embrace themselves as 

learners. 

Pegasus is a unique environment, 

even among independent schools. 

Our inimitable student population 

necessitates a rigorous academic program. 

Yet, providing the best opportunities 

and support for our students extends 

far beyond academics. Pegasus students 

are eager, intelligent and curious, with 

an almost insatiable desire to know more. 

Questions lead to answers, and answers 

lead to more questions. How Pegasus 

educators define learning, and how we 

recognize and nurture students in the 

process is what truly sets us apart. 

Kathy DiCato is a Pegasus first grade teacher. 

Contact: kdicato@thepegasusschool.com

...a great teacher 

supports children 

in bringing their 

own meaning to 

their experiences 


FACULTY FOCUS 

Inventing the Future of the Young. by Mike Mulroy 

When my daughter Alden 

was four years old, I took 

her to a friend’s house 

on a rainy Saturday. She had been at 

Pegasus just a few weeks. The kids we 

were visiting were a year older, and 

we walked in as they were starting a 

science experiment involving dry ice 

and water. I stood in the background 

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

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

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

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

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

and she looked to me for guidance. I said nothing. I simply stood 

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

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

guitars in this house? 


So you want to be a rock ‘n’ roll star? 

Then listen now to what I say. 

Just get an electric guitar 

Then take some time 

And learn how to play. 

Mary Karaba 

Four years later, Alden was 

playing with friends on the playground 

after school, as mothers gathered to 

collect them. Another parent walked 

by and asked what they were doing. A 

child answered, “Making fairy houses.” 

The parent quickly replied, “There are 

~ The Byrds no such things as fairies.” Fortunately, 

this time, the other parents shot back: 

“Yes, there are!” and the kids confidently added, “Yea, there’s 

Tinkerbell and the Tooth Fairy and leprechauns!” When I heard 

that story, I thought back to the fateful science experiment and 

wondered if everything magical melts away like dry ice, with 

some things just taking longer than others. 

Roughly between those bookends resides Mary Karaba. The 

first time I saw her she had a guitar strapped across her body. 

A large group of prospective Pegasus pre-kindergarteners was 

lining up on the playground. Karaba calmed them naturally

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

Orange County, a song that every kid knew: “It’s a Small World.” 

Everyone, except Alden. I watched, wondering if my decision to 

raise my daughter on Bob Dylan and Neil Young would result 

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

didn’t care.) 

A few months later, Alden, now a student of Karaba, and I 

were at a bookstore. I found a collection of children’s songs for 

the guitar, and as I flipped through it I saw a personal favorite: 

“This Land is Your Land.” I started to sing a few lines out loud — 

covering Springsteen’s cover of Guthrie — when I heard Alden 

behind me, singing along. “Who could that be?” I turned around 

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

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

She had learned the song from Karaba. It wasn’t simply the fact 

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

of her heart while she sang. To this first-time parent, it was a 

magical point of letting go. It was at that moment when I fell 

in love with Pegasus. I have never thanked Karaba for that first 

“Pegasus Moment.” (Thank you, Mrs. Karaba.) 

That same school year, I volunteered in the classroom. 

I started out doing what I was told, being nice to the kids while 

trying to fade into the background. To this day, I am unable to 

piece together the events that led to the “snowball” fight. (For 

clarification, the snowballs were crafted from a spontaneous 

experiment that involved diapers and water.) While I maintain 

my innocence, I had to take the blame that day. I was in trouble 

with Karaba. “How could this be?” But, the event opened my 

eyes and I understood what this educator was doing. I saw her 

method. I recognized Karaba as both a teacher and an inventor— 

inventing Pegasus students. 

Redemption came shortly before the end of that Pre-K 

school year. I was invited back to the classroom to play a song on 

Karaba’s guitar. After Alden proudly introduced me, I worked my 

way through, you guessed it: “This Land is Your Land.” It was a 

good gig, I had Alden with me, but the five-year-old crowd wasn’t 

really into it. Then Karaba performed a bit of magic (or was it 

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

yelled, “SHAKERS!” and placed little maracas in the little hands. 

I watched her pass them out as I went from D minor to G and 

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

nuclear. 

I went back to Karaba’s classroom last year to say hello. 

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

a special group. While I could envision her saying that about 

all of her classes, it was her extraordinarily rare combination 

of warmth and penetrating insight that brought a tear to my 

eye. Indulging my parental insecurity, I asked what she thought 

would become of Alden. “Oh, that one will be just fine,” she 

replied. Having heard what I needed to, I left her to her other 

duties. 

So, who is this Mrs. Karaba? Her pie chart has slices for 

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

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

instinctively know what both kids and parents need to hear 

and believe? Maybe the answer lies in the words of Alan Kay: 

“The best way to predict the future is to invent it.” I have never 

thanked Karaba for inventing a new and better future for my 

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

Mrs. Karaba. Thank you, again and again. 

Mike Mulroy is a struggling guitar player and a Pegasus parent of Alden (3rd) and 

Michael, Jr. (Pre-K Applicant). Contact: mkmul2002@yahoo.com 


FEATURE 

Building Leaders 

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

At the end of the 

2010-2011 school 

year, I was 

approached to write an 

article spotlighting the 

Middle School Leadership 

Camps that were new to the 

Pegasus community summer 

camps. As both an educator 

and parent within the 

Pegasus community, I was 

curious as to what exactly 

these new programs would 

bring to the population. I made my way to the Lego Robotics 

class and the Pegasus Live Film and Television Production 

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

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

to speak. What I found in the classes went much deeper than I 

had anticipated. This article details those encounters through 

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

organic experiences I witnessed as merely a fly on the wall in the 

back of a classroom. 

In early July, I sent an email to B.J. Crabtree, one of the 

Robotics teachers, to arrange my visit. In Pegasus circles, 

Crabtree’s enthusiasm is renowned. His energy and interest 

inevitably inspire students to delve much 

further into projects as a result of his 

collaboration. I was not surprised that the day 

I sent my email to Crabtree was the same day 

I received his encouraging reply. His response 

brimmed with remarkable vignettes 

about his students. For instance, he wrote 

that sixth grade Pegasus student, Henry 

Lavacude-Cola had started the class with a 

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

robotic ability, but he improved to at least 

an eight after four days. In another moment 

of pride, Crabtree mentioned seventh 


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

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

was so intent on constructing his robot. After I read the email in 

its entirety, I was eager to witness the classroom happenings. 

The following morning, I made my way to the technology lab 

with journal in hand. As my eyes swept the room, I saw robots 

in various stages of creation. In one corner, students were still 

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

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

“sensor” technique that I would need to ask them about later.) 

On the floor behind Crabtree’s desk sat two sixth graders who 

debated about how to finish their “claw striker.” 

“What is this thing you have 

created?” I asked, simply. 

All heads turned in 

my direction and, like 

kittens on a ball of 

string, they jumped in 

at once. 

The first group I 

approached included 

fourth grader Jessica 

Yang, fifth grader 

Danika McKee,

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

constructed a working guitar with robotic tools. They explained 

that the “sensor” I had heard them talking about still had a few 

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

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

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

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

pitch would drop. Each student had ideas 

that they believed would work best in 

creating the necessary sound structure. 

Each tried to devise plans on how exactly 

to make it happen. Before I moved on, 

Lavacude-Cola explained that they also 

considered how to apply the sensor to 

a dog sled team, so that it could sense 

color and move accordingly. Excitement, 

creativity, and a profound confidence 

permeated the air around them. I was truly impressed. 

After I peered over the shoulders of several other students, 

I made my way to another room where robot challenges were 

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

obstacle courses. I spoke with two seventh graders, Charlie 

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

adjustments. Both students jumped at the chance to tell me 

about their experience. Toney explained that he had a robotics 

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

most importantly, the chance to collaborate. He loved working 

with other students who were interested in building robots. 

Working in teams allowed him to experiment with so many 

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

he had built two robots that were teed-up in 

the challenger-style setting. The first robot 

looked like a scorpion. Curled up along the 

tail were blue marbles that would come 

shooting forward at whatever triggered 

the motion sensor. Their second robot took 

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

movement, a sensor, and a recorded scream 

that blasted out each time the sensor was 

signaled. I placed my hand in front of the 

robotic reptile, and the head came crashing forward with its 

frightening scream. It worked on me! 

The two seemed pleased with their robotic building 

capabilities. (In hindsight, they were most likely smiling 

because of my spontaneous reaction.) As I left the Lego Robotics 

class that afternoon, I realized what a fantastic experience 


the students were having. While the classroom had structure, 

students were encouraged to explore robotic functions that 

flowed genuinely from their own interests. They were engaged, 

imaginative, collaborative, confident, and genuinely interested in 

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

Summer has a way of creeping toward closure. Just as I had 

begun drafting my piece on the Lego Robotics class, August 

arrived and Adam Stockman welcomed 18 students into his Film 

and Television Production Leadership Camp. Stockman warned 

me that the first week would involve brainstorming, writing, 

and learning camera functions, so I delayed my visit. From my 

experience with the Robotics students, the most authentic 

reactions were generated in the later stages of creation. It would 

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

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

manipulate their images. 

As I entered the middle school forum during the second 

week, several students welcomed me before they began to shoot 

their scene. New Pegasus seventh grader Sabrina Alterman 

directed a piece she had written. Ordering her actors into 

positions, holding the tripod and camera steady, and announcing 

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

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

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

different angles. Her confidence was palpable. I was so struck 

by the level of engagement that I barely noticed Pegasus alumna 


and Hathaway Award recipient Ellen Emerson, who coached and 

encouraged both the actors and director. I was surprised to see 

Emerson, or any former student, dedicating precious summer 

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

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

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

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

plans to major in film at college, the volunteer position was a 

good fit. The current students did not miss the message — that 

a graduate comes back to give back to the community that 

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

Another scene was being staged nearby. Written by Pegasus 

eighth grader Cameron Hamidi, this script involved a student 

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

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

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

He enjoyed the power to take a scene so clearly conceived 

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

people. Another Pegasus graduate, Maggie Ann Re guided and 

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

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

side of things.” 

Like Emerson, 

she also plans a 

college career in 

filmmaking and 

knew she could 

help young students 

who had a similar 

passion. As the 

students continued 

to perfect the scene, 

I headed to the 

technology lab to 

find students in other phases of the process. 

Upon entering the lab, I saw a sea of students intently 

writing and editing. Utterly engrossed in the editing process, 

seventh grader Jonathan Epstein tried his hand at Adobe 

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

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

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

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

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

like a real professional. 

The current 

students did not 

miss the message — 

that a graduate comes 

back to give back to 

the community that 

nurtured her — and 

were, in fact, inspired 

by it.

Sitting next to Epstein was Pegasus graduate, David 

Aghaian, who helped another student place visual effects within 

his title shot. I continued around the lab, and I realized that all 

of these students took on multiple jobs within multiple projects. 

A student who directed might be cast in another student’s film 

and might edit or write a third. It allowed students to come out 

of comfort zones and find voices that may have otherwise lain 

dormant. 

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

I sat with a group of Pegasus sixth graders to hear about their 

impressions of the Pegasus Live Film and Production Studio 

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

Hradecky spoke candidly about their experiences. Laven told 

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

he had really enjoyed the afterschool video production course 

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

gain a deeper understanding of how to use Adobe Premiere 

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

because she wanted new student Hradecky to have a friend. 

Almost immediately, she added that that she truly enjoyed 

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

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

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

directed two pieces during the camp, and she was particularly 

pleased with her film about a girl who had lost her cat. What a 

great opportunity for a new student to the Pegasus community 

and how fantastic that students such as Qualls step up and 

decide to offer such genuine hospitality. 

Throughout the process of visiting the two Pegasus 

Leadership Camps offered this summer, I thought about 

what exactly these two camps had in common other than the 

leadership aspect that was a prominent feature within both. 

I realized that throughout many of the words I had written 

in my notes, exclamation points stood front and center. I was 

excited and thrilled with what I was witnessing and hearing 

from these students. What these students took away from the 

Lego Robotics Camp and the Pegasus Live Film and Television 

Production Studio Camp went more deeply than simply 

completing the obvious tasks at hand. These students were 

excited, engaged, and independently involved with projects 

and ideas all their own. Organic experiences and opportunities 

for social and academic growth took place on various levels for 

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

parents and educators want for their children? They want to 

instill confidence, personal empowerment, independence, and 

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

students are given the opportunities like the ones I witnessed 

through the Pegasus Leadership Camps. 

Kendra Dixon is a Middle School English Teacher at Pegasus. 

Contact: kdixon@thepegasusschool.org 


FEATURE 


rOwS up 

the evolution 

of a pEgaSuS 

education. by Karla Joyce 

Based on conversations with Pegasus 

educators: Marilyn Diamond, Kathy 

DiCato, Sharon Goldhamer, Jennifer 

Ashton-Lilo, Vicki Olivadoti, Dan 

Rosenberg, Elaine Sarkin, Devin 

Seifer, Adam Stockman, John Zurn 

There is always one moment in childhood when 

the door opens and lets the future in. ~Graham 

Greene, The Power and the Glory 

Pegasus recently tackled the assignment of creating 

a short-term Strategic Plan, to help the community 

navigate a leadership transition on the heels of loss. 

Groups of parents, faculty, and staff assembled into 

committees to discuss the strengths of the school 

and determine areas of frailty that beg awareness. 

Not surprisingly, a consensual surge of pride 

prevailed within each category, a collective salute to 

the unique learning environment and celebration of 

individualism that is known to be Pegasus. But while 

everybody took his or her turn articulating these 

virtues, it became clear: the language differed. There 

were those who labeled the Pegasus curriculum and 

all of its programs as gifted and those who insisted 

that the student body was not admitted based on 

giftedness, and, therefore, Pegasus could not assume 

that label.

It was a dialogue that had been opened years earlier, with the 

Vision Committee, and had repeated itself since. The gifted 

identity of Pegasus mattered deeply… yet, the mere definition of 

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

mean at Pegasus? As a member of this Pegasus community, I was 

intrigued. Naively, I set out to answer the question. 

Google gifted, and get ready. There are as many definitions 

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

intellectual ability significantly higher than average, and have 

selected an IQ level of 130 — derived from testing — as the 

peripheral entry. This nature versus nurture concept of IQ as 

destiny forms the foundation of gifted programming in public 

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

federal definition has gone through three iterations in thirty 

years indicates that defining giftedness is a dynamic process. 

Joseph Renzulli, the Director of the National Research Center 

on the Gifted and Talented at the University of Connecticut, 

developed a theory of giftedness that was at one time rejected 

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

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

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

degree in Gifted Education from UConn, “believes that the 

confluence of ability, creativity, and task commitment allows 

giftedness to present itself.” 

I push the other dozen definitions of giftedness aside for 

the moment to focus on this distinction between gifted as 

ability and gifted as potential, because it mimics the ongoing 

conversation within the Community and harkens the vision 

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

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

Students were never tested to determine giftedness, yet 

giftedness was the motivation for The Pegasus School and the 

draw for its applicants. There were seven students in that first 

Pegasus classroom who were, according to Marilyn Diamond, 

the kindergarten teacher who was there, admittedly exceptional. 

Seven out of seven were academically gifted. With a student 

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

Orange County families responded to the Pegasus reputation 

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

support and inspire them, the giftedness of the student body 

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

Goldhamer. “It is the hallmark of a Pegasus teacher. It’s why we 

are here.” 

The idea of recognizing giftedness is different than defining 

the gifted child. “As soon as you define something it becomes 

exclusive of everything else,” explains Kathy DiCato, a first grade 

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

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

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

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

might realize her greatest potential. It is a way of teaching that is 

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

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

this search for a global interpretation of gifted and I focused my 

attention on the Pegasus identity. It is hinted at in the tag line: 

Where Bright Minds Soar. It is certainly alive in the classrooms. And 

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

voice, I needed the teachers. 

An interesting thing happens when Pegasus educators gather 

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

them, and the awareness of their ongoing growth permeates the 

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

first opened, while others bring a new body of experience in 

gifted education to the school. Several of those I interviewed for 

this article talk about weaving the more evident developmental 

stages into the curriculum, while others navigate the gradations 

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

they hum. Lob into this setting those initial questions about 

giftedness and Pegasus identity, and shoulders straighten. To 

isolate the true spirit of Pegasus, I had to interview the teachers 

and administrators individually. The Pegasus identity emerged 

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

personal relationship with Dr. Hathaway, in classroom trends 

and the abundant exposure to inquisitive minds. But more 

importantly, independently, they came to the same place. 

That was Hathway’s vision. 


GIFTED, IN THE BEGINNING 

Laura Hathaway was a teacher and librarian in the Irvine 

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

of her three children, was extraordinarily bright but struggled 

with the social and emotional challenges of twice-exceptional 

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

intellect with special needs, and they often find a standard 

classroom environment to be unbearable. “They used to have 

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

veteren third grade teacher, whose own boys were in the Irvine 

gifted program. It was totally IQ based. When everybody else 

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

imagine how happy they were about 

school. Parents would have rather had 

an all-star soccer player than a gifted 

child.” 

Hathaway joined the local gifted 

association and began educating 

herself in the field. She researched 

organizations that would serve highly 

gifted children and built connections 

with like-minded parents. She 

dreamed of creating a place that 

would nurture the gifted child and 

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

exist elsewhere. With the help of a friend and nominal financial 

backing, she started a summer program in Fountain Valley to 

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

classes were inundated,” remembers Sarkin. “People were 

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

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

venue was enough to attract and inspire the first four teachers 

and together they helped Hathaway to establish The Pegasus 

School. 

Diamond was among them. 

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

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

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

built for Brittany per se, but it was built for the Brittany ilk. I 

was teaching second graders sixth grade material.” 

Diamond describes a gifted student in these terms: “It is a 

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

which is all I can really speak about, they are kids who are so 

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

excellent critical thinking skills and can connect what you 


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

Her initial classroom was the prototype. 

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

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

and see a spark. But remember, we had to survive. If we limited 

Pegasus to those who were academically gifted we lost out on 

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

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

students was the strongest group of right-brain kids I’d had in 

years. The rainforest imagery they created was breathtaking. 

There have been years when I’ve had brilliant mathematicians, 

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

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

but he cannot imagine. Is he more gifted 

than the artist?” 

Goldhamer goes further. “Gifted 

is not an adjective. It does not describe 

you. Gifted is a behavior, an adverb. It is 

how you produce.” Sarkin believes that 

if you set the bar very high, most kids 

will reach it. “It doesn’t matter what you 

classify as gifted. The older I get, the more 

I see this. I had a child who was barely 

reading in third grade. He was certainly 

not academically gifted. Recently, I went 

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

sophomore at Brown.” The achievements of Pegasus graduates are 

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

Hathaway focused on creating a haven where gifted children 

of all shapes and sizes could experiment. In the beginning, she 

even eschewed textbooks. Her greatest gift, agree those who 

knew her then, was her ability to recognize exceptional teachers 

and empower them. “She hired a woman from the Irvine GATE 

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

and a stunning grasp of gifted. I thought I knew it all until I’d 

met Elaine Salamanca. She and her husband would walk to 

school on Sunday evenings to get her room ready, individualizing 

a board and corresponding curriculum for each of her students. 

I was humbled and inspired, and I did whatever she did.” There 

was Lynn VanGorp, a first grade teacher who had owned her 

own gifted school in Canada, along with Elaine Lerner from 

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

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

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

Including Hathaway. “The more we dreamt, the more the dream 

came true.”

A RISING TIDE LIFTS ALL BOATS 

Vicki Olivadoti, a third grade teacher, started in gifted 

education in 1972, when the Anaheim school district began 

clustering the five or so students per grade, whose test scores 

classified them as academically gifted, into a single classroom. 

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

gifted kids really needed opportunities 

to think outside the box, so did all of the 

students.” With that perspective, Olivadoti 

became increasingly conflicted with the 

standardized benchmarks within the 

public structure. Hathaway’s vision for 

educating bright children with myriad 

gifts, from academic talents to inventive minds, fit beautifully 

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

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

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

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

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

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

The most crucial time in primary school is kindergarten 

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

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

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

Gifted is not an 

adjective. It does 

not describe you. Gifted 

is a behavior, an adverb. 

It is how you produce. 

Olivadoti. “Giftedness brings with it disjointed organization 

and an inability to manage time. I developed a system to address 

this with my gifted kids, but it turned out be beneficial for 

everybody.” Olivadoti admits that her first classes at Pegasus 

had thirteen students with widely divergent abilities and 

weaknesses. “I had a student with a severe reading disability 

who would have been labeled not fit for 

Pegasus. He is currently thriving in medical 

school.” So does gifted matter? 

DiCato believes so. “Pegasus has 

evolved in our recognition that teaching the 

gifted student is, in fact, special education 

on the opposite end of the spectrum. A gifted 

child has special needs that accompany education, including a 

social-emotional framework that is more intense, specific, and 

imbalanced than the typical child. An approach that works 

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

his quirks and passions. But every child will benefit from an 

expansive curriculum and a teaching philosophy that involves 

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

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

not say ADHD anymore? Or dyslexia? It is every bit as important 

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

addressed in a regular program.” 


The typical student 

forms the dominant 

group of the population 

at large, and the Pegasus 

demographics reflect 

that. “You import that 

child into Pegasus,” 

continues DiCato, “and 

he will get everything 

he can out of that 

program. He may not be 

in the 98th percentile 

but that doesn’t matter 

because his cup is full, 

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

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

Goldhamer continues, but would every single student here pass 

the official state test for giftedness? “I wonder: do we want that? 

In my view, we want students coming in eager to learn, able to 

recognize and take advantage of the opportunities we provide.” 

She still calls them all gifted. 

Devin Seifer, a seventh grade mathematics teacher, agrees in 

part. “I would love to see us say that our barometer of who comes 

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

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

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

students gifted? No. Seifer’s definition of giftedness is threefold, 

and influenced by logic. “A gifted person has the ability to grasp 

concepts quickly, the endurance to master lengthy processes, 

and the creativity to calculate potential outcomes without 

explanation,” says Seifer. (I write “mathematical genius” in my 

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

great gifted math program and the product, seen in secondary 

schools throughout Orange County, is unparalleled. “I had a kid 

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

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

Listening to Seifer’s definition of giftedness reminds me 

of that first group of Pegasus students who were exceptional, 

intellectually complex, and quirky. While Seifer ponders the 

actual percentage of such individuals who exist in the world, 

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

higher level because of his teaching. “Sure, I want someone who 

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

technology starts with math.” It’s an imposing objective and yet 

he believes many of his students are capable. “I provide them the 

opportunity as much as possible. When I start a new unit, I give 


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

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

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

GIFTED, IN THE PEGASUS CLASSROOM 

For middle school math students to assimilate the sophisticated 

concepts covered by the curriculum, Seifer created an economics 

simulation called The Money Game. “There are some students 

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

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

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

bomb as a result of the actions of others.” It mimics real-world 

financial models. Some students stress. Others strategize. Linear 

minds struggle to respond to the unknown. “But everybody 

is playing at their own level. Everybody finds that part of 

themselves that is terrific.” 

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

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

activities, a critical element of gifted programming. “Students 

are working at a level that is considerably advanced.” In the 

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

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

acceleration is beneficial to gifted kids.” But it is excitement and, 

in this example, the thrill of strategizing survival among peers 

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

Pegasus marry a really high level of content with age appropriate 

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

asks kids to explore on so many levels and ultimately present 

their findings in the most compelling manner, as the creature 

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

Dan Rosenberg’s experience with gifted children at C-MITES, 

the Carnegie Mellon Institute for Talented Elementary and 

Secondary Students in Pennsylvania. “Gifted students can 

absorb new material at a 

higher speed, but it is the 

depth of the subject, and 

their abilities to go there, 

that differentiates them.” 

Like Seifer, Rosenberg 

believes that it is “creating 

environments for taking 

chances and learning from 

mistakes,” that truly fuels 

learning. 

Another cornerstone 

of gifted education is

differentiation. Differentiated learning means providing 

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

make sense of ideas. “We definitely strive for differentiation 

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

percentage of the children, for what percentage of the day? I 

happen to love constructionist classrooms where you’ve got 

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

a balancing act between honoring different learning patterns 

and paces, and ensuring a solid academic foundation, explains 

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

Primary School Director from an educational background 

characterized by the 

teaching philosophy of 

Reggio Emilia. “This is 

project-based learning, 

whereby younger students 

are motivated entirely by 

their interest area. You mix 

academics and creative 

projects together, so kids 

delve into what truly excites 

them by reading and writing 

about it and exploring it 

mathematically.” 

The concept of 

differentiation, says 

Goldhamer, stems from “valuing uniqueness. Pegasus teachers 

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

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

help an individual cross a barrier, identify traits which impair 

learning, engage in self-reflectivity and, ultimately, be stronger.” 

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

than a “sage on the stage.” It implies guiding learning, rather 

than constructing knowledge. Olivadoti translates it as Socratic 

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

a teacher I am not the answer but rather the facilitator, to get 

students to seek their answers. It creates a learning partnership 

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

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

of discourse. It is an innate understanding of how to educate 

every child, a quality that Hathaway recognized when she 

interviewed new teachers. It is her legacy. 

THE VISION LIVES ON 

Last year, Adam Stockman, the Technology Integration 

Specialist and middle school technology teacher, was asked to 

construct a video to present three new initiatives introduced 

by Zurn: the International Studies Center, the Robotics 

Institute, and Pegasus Live! In an effort to connect the past 

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

He found a video recording of her being interviewed by the 

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

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

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

interviewer asked: “What do you see gifted education becoming 

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

“It felt curiously important,” Stockman remembers, and 

he recites her words. “She said, ‘I would like to see us reaching 

out to those kids who 

aren’t necessarily gifted 

academically, maybe they 

don’t have the best grades, but 

they are gifted in other areas. 

I would like Pegasus to catch 

those kids, kids who wouldn’t 

enter into a gifted program at 

a public school because of the 

strict testing requirement. I 

want to reach the gifted kids 

who are struggling.’” 

“I know kids like that,” 

Stockman whispers. “These 

are the students who gravitate 

toward Robotics and Pegasus Live! They are really gifted at 

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

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

he adds with a laugh. 

Stockman reflects on this transition between old and new 

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

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

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

perfectly exemplify the spirit of exploration that existed in 

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

Stockman definitely sees the connection. If Hathaway wanted to 

reach those kids, he says, “I feel like I’m doing the job for her.” 

This fall, the Pegasus community was presented a Strategic Plan 

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

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

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

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

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

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

a gift. 


FEATURE 

Pegaus Troop 911 

Balancing and Enhancing Scouts’ Gifted Education. by Nancy Fries 

Pegasus graduates boast all kinds of impressive 

accomplishments as they progress through high school: 

varsity athlete, class president, accomplished musician, 

award-winning artist, and Eagle Scout. 

If you raised an eyebrow at “Eagle Scout,” you are not alone. 

“Whenever I tell people that I’m a boy scout, they always give me 

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

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

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

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

has its own thriving troop of more than thirty boys who find in 

scouting an enriching addition to their modern-day lives. 

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

fit into society a lot better than it does today,” said Jusuf, now 

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

tasked not only with their schoolwork, but also with becoming 

whole men—men who gained knowledge of things not by 

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

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


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

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

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

they’ve been blessed with.” 

These principles upon which the BSA was founded have 

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

gave up their tents and their maps and their buddies around 

the fire and traded them in for parties and video games and 

Facebook profiles,” he said. Scouting was created, he said, for 

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

men who were instilled with initiative and independence. Who 

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

going out and embracing it.” 

The scouts of Pegasus Troop 911 spend plenty of time 

reaching out to the world. They participate in exciting outdoor 

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

the annual favorite, kayaking on the Colorado River. They 

perform community service activities, may attend summer camp 

on Catalina Island, and participate as a troop in Camporee, a

weekend of competition between dozens of local troops. Despite 

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

offers Pegasus boys a wholly unique scouting experience, one 

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

zealous idea. 

THE ORIGINS OF TROOP 911 

Troop 911 was formed in 2001, when a tight-knit group of Pegasus 

fifth graders was set to advance from Cub Scouts to Boy Scouts. 

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

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

and join their local troops or quit scouting altogether. 

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

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

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

keep their scouts together by forming their own troop. Despite 

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

troops with only sixth graders, the parents succeeded. “I never 

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

first Scoutmaster. (While the troop was formed around the time 

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

Ten years after its founding, Troop 911 includes current 

Pegasus students and graduates now in high school and college. 

Like the founding group of scouts, the newest sixth graders 

comprise a remarkably cohesive group, most of who have been 

together since Tiger Cubs in first grade. Some considered joining 

larger, more established troops outside Pegasus, but all decided 

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

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

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

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

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

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

Eagle Scout Kevin Kassel 

Kevin Kassel ’09, a sophomore at Corona Del Mar 

High School, began Cub Scouts when he came 

to Pegasus in the third grade. By fifth grade, he 

was a Boy Scout with Troop 911. Scouting helped 

Kevin develop his outdoor skills and appreciation 

of nature. He has always had a love of plants 

and animals especially after his third grade 

“rainforest experience” at Pegasus. His passion 

for the environment has grown immensely since 

that experience. Kevin’s Eagle Scout Project was 

an easy choice to help beautify The Pegasus 

School and help the environment by planting 27 

Tristania Trees along the school’s new dismissal 

area. In addition, he has spent summers traveling 

to several different rainforests in South America 

and Southeast Asia in efforts to prevent further 

deforestation and plant native trees in damaged 

areas. This past summer, he travelled to Ecuador, 

where he taught children English and furnished 

their schools with water purification filters. Kevin 

arranged this project with Hurley’s Waves for Water 

Program. His Boy Scout experience has helped 

him develop leadership skills, environmental 

sustainability skills, and has helped increase his 

entrepreneurial qualities. 

As an alumnus, Kevin is grateful for his experience 

at Pegasus as it prepared him to excel in high 

school and beyond. He credits his outstanding 

teachers and family for their support, guidance, 

and motivation that contributed to the success 

that he enjoys today: 

“Doing my Eagle Scout Project at The Pegasus 

School made me feel that I had given back to the 

school that taught me so much. My project gave 

me a sense of accomplishment and insight on how 

‘the real world’ works. It was humbling to be with 

so many amazing people...” 


to continue scouting together, even as they leave for different 

high schools, they also can balance the multiple demands of 

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

accommodates and encourages those commitments. “A Pegasus 

troop allowed us to structure our activities around the boys’ 

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

Michael ’04 was in the troop. “I doubt many of them would have 

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

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

rank of Eagle, and at least five others are in various stages 

of Eagle candidacy. The rank of Eagle, reached by only five 

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

badges, including lifesaving, first aid, personal management, 

and three different citizenship badges. The scout must also 

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

projects by Troop 911 scouts include planting trees on the 

Pegasus campus; installing fencing at Crystal Cove State Park; 

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

renovating the baseball dugout at Newport Harbor High School. 

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

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

managing them in an organized fashion to complete the project 

as efficiently as possible,” said Eagle Scout Eric Hallett ’07 

(see sidebar). 

AN ExTENSION OF THEIR PEGASUS EDUCATION 

As a boy-led troop, Troop 911 depends on its older scouts to 

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

members multiple leadership opportunities. Through their 

activities, merit badges, troop responsibilities and Eagle 

projects, scouts learn collaborative leadership, critical thinking, 

responsible citizenship, and environmental consciousness— 

some of the very same values and skills promoted at Pegasus. In 

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

education. “Scouting will give Cameron a variety of outdoor 

skills as well as leadership skills,” Weiss said, “and I like that it 

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

Through their experiences, Troop 911 scouts develop their 

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

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

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

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

today than ever because no other organization can form the boys 

of today into the men we need for tomorrow.” 

Nancy Fries is the mother of Eric (‘14) and Ian (‘10), a current Eagle Scout candidate. 

Her husband Joe is an Assistant Scoutmaster for Troop 911. Contact: nancyfries@cox.net 


Eagle Scout Cooper Hendrix 

Eighth grader, Cooper Hendrix, received his Eagle 

Scout Rank in July 2011. He is the 125th scout 

from Troop 90, Newport Beach, to receive this 

accomplished honor. 

One of the many requirements to earn this award 

is to develop, plan, and carry out a service 

project within the local community. For his Eagle 

project, Cooper coordinated the construction 

and installation of over 1,200 feet of trail keeper 

fencing in Crystal Cove State Park. He enlisted the 

help of over sixty volunteers who completed three 

hundred hours of work. 

In addition, Cooper has earned 61 merit badges, is 

a Brotherhood member of the Order of the Arrow, 

BSA’s Honor Society, has attended National Youth 

Leadership Training, has 75 nights of camping and 

over 200 miles backpacked including an 80-mile 

Trans-Sierra trek this summer where he summited 

Eagle Scout Peak, along with the highest peak in 

the continental United States, Mt. Whitney. 

He attributes his success in the Boy Scouts to 

the guidance and discipline he has learned 

throughout his many years at Pegasus: 

“Developing and installing my Eagle Scout project 

taught me a lot about myself and how to work with 

others. The best part was that I was able to give 

something back to my community.”

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

Eric is a freshman at Stanford 

University. The recipient of Sage Hill 

High School’s Balance Award, Eric is 

an accomplished pianist, co-founded 

Sage Hill’s jazz ensemble, and 

played Varsity water polo, baseball, 

swimming, and soccer. 

Q: What are some of your fondest 

scouting memories? 

Falling out of the raft on the Kern River 

in the middle of one of the rapids and 

floating about fifty yards downstream 

before I was able to scramble on to 

one of the rocks at the side of the 

river; Domenic Re’s dad spending 

nights on campouts teaching us Brisk, 

an Italian card game that resulted 

Where Are They Now? 

The Eagle Scouts of Pegasus Troop 911 Continue to Soar 

in many late night tournaments; 

creating campfire skits; playing pickup 

football games; and building 

portals at Camporee. We had a really 

tight-knit troop— seven boys that 

were in my grade at Pegasus became 

Eagle Scouts in Troop 911. Almost 

every experience was a positive one. 

Q: How has scouting contributed to 

your other successes, both academic 

and extracurricular? 

Scouting has made me a better 

leader and public speaker, and I’ve 

become a more confident person 

overall. I have been willing to try new 

activities, such as water polo and 

acting, and I eventually became 

a leader on the water polo team. 

Scouting had given me the ability to 

teach younger teammates and make 

sure everyone was doing their jobs. 

Q: What are some of the ways 

scouting has shaped the person 

you’ve become? 

Alex Heiney* ’04 Claremont McKenna College 

Bryant Schulman* ’04 University of Washington 

R.J. Davis* ’02 USC, B.S. Engineering ’10, 

M.S. Engineering ’11 

Grant Nikols ’05 Wesleyan University 

Joey Puishys* ’04 United States Naval Academy 

Michael Beitman* ’04 Washington University in St. Louis 

Andrew McKenzie ’05 University of Southern California 

Zach Rabosky* ’04 Syracuse University 

Erik Ringman ’05 The Ohio State University 

Scouting taught us to take 

advantage of every opportunity to 

try something new. For example, our 

troop organized kayaking trips on 

the Colorado River and whitewater 

rafting trips on the Kern River. I chose 

to do the trips because I knew the 

experience would be a once-in- 

* Founding members of Troop 911 

a-lifetime opportunity, and those 

trips resulted in some of my favorite 

moments in Boy Scouts. Throughout 

every meeting we were reminded of 

the core values of scouting; basically 

our leaders urged us to become men 

of character. 

Q: How do you think the skills you 

learned through scouting will help 

you achieve your goals? 

At some point, I’d like to teach 

and inspire students the way my 

teachers have inspired me. Scouting 

is essentially a chain of boys passing 

down lessons to younger boys through 

the years, so I think I would be 

successful at imparting knowledge. 

Scouting has also improved my 

ability to work well in groups, which 

is a useful skill, as most jobs require 

teamwork and socialization. There 

is nothing quite like an Eagle Scout 

project in terms of learning how to 

plan a project, enlisting people to 

help you, and managing them in an 

organized fashion to complete the 

project as efficiently as possible. My 

specific endeavor was to put up 800 

feet of trail keeper fence at Crystal 

Cove State Park, and I’ve had few 

days that were more difficult or, at the 

end, more rewarding. 

Brendan Davis* ’04 Orange Coast College 

Zak Cole* ’04 University of Southern California 

Alex Rios ’05 University of Southern California 

Dan Guthorn ’05 University of Southern California 

Domenic Re ’07 Villanova University 

Michael Kim ’07 Irvine Valley College 

Peter Anastos ’07 The School of Art Institute 

of Chicago 

Daniel Anastos ’08 Corona del Mar High School 

Charles Giannini ’07 Georgetown University 

Eric Hallett ’07 Stanford University 

Chris Jusuf ’07 Hamilton College 

Max Gerard ’07 Haverford College 


ATHLETICS 

Thunder Football 

Coaching the Student Athlete. by James Swiger 

The football season of 1999 was like no 

other. The UCLA Bruins fell from 1st 

to 9th place in the Pac-10 Conference, 

never to return to their former glory. 

Shawn Alexander spearheaded the 

Alabama Crimson Tide to their 21st 

SEC Championship. A quarterback from 

Stanford University named John Elway 

led the Denver Broncos to a 34-19 victory 

over the Atlanta Falcons in 

Super Bowl XXXIII. And The 

Pegasus School christened 

its first official season of 

Thunder football in the Tri- 

Way League of Orange County. 

“Athlete-school” assumptions 

were challenged that fall, and 

football history was made. In 

the case of Pegasus, it was just 

beginning. 

For the next two years, 

Charles Tyler, Director of 

Physical Education at Pegasus, 

helped lower school technology 

guru, B.J. Crabtree, build 

a strong foundation for the Thunder 

football program. By 2002, the program 

had evolved to the point of coaching 

capacity, and a new face emerged. Rob 

Grant stepped into the role of defensive 

specialist and eventually led the team to 

its first Tri-Way league championship in 

2004. It was a rapid climb. Many credit 

the team’s swift growth to the genius of 

Coach Grant. Others credit the genius 

to his playbook tome, a tackle-sized 

notebook full of strategies, formations, 

and secret formulas. From either 

perspective, Coach Grant left a legacy 


as one of life’s greatest teachers and as a 

critical component of the Pegasus football 

program. 

Unfortunately, as those first 

teammates remember, failing health 

forced him to stop coaching. I humbly 

stepped into his shoes. Since then, Coach 

Crabtree and I have been fortunate 

enough to see the Pegasus Thunder 

football team reach four playoffs and win 

three championships. 

But, as Coach Tyler would say, it’s 

not about the score. It’s about how you 

play the game (And, about having fun). 

These values are shared and infused 

into the program by Coach Crabtree. 

On top of that, he brings experience. 

As a teen, Crabtree played tight end 

for Fountain Valley High School, and 

then continued his football career at 

Golden West College and Sonoma State 

University. Today, he is regarded in the 

Orange County community as one of the 

top football coaches in the region. But 

his resume and reputation are just the 

dressing. Ten seconds into a conversation 

with Coach Crabtree reveals his true 

“live-and-breathe” football core. He 

knows the art of managing every aspect 

of every position. He understands how 

to use the clock to his advantage. He 

can discern the culture of the referees 

through the layers of leagues. He 

has mastered reading the offense 

and misdirecting a defense. His 

passion for the game motivates 

everyone around him. Coach 

Crabtree has become the beating 

heart of Thunder football. 

Under his guidance, the 

Thunder football program has 

progressed into more than just 

a sports team. It is a unique 

opportunity for personal 

exploration and individual 

growth. It allows anyone who 

is interested to be a part of 

the game. To Coach Crabtree, 

football starts with the character of its 

players. He asks that each team member 

give his best and, in return, he will 

teach the art of the game. On and off the 

field, Coach Crabtree is one of Pegasus’ 

strongest advocates for “student-athletes.” 

In his paradigm, “student” takes priority. 

He models his values. He promotes an 

unwavering effort to be a better person. 

On the playing field, his coaching 

prepares kids for high school football 

and life. His players learn what it means 

to be a part of something bigger than 

themselves. Teams win games, he tells

them, not individual players...despite 

what they see on television. 

Most noticeably, however, Crabtree’s 

coaching philosophy and personal 

style get boys excited about the game 

of football. Through a unique blend 

of humor, fatherly mentoring, and 

inspirational training (and a few passes 

even John Elway would be impressed 

with), Coach Crabtree custom tailors 

each season of Thunder football to fit 

the needs of the players on that field. 

By the end of each season, the team is a 

family that has built a lifetime’s worth of 

memories. 

Two former Pegasus student-athletes 

epitomize this best. Taylor Petty ’08 

was one of many Thunder athletes to 

continue playing football in high school. 

Currently a senior starting receiver and 

defensive back at Sage Hill, he had a 

phenomenal season last year with an 

average of 6.2 points per game and 19.28 

average yards per reception, with one 80yard 

reception to top the records. But he 

hasn’t forgotten his days playing for the 

Thunder. When asked to share thoughts 

about his Pegasus football days, his 

response was enthusiastic and heartfelt. 

“I’d love to talk about the team because 

I had an unforgettable experience. 

There is no doubt that playing for the 

Pegasus Thunder has fostered my love for 

the game of football. Coach Crabtree’s 

exuberance and intense pride for the 

football team was contagious and, 

through hours of hard work, we players 

formed friendships that extend way 

beyond football.” 

Grant Kang ’10, a sophomore at Sage 

Hill, did not continue playing football in 

high school, but agreed: “Pegasus Football 

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

fun with my friends. It showed me what 

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

Taylor Petty ’08 Grant Kang ’10 

coaches who know the game. Through 

Thunder football, I learned how to be 

a student and an athlete, how to deal 

with adversity, and how to work hard. 

On top of it all, I got the unforgettable 

experience of being on a successful team 

with coaches who helped us win.” 

The Pegasus football program has 

been building stories like these for twelve 

years, and the excitement of motivating 

new players and molding new athletes 

continues. Go Thunder! 

James Swiger is a Pegasus middle school social studies 

teacher and football coach. 

Contact: jswiger@thepegasusschool.org 


Those who Soar by Alene Tchekmedyian ’02 

Included in this section is Part II of Those Who Soar, 

Hathaway (Director’s) Award recipients. It provides 

a close up look at how top Pegasus graduates 

have spread their wings all over the world — growing, 

working and serving. 

Pegasus alumna, Alene Tchekmedyian ’02, was 

chosen to write this issue’s Those Who Soar section. She 

attended and graduated from Columbia Journalism 

School in May 2011 and currently works as a news 

editor for a newspaper in the South Bay. Prior to her 

graduation from UCLA in 2010, she served as editor in 

chief of the Daily Bruin, UCLA’s student newspaper. 

Leslie Castellano ’96 

Nishan Tchekmedyian ’97 

Carissa Tessaro ’98 

Michelle Shepard ’99 

Holly Miles ’00 

Katie Dutcher ’01 

Naneh Apkarian ’02 

Catherine O’Hare ’03 

Hathaway Award 

RECIPIENTS 

Nishan Tchekmedyian ’97 

Expanding leadership... 

…advancing the future. 

Joseph Puishys III ’04 

Bryan Rhodes ’05 

Alex Popoff ’06 

Julia Ostmann ’07 

Melanie Arnold ’08 

Ellen Emerson ’09 

Wyatt Robertson ’10 

For his science fair project in middle school, Nishan Tchekmedyian 

created “sun wear,” which he described as special clothing to protect 

people from skin cancer. Fast forward 14 years: Dr. Tchekmedyian is an 

internal medicine resident at Beth Israel Deaconess Medical Center, a 

teaching hospital of Harvard Medical School. He plans to become an 

oncologist. 

Nishan Tchekmedyian (right) and his brother, Vatche 

The recipient of the 2011 Wings of Honor Alumni Award, Tchekmedyian 

has displayed commendable character and dedication to the values and mission of The Pegasus School. “It’s a great place,” 

he said, full of nostalgia. 

After graduating from Pegasus and Edison High School, Tchekmedyian spent nearly ten years at UCLA. He earned 

his bachelor’s degree from UCLA, double majoring in molecular, cell, and developmental biology, along with business 

economics. He subsequently attended the David Geffen School of Medicine at UCLA and graduated last year. 

Pegasus has given Tchekmedyian lifelong friends. He recalls an eighth grade trip to the Colorado River, where he went 

kayaking with his best friend, Martin Giannini. His best memory is when the two of them started kayaking in opposite directions 

and could not stop laughing. Next year, Tchekmedyian will be the best man at Gianninin’s wedding. 

Fluent in Spanish and Armenian, Tchekmedyian has volunteered and studied all over the world, including studying 

gastroenterology in Uruguay and assisting an orthopedic surgeon in the operating room at the second largest public hospital 

in Ghana. In his free time, he enjoys yoga and running. 


Julia Ostmann ’07 

Bryan Rhodes ’05 

Taking creative risks... 

…striving for understanding. 

Working hard and making time for playing … 

…balanced 

Pegasus has formally and informally recognized the accomplishments of many scholar 

athletes over the years, and Bryan Rhodes enjoys the company of many among 

them who continue to enjoy athletics as a means of strengthening friendships and 

staying balanced in their academic and professional pursuits. A junior at Georgia 

Tech, balancing the academic rigors of biomedical engineering by staying active in 

intramural athletics and holding an executive position in Beta Theta Pi fraternity. Bryan’s 

current life is reminiscent of Middle School. His fondest Pegasus memory is winning the 

football league championship in the eighth grade with all his friends. Achieving balance 

has required the time management skills, good work ethic, and resourcefulness Bryan 

learned while at Pegasus. 

Currently a freshman at Harvard College, Julia is studying English and neurobiology, 

through which she plans to bring together her interests in language, creative expression 

and child and adolescent psychiatry. She assistant-stage-managed the college’s fall 

production of Dracula, based on Bram Stoker’s novel. 

During her years at the Orange County High School of the Arts, she studied in the 

Creative Writing Conservatory with literary mentors James P. Blaylock and Tim Powers. 

She became the youngest staff member ever selected for Inkblot Literary Arts Magazine, 

a national award-winning publication, and served as the magazine’s editor-in-chief her 

senior year, when she was also editor in chief of OCHSA’s student newspaper, Evolution. 

As editor of Evolution, Julia wrote an article that prompted the California legislature to 

pass a state law in August 2010 protecting students’ free speech rights. A National Merit 

Finalist, AP Scholar with Distinction, and OCHSA Distinguished Scholar, Julia appeared 

in 16 productions as an actor with the South Coast Repertory Theatre Conservatory before graduating from the program in 

August. She attributes her passion for learning to the formative experiences she had at Pegasus. 

Some of her fondest memories of Pegasus include a South Park-esque skit about American urbanization for a social 

studies group project, performing dramatic monologues for the Shakespeare competition and talent shows, and engaging in 

spontaneous discussions with Pegasus teachers, peers, and administrators. “Once,” says Julia, “my friends and I spent an entire 

lunch debating whether animals could think. We even printed out research!” 


If there’s one thing Melanie Arnold, senior at St. Margaret’s Episcopal School, took with her 

to high school from Pegasus, it’s time management. And she sure needs it — balancing her 

position on the board for the Junior Axillary at Hoag Hospital (where she coordinates candy 

stripers by training, scheduling and supervising them) with rehearsals for her role in the school 

play, Servant of Two Masters, and serving on her school’s Honor Committee, proved a difficult 

task. Arnold also chairs the fine arts committee on St. Margaret’s first student senate. She 

mentors students during their auditions for studio plays and the playwright festival. 

Her eleven years at Pegasus also equipped her with critical thinking skills and the ability to think critically and creatively. 

Outside the box has become an overused cliché. “I noticed a difference between me and the other students at St. Margaret’s,” 

she said, adding, “I knew how to set deadlines and work thoroughly without procrastinating.” 

Arnold credits Pegasus for giving her the confidence to manage a busy schedule: “Pegasus encouraged me to do 

everything — basketball, the arts, grades, and St. Margaret’s is no different...I try to get involved in almost everything that comes 

my way, and I have to thank Pegasus for that.” 

Arnold also excels academically. She has received the Headmaster’s Honors every semester since she started high school. 

She reflects, “The school has given me a foundation that I will build upon throughout my high school years, college, advanced 

degree, and life after that.” 

Ellen Emerson ’09 

Melanie Arnold ’08 

Exuding confidence... 

…excelling academically. 

Solving problems creatively... 

…resulting in rewards. 

A junior at University High School in Irvine, Ellen Emerson said high school 

is competitive, but the rewards are well worth the hard work. She credits 

her success in school and her extra-curricular activities to the skills she 

learned at Pegasus: time management, organization, public speaking, and 

communication. 

At school, Emerson serves as a Vice President of the Harry Potter Alliance, 

Ellen Emerson (center) with teammates 

an organization devoted to community service and the advancement of 

literacy and human rights through the morals taught in J.K. Rowling’s novels. 

This fall, she formed a new club with her friend, called the Olive Tree Initiative, the first high school chapter stemmed from a 

university level organization. The Olive Tree Initiative began at UC Irvine and has been adopted by UC San Diego, UCLA, and 

UC Santa Barbara. Every year, the university level organizes a trip for the students to Israel, Jordan, and Palestine. Students have 

the opportunity to meet with over 80 speakers, including government and business leaders, educators, and members of various 

royal families. Recently the Olive Tree Initiative club held an event at which President Obama’s sister, Dr. Maya Soetoro-Ng, 

spoke about promoting peace through literature beginning at an early age. Emerson states, “We are very fortunate to have the 

founder and director of the original Olive Tree Initiative as our advisor. We focus on dialogues about peace and the resolution 

of human rights issues in the Middle East.” In addition to her two clubs, Emerson also serves as a staff photographer for University 

High’s literary magazine, the Lamplighter. 

In her free time, Ellen enjoys reading, playing guitar, and photography. She believes creativity and innovation are 

meaningful core values that allow her to problem-solve. Emerson played on the basketball team at Pegasus, and she continues 

to play on the University High School team. 

Emerson remembers eighth grade history and advisory with Mr. Conti, a class during which some of her fondest Pegasus 

moments were spent: “All of his students were and are extremely lucky to be in his class.” 


Wyatt Robertson ’10 

Treasuring friendships... 

…travelling the world. 

Wyatt Robertson, a sophomore at Newport Harbor High School, has so many vivid 

memories from Pegasus that it was difficult for him to choose a favorite. After some 

deliberation, Robertson concedes that he will never forget his Pegasus trip to Argentina 

and Uruguay, where he formed an unforgettable bond with his classmates. “Whether it 

was buying the most palatable bread I have ever had from a market, discovering what a 

Coati is, touring a lighthouse in Uruguay, or having triple-chicken fights in a pool, I know 

we were having the most fun we could have possibly had!,” Robertson said. 

Robertson formed unbreakable friendships at Pegasus and clearly has a passion for 

leadership. Along with a few other alumni, he currently serves as a member of the Beach 

Cities Service League, a philanthropic organization dedicated to providing volunteers for many events or other charitable 

organizations throughout Southern California. He believes in diversifying his experiences. 

While studying abroad at Oxford this past summer, Robertson experienced an incredible journey and formed friendships 

with boys from Los Angeles, Chicago, Virginia, New York, China, Italy, and Turkey. He had a full schedule of activities and 

classes. He gained valuable knowledge in his academic subjects, including medical science and psychology, and thoroughly 

enjoyed extra-curricular activities such as museum field trips, architecture tours, sports and attending Angelican church 

services. He also began a tradition of playing outdoor games, many of which he learned from P.E. at Pegasus like ‘Capture the 

Flag’ and others. 

The Pegasus School Alumni Association 

proudly presents the launch of 

PEGnet 

Our Alumni Mentor and Career Network 

Pegasus Alumni: 

• Search for a professional or academic 

mentor 

• Search for jobs or internships 

• Post your resume for potential employers 

to search 

Current Pegasus and Alumni Parents: 

• Become a mentor for our alumni 

by offering professional or academic 

guidance 

• Post a job or internship opportunity 

• Search through posted resumes to find 

the best candidate for your company 

An opportunity to grow the connections within the Pegasus community. 

REGISTER TODAY! 

Alumni: https://thepegasusschool-csm.symplicity.com/students 

Mentors: https://thepegasusschool-csm.symplicity.com/mentors 

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


James Samimi ’95 and new bride, Rachael 

1995 

Congratulations to James Samimi and 

his new bride Rachael who married on 

September 4 in the Newport Beach harbor 

and enjoyed a honeymoon in Yellowstone. 

James completed his masters at California 

State University, Long Beach with a 

concentration in public administration 

and is currently en route to completing his 

medical coding certificate while working 

as a certified documentation specialist at 

Fountain Valley Regional Hospital. James 

continues to perform with his group, 

Duende Flamenco, at Tapas Restaurant 

in Newport Beach on a regular basis and 

has a new CD is on the horizon. Rachael is 

the manager of special events at Chapman 

University and is working on their 

upcoming annual Chapman University 5K 

and American Celebration. 

1999 

Vatche Tchekmedyian graduated from 

the David Geffen School of Medicine at 

University of California, Los Angeles at 

the top of his class. He is now fulfilling 

his residency at Boston’s Brigham and 

Women’s Hospital at Harvard. During 

graduation Vatche received the Stafford 

L. Warren Medal – Presented to “the 


ALUMNI CONNECTIONS 

by Angel Waters 

graduating medical student in recognition 

of outstanding academic achievement 

throughout the four years of medical 

school.” Also received upon graduation 

were the following awards: 

Aesculapians Medical Student Award 

– Presented to “a graduating medical 

student in recognition of dedicated 

service and outstanding leadership while 

in medical school.” 

Award of Excellence of the 

Department of Medicine Clinical Faculty 

Association – Awarded to “the student 

who has completed the third year 

clinical clerkship in medicine with the 

strongest all-around evaluations and test 

scores for clinical knowledge and skills, 

and who has also shown the highest 

degree of awareness and concern for the 

humanitarian needs of a patient.” 

American College of Physicians 

Award – Awarded annually to “the 

graduating student entering the field 

of internal medicine with excellence in 

scholarship, leadership, teaching and 

humanistic qualities.” 

2001 

Vanessa Hull is pursuing her 

nursing degree after graduating from 

Manhattanville College in Purchase, 

New York. 

2002 

Vatche Tchekmedyian ’99 graduated from the David Geffen School of Medicine. 

The Tchekmedyian family (L-R): Simon, Sareen ’07, Alene ’02, Vatche, Raffi ’04, 

Vartan ’01 and Seta 

Connie Chai graduated from Duke 

University and is experiencing life in 

the midwest working as a merchandise 

business planning analyst for Target 

Corporation. 

Allison McFarland is teaching English 

to high school students in Japan through 

the Japan Exchange and Teaching (JET) 

Programme, aimed at promoting grassroots 

international exchange between 

Japan and other nations. Allison teaches 

near Kanazawa, on the west coast of 

Japan. Though Allison was hesitant 

when she found out that she would be 

working with high school students, 

she has enjoyed it much more than she 

could have imagined. She teaches at a 

high school of 850 students for most of 

the week and one day a week at a special 

education high school. Allison launched a 

Alle Hsu ’03 graduated with honors from 

Scripps College of the Claremont Colleges

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

pen pal program with her high school, Los 

Alamitos, that gives her current students 

the opportunity to interact with students 

in California. 

Thankfully, Allison wasn’t near the 

devastation in the northeast region of 

Japan when it was struck by natural 

disasters. Allison recalls this experience: 

“My area felt slight earthquakes and was 

under tsunami watch, but the most terrifying part 

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

couldn’t believe that something this catastrophic 

was happening to a place only an hour away by 

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

time as I saw people come together to help support 

the affected areas. Fellow JETs put together 

charity fundraisers and some even went out to 

the Tohoku region to help clear rubble and bring 

supplies. I was also thrilled when my students 

organized spare change drives at school. I have 

been keeping those in the affected areas of Japan 

in my thoughts and prayers and know that the 

struggle is not over yet. Nevertheless, it makes me 

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

who have come together to support Japan.” 

2003 

Caitlin Gillenwater is serving her 

community as an EMT and volunteer 

firefighter/EMT for the Freedom Fire 

Department. 

Alle Hsu recently graduated with honors 

from Scripps College of the Claremont 

Colleges, where she double majored in 

Asian Studies and Media Studies. She 

received the 2011 Watkins Media Studies 

Award for her senior thesis documentary 

film about the status and role of women 

from urban China. Her film chronicled 

the experiences and views of a group of 

Chinese women, from one who endured 

the Cultural Revolution to others who 

lived through the current capitalist period 

in China. Her film which was partially 

supported by a grant from Pomona 

College was screened at the Pomona 

Museum of Art with a major photo 

exhibit titled “China Insights.” Outside 

academics, Alle competed for four years 

on the Claremont-Mudd-Scripps tennis 

team and served as the captain of the 

team for two years. Alle was awarded the 

2011 Scripps Athlete of the Year award 

for her achievements both on and off the 

court. Her CMS team ranked seventh 

nationally in the 2011 NCAAs and reached 

the Elite 8 of the 2011 NCAA Women’s 

National Team Championships. 

Harry Koulos received his bachelor 

of arts degree in history from Yale 

University. He is now attending 

Georgetown University working toward 

his Juris Doctor degree. 

Miranda and Hayley Young are 

attending Duke University’s Fuqua 

School of Business to pursue their 

masters’ degrees in management 

studies. Hayley was also accepted into 

Harvard University’s Graduate School of 

Education for a master’s degree in Mind, 

Brain, and Education. This prestigious 

program uniquely connects cognition, 

neuroscience, and education practice. 

It is the first program of its kind in the 

world and only thirty-four students were 

accepted. Upon the completion of her 

master’s program at Duke, Hayley will 

attend Harvard for her second master’s 

degree. 

2004 

Kendall Broda is experiencing the Aussie 

life, studying abroad in Wollongong, 

NSW, an hour and a half from Sydney, 

Australia. Kendall is traveling extensively, 

including trips to Gold Coast, Brisbane, 

Carins, Whitsunday Islands and many 

smaller places along the way. The Great 

Barrier Reef was an “amazing” adventure 

for Kendall before hiking through the 

jungles of Bangkok and staying in Chaing 

Mai villages with no electricity. 

Bryant Schulman is finishing his senior 

year at the University of Washington 

with a major in political science. Bryant is 


David Penner ’06 with Kendra Eaton ’04, Blake Myers ’08 and Victoria Davidson ’07 at 

the 2011 Mt. Olympus celebration 

a member of the Theta Chi fraternity and 

volleyball club team. 

Lara Stouffer, a sophomore at West 

Point, graduated from West Point’s Air 

Assault school under the 101st Airborne 

division. She learned how to conduct 

Air Assault operation, attach sling 

loads to helicopters, and how to repel 

out of helicopters. Afterwards Lara 

completed CFT (Cadet Field Training) 

where she learned infantry patrolling 

and experienced a taste of the different 

branches the Army has to offer. Lara also 

has the responsibility as a team leader, to 

make sure that her plebe (1st year cadet) 

becomes accustomed to life at the military 

academy. In addition to military training, 

Lara will be taking academic classes and 

swimming for her second year on the 

West Point swim team. 

2005 

Natasha Schulman is a junior at 

University of California, Los Angeles 

majoring in psychology. She is on the 

woman’s water polo team and a member 

of the Kappa Alpha Theta Sorority. 

2006 

David Penner is currently a sophomore 

at the University of Michigan, where he is 

pursuing a history major and continuing 

his competitive running as a member of 


MRUN, the Michigan club Cross Country 

and Track and Field team. 

Monica Schnapp sums up her freshman 

year at University of the Pacific as her 

“home away from home. My friends, professors, 

boss, and sorority sisters are my second family.” 

Being actively involved on campus and 

being comfortable to approach her 

professors is important to her. “All my 

professors know my name, and if I need 

extra help they are always willing to stay 

late and help me.” When asked for some 

words of advice for high school seniors, 

Monica offered the following: 

• Schedule an overnight visit, get to 

know a current student and spend more 

than just a few minutes on tour with that 

person. 

• Visit a class you’re interested in 

taking so you can see how a professor and 

students interact with each other. 

• Think about how far away from home 

you want to be. Be realistic. 

2007 

Monica Schnapp ’06 attends University 

of the Pacific 

Max Gerard is a freshman at Haverford 

College in Pennsylvania. During his senior 

year at Newport Harbor High School, 

Max earned his Eagle Scout, was as a 

two year scholar athlete who was named 

Pitcher of the Year for the varsity baseball 

team, and he received principal’s honor 

roll. 

Nicolas Jaber ‘07 presenting Congressman Campbell with an 

honorary JSA best speaker gavel 

Nicolas Jaber was successful in 

coordinating an appearance by 

Congressman John Campbell with the 

Junior Statesmen of America Club at 

Newport Harbor High School. 

Abby Michaelsen was selected as the 

Youth Advocate of the Year from the 

Campaign for Tobacco Free Kids. She was 

also honored with a seat on the board and 

attended her first board meeting while 

accepting her award in Washington, D.C. 

Abby Michaelsen ’07 at the Youth Advocate of the Year 

Award Ceremony 

2008 

During his junior year at Newport Harbor 

High School, Kent Willett had the lifechanging 

opportunity of meeting and 

shadowing Hoag Hospital neurosurgeon, 

Dr. Christopher Duma. Kent’s 

introduction into neurosurgery was being 

allowed to observe Dr. Duma perform debrain 

stimulator surgery for a Parkinson’s

Caitlin Cain ’09 in traditional Guatemalan clothing while 

studying abroad 

disease patient. Kent immediately fell in 

love with neurosurgery and the thought 

of one day becoming a doctor himself. 

Kent continued his relationship with Dr. 

Duma by interning with him last summer, 

documenting their cutting-edge research 

at University of California, Irvine. Kent 

will continue his volunteer work at High 

Hopes Brain Injury Center in Tustin. 

“I enjoy volunteering at this great institution 

because I love helping people. At High Hopes, I 

will be teaching patients how to walk again along 

with other daily tasks that we take for granted.” 

Now a senior, Kent is participating 

in the new International Baccalaureate 

program and hopes to receive his 

certificate in June. As for college, Kent 

is working on applications and hopes to 

attend either University of Notre Dame or 

Vanderbilt University, along with many 

other hopefuls. 

“Pegasus has given me the strongest 

foundation ever to be successful, and the things I 

have learned there are unforgettable and will stay 

with me for the rest of my life.” 

2009 

Caitlin Cain, a Cate School junior, is 

interested in science and medicine. Last 

summer Caitlin explored several rarely 

traveled Guatemalan communities. 

Caitlin chose to travel for four weeks with 

the Where There be Dragons program, 

Cole Friedman’s ‘10 Pammy award winning artwork Shelby Williamson ’10 with her parents during her trip to Rome, 

where she and the Mater Dei choir performed 

after listening to a presentation at her 

school in Carpinteria. 

Landing in Antigua for her first home 

stay, Caitlin and her group of thirteen 

endured a three day trek to Lakes Atitlan 

and San Marcos then travelled to San 

Juan Cotzal where they worked with 

a community that was affected by the 

civil war. In Pachaj, the group planted 

trees in collaboration with the Chico 

Mendez Project which is dedicated to the 

reforestation of communal lands in the 

mountains surrounding Cantel. Caitlin 

describes the Pachaj community as 

“friendly, conservative, and safe.” 

In Xela, Caitlin’s interest in medicine 

came to life as she was able to shadow 

a medical student in his final stages of 

school. They visited an elderly woman for 

treatment of her hand that had been run 

over by a chicken bus. Each student was 

able to choose an independent service 

project and Caitlin followed her passion 

and chose medicine. 

Caitlin’s experience is one that has 

enhanced her interest in international 

medicine, especially the time she spent 

personally caring for others. Caitlin 

believes that this experience “ties in with 

life in general and has given me a different 

global experience and the opportunity to 

understand different cultures.” 

Caitlin is, by nature, an adventurous 

young woman. She loves to travel and 

was ready to take on the journey when 

she enrolled. When asked if she would 

like to travel again Caitlin indicated that 

the question isn’t if she will travel, the 

question is when and where? 

The advice Caitlin has to offer 

students thinking about traveling is, 

“these trips are not for those who are 

critical of others. Students need to be 

open to the experience and engage in the 

culture they are visiting.” 

Conor Roche (Corona del Mar High 

School) and Rusty Padia (J Serra Catholic 

High School) had a great experience 

coaching Pegasus fifth and sixth grade 

boys’ soccer team for last spring’s Daily 

Pilot Cup tournament. Not sure what to 

expect when he found out that he’d be 

coaching, Conor states the experience far 

exceeded his expectations. 

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

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

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

pleasantly surprised at how respectful the boys 

were, even though their coaches were only a few 

years older than them. Although we lost both of 

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

they fought extremely hard.” 


2010 

Cole Friedman won the Pammy Best 

Drawer award during his freshman year 

at Corona del Mar. PAMA is Corona 

del Mar High School’s Performing Arts 

and Multimedia Academy. He competed 

against all grade levels for his award. 

Shelby Williamson, a Mater Dei High 

School freshman, was given a once-in- 

a-lifetime opportunity to sing for Pope 

Benedict XVI at the Papal Audience. As 

Shelby and the choir sang, Shelby recalls 

her feelings during this experience: 

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

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

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

happening.” 

Shelby’s experience continued when 

the choir was given special permission 

to perform three songs inside the Sistine 

Chapel; a rare privilege. 

Angel Waters is the Pegasus Associate Director of 

Advancement, Programs and Events. She oversees the Spring 

Benefit, Alumni Association and Grandparent’s Association. 

If you’re part of our alumni family, we want to hear from 

you! Please contact Angel, awaters@thepegasusschool.org. 

Class of 2007 

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

Peter Anastos The School of Art Institute 

of Chicago 

Morgan Boukather Stanford University 

Jessaca Brandt Indiana University 

Dalton Brewster University of California, 

San Diego 

Gregory Brostek University of California, 

Berkeley 

Max Callas University of Washington 

Madison Carroll University of California, 

Los Angeles 

T.J. Danner Boston College 

Victoria Davidson Whitman College 

Danielle Diamond Scripps College 

Gaby DiChiro University of California, 

Berkeley 

Eric Fish Rensselaer Polytech Institute 

Maxwell Gerard Haverford College 

Charles Giannini Georgetown University 

Kevin Gregg University of Colorado, Boulder 

Leigh Hagestad Stanford University 

Eric Hallett Stanford University 

Kerry Hayden University of San Diego 

Natalie Hiles McGill University 

Kiley Johnson University of Kansas 

Christopher Jusuf Hamilton College 

Aurora Kaye University of Oregon 

Megan Kim University of Washington 

Rachel Kramer California Polytechnic 

State University 

Allison Krugman Claremont McKenna College 

Andrew Kurzweil Amherst College 

Marian Lee University of Texas at Dallas 


Katherine Lin University of Southern 

California, Marshall 

School of Business 

Tilly Lumpkin University of San Diego 

Meghan McLaughlin University of Notre Dame 

Jonathan Metcalfe University of San Diego 

Abigail Michaelsen Claremont McKenna College 

Alex Morrison Washington University 

Zack Morrison Chapman University 

Katherine Nagasawa Northwestern University 

Jocelyn Neff Stanford University 

Michou Nguyen University of the Pacific 

Sean Niemann University of Redlands 

Hillorie Nowak Irvine Valley College 

Julia Ostmann Harvard College 

Erika Page Lewis and Clark College 

Lauren Palley Southern Methodist University 

Colt Peterson University of Colorado, Boulder 

Matthew Portner University of Colorado, Boulder 

Domenic Re Villanova University 

Austin Rios Santa Barbara City College 

Taylor Ross University of Southern California 

Sara Saini New York University 

Rami Sarabi University of Southern California 

Julia Sclafani Columbia University 

Veronica Seidner Villanova University 

Colin Shaffer Carnegie Mellon University 

Alexandra Spitzer Southern Methodist University 

Sareen Tchekmedyian Sarasota Ballet 

Brandyn Townsend University of Arizona 

Alec VanHoogenstyn Emerson College 

Kennedi Varing University of San Diego

Class of 2011 

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

Luke Aguilar Los Alamitos High School 

Reema Al Saud Sage Hill School 

Nicole Apodaca Edison High School 

Samantha Apodaca Edison High School 

Brent Bannister Fountain Valley High School 

Haley Bolen Sage Hill School 

Tristan Bridge Orange County High School 

of the Arts 

Tara Byk Orange County High School 

of the Arts 

Ariella Carmell The Marlborough School 

Benjamin Chadwick Thacher School 

Sue-Ling Choquette Mater Dei High School 

Bobby Cohen Sage Hill School 

Finn Dobkin Newport Harbor High School 

Tracy Dong Sage Hill School 

John Drayton Tabor Academy 

Elizabeth Farkas Sage Hill School 

Rafe Feffer Sage Hill School 

Anthony Gil Sage Hill School 

Meagan Gooding Sage Hill School 

Christopher Goul Sage Hill School 

Claire Goul Sage Hill School 

Edward Goul Sage Hill School 

David Hartman Newport Harbor High School 

Jake Hastings Corona del Mar High School 

Erik Henriksen Mater Dei High School 

Jodie Horowitz Sage Hill School 

Frank Hoshijima Huntington Beach High School 

Sidney Lee Sage Hill School 

Natalie Lowenstein Sage Hill School 

Ryan McCully Newport Harbor High School 

Jamie McNeil Newport Harbor High School 

Hawken Miller Sage Hill School 

Kelli Nagasawa Sage Hill School 

Mario Nark JSerra High School 

Nikki Nourmohammadi St. Margaret’s Episcopal School 

Nicolette Pievac Blair Academy 

Angelika Robertson St. Margaret’s Episcopal School 

Michael Rouleau Sage Hill School 

Brett Smith Newport Harbor High School 

Reese Stalder Newport Harbor High School 

Gordon Strelow Sage Hill School 

Lauren Tallichet Mater Dei High School 

Alyssa Valentine Newport Harbor High School 

Adam Wang Sage Hill School 

Alice Kate Willett Newport Harbor High School 

Coco Wohrle Sage Hill School 

Parthiv Worah Sage Hill School 

Helena Youhana Sage Hill School 

Joanna Yuan Edison High School 


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U.S. POSTAGE 

PAID 

HUNT. BEACH, CA 

PERMIT NO. 421 

“Our Strategic Plan goals are 

ambitious. Our fundraising goals 

are ambitious. Our students are 

ambitious! DREAM BIG with us…” 

Our Strategic Plan Goals: 

-John Zurn, Head of School 

• Academic Excellence and Transformational Teaching 

• Exemplary Character and Leadership 

• Dynamic and Nurturing Community 

• Advancing our Mission 

Visit www.thepegasusschool.org/about/publications to read 

the Plan’s recommendations and implementation steps. 

Make your gift to the On Golden Wings annual fund by 

February 1 and watch for your special invitation to our 

Spring Benefit 2012, Hear the 20’s Roar. 

Donate securely online at 

www.thepegasusschool.org/giving.

ISSUE 2 / FALL 2011 THE PEGASUS SCHOOL

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