Spring 2011 - Sacred Heart Schools

At the Heart of the MatterLetter from Richard A. Dioli, Director of SchoolsDear Sacred Heart Community,As you browse through the pages of this magazine you will read about the many inspiring projectsand achievements that have involved community members on and off our campus. These opportunitiesreflect our Sacred Heart values and the importance that we place on our traditions, heritage and theGoals and Criteria. We honor our past, engage in the present, and look to the future as we continuebuilding our unique environment that supports our mission “to educate the whole child to be a leaderwho loves God and serves others.”This coming year represents a milestone for Sacred Heart Schools, Atherton. We are thrilled tobegin construction on a brand new Lower and Middle Schools campus due to the successful ongoingefforts of the Living our Mission, Building our Future Capital Campaign. These new buildings representthe commitment to quality 21 st century teaching and learning taking place across the entireSacred Heart campus. It is seen in the new and refurbished buildings at the Preparatory and Preschool/Kindergarten,the cross-campus dialogue about curriculum, the sharing and enhancement oftechnology in the classrooms and the opportunities for professional growth among faculty and staff.Our pledge to grow the endowment continues to strongly support the vision of St. Madeleine SophieBarat by providing a valued Catholic education for the multitude of children who will enroll at SacredHeart Schools in the next 100 years and beyond.I am proud to be a part of Sacred Heart Schools’ time-honored traditions, and excited for ourfuture. Today, these are extraordinary times for us as we plan for our next 100 years of continuingto provide thousands of children with a valued Catholic education that addresses the 21 st centuryneeds of our society.I am proud of the commitment and dedication our community places on providing our studentswith a first-rate, well-rounded education. I encourage you to reflect upon our cherished Sacred Heartheritage and traditions as you read through the wonderful stories of the many individuals who striveto put into practice our Goals and Criteria on a daily basis. I hope you will congratulate and applaudeveryone’s achievements along with me. I am truly humbled by the numerous and amazing accomplishmentsour community attains.Sincerely,Richard A. DioliDirector of SchoolsSacred Heart Schools, Atherton

ContentsSacred Heart Parents Flourish Together in Spiritual Growth | page 2Formation to Mission helps parents renew their faith, spirituality and relationship with God.Dedicating One’s Life to Fulfilling the Vision ofSt. Madeleine Sophie Barat | page 6Sister Clare Pratt reflects on her 50 plus year’s of service within the Society.Providing Students with Tools for Success in Academics,Social and Emotional Learning | page 10Whether solving conflicts or learning about decision-making, Sacred Heart students are hands-on and involved.Fostering Mutual Respect Through Understanding | page 14Justice teach-in on immigration seeks to bring dignity toward immigrants of all ethnicities.Students and RSCJ’s of Oakwood Rally to Raise Moneyfor Sister School in Uganda | page 18Lap-a-thon nets $15,000 and provides tuition for up to 10 students.Picking Olives and Planting Friendships | page 20Harvesting community spirit and olives from century-old trees on campus.Students Embrace their Passions and Embark on Personal Growththrough Independent Study | page 24Program enriches both students and their faculty mentors.Student Athletes Excel in 2010 Sports Season | page 28Bicycling through Asia with Open Hearts and Open Minds | page 30Finding common ground through exploring, integrating and living other cultures.Building the Future for Tomorrow’s Leaders | page 34“For the Sake of One Child” – Investing in St. Madeleine Sophie Barat’s dream.Ways to Give | page 45

FAITH: A personal and active faith in GodSacred Heart Parents FlourishTogether in Spiritual GrowthFormation to Mission helps parents renew their faith,spirituality and relationship with God.As part of the Society’s educational missionin the Catholic Church, nurturing thespirituality of our community members byeducating to a personal and active faith in Godremains a cornerstone of Sacred Heart Schools,Atherton (SHS). Formation to Mission, led byMartha Roughan, RSCJ, strives to deepen theunderstanding of and commitment to living outthe values of a Sacred Heart education and integratingthese values into the fabric of personaland school life. Intentional formation empowersthe adult community to be bearers of the Schools’mission, a main component of which is spiritualformation. In addition to programs developedespecially for faculty and staff, programs designedespecially for parents give those adults in theSacred Heart community access to quality discourseabout Catholic life and practice, as well asspiritual reflections and workshops which nourishand support Christian life.

It was more than a decade ago when a groupof visionary Sacred Heart parents identified ahunger on the part of the community to includemore spiritual activities for the parents. To addresstheir desires these parents formed SpiritualityCommittees as part of the Parents’ Associationsat St. Joseph’s of the Sacred Heart and SacredHeart Preparatory.In 2005, Sally Vance-Trembath, Ph.D., beganworking with the Spirituality Committees during theearly stages of SHS’ Formation to Mission program.Committee members asked Dr. Joseph Ciancaglini,director of schools at that time, if Vance-Trembath,who is trained in Catholic theology, would provideguidance and assistance to the group. Her rolewith the committee for the past six years has beento ensure that planned activities sponsored by thegroup are deeply rooted in the best theologicalinsights of the Catholic Tradition.Besides providing guidance to the committee,Vance-Trembath offers a weekly Monday morningformation class in Otto Library for parents to learnmore about Catholic identity. She also supportsother events such as SHP Men’s Breakfast, OurLady of Guadalupe celebration, and the SHS SpringDay of Reflection.“I am grateful for the opportunity to work withthe parents at Sacred Heart, and I particularlyenjoy our Monday morning formation classes. Itis a privilege to accompany a group of people whoare hungry to apply their well-trained minds tothe Catholic Tradition’s critical reflection aboutthe personal experience of God,” said Vance-Trembath. “I think St. Madeleine Sophie Baratwould be very proud of them.”A recent event the SHP Parents’ Association’sSpirituality Committee sponsored for the communitywas a journey of renewing spiritual growth.The January winter retreat encouraged membersto “open themselves to the transforming of powerof the Spirit of God to engage in personal andcommunal prayer, reflection and action.” (Goal I:Criteria 4). More than 50 parents from across the“I am grateful for the opportunityto work with the parents at SacredHeart, and I particularly enjoy ourMonday morning formation classes.It is a privilege to accompany agroup of people who are hungryto apply their well-trained mindsto the Catholic Tradition’s criticalreflection about the personalexperience of God.”-Sally Vance-Trembath, Ph.D.Parent Education CoordinatorSHS campus started the New Year with a commitmentto further enrich their lives by growingtheir spirituality. They spent the entire morningreflecting and sharing their spiritual goals tobuild a path of spiritual freedom.The featured guest speaker, Kate McNichols,crafted a morning retreat entitled “FromSpiritual Hunger to Spiritual Freedom.”This peaceful morning in the Gathering Roomat Oakwood gave the community an opportunityto enrich their spiritual growth and relationshipwhile learning how to be more alert to the indwellingpresence of the Holy Spirit. McNicholsadvocated that “the path of spiritual freedominvolves self-knowledge and self-acceptance, butoften we are unconscious about our unexaminedassumptions, and we will search only for the innercritic, one of the sources of ‘spiritual hunger.’”As part of McNichols’ teachings, she offeredfour basic “food groups” of a healthy SpiritualNutrition diet: surrender to God, search for newinsight, know your needs and find healthy ways tomeet them, and know your inner critic. She providedparticipants with tools and exercises to help3

SALLY VANCE-TREMBATHSally Vance-Trembath, Ph.D. holds adoctorate degree in systematic theologyfrom University of Notre Damein Indiana. Prior to joining SacredHeart Schools Parent EducationCoordinator, Atherton in 2005,Vance-Trembath was an assistant professorin theology at the Universityof San Francisco, and a high schoolEnglish and religion teacher.KATE MCNICHOLS“The intention of the retreat was to create a prayerful,reflective space so that parents might come togetherto nourish their relationship with God.”-Sally Vance-Trembath, Ph.D.Parent Education Coordinatorcreate self-efficacy as a path to spiritual freedom, which included examiningexperiences and learning from them, reviewing role models and their influences,social persuasion of encouragement, and physical and emotional improvementsto avoiding negative influences and seeking positive ones.“The intention of the retreat was to create a prayerful, reflective space sothat parents might come together to nourish their relationship with God,” saidVance-Trembath. “Kate’s spiritual radar is so attuned that she can take a roomfull of people who long for a deeper relationship with God and guide themthrough the shoals into open water. She is skilled at helping people identifyobstacles that block us from experiencing God’s love and mercy.”“I am delighted that as a community, whether we are long-time friendsor newly formed acquaintances, we can all come together to lean on andlearn from each other to grow in our individual spirituality,” reflected Vance-Trembath. “As a Catholic school, I feel it is important that our institution isa place where people can come to learn, express and reflect upon theirCatholic identity.”Kate McNichols holds graduatedegrees in education and pastoralministry; she specialized in women’sspirituality while completing hermaster’s degree in divinity at theUniversity of Notre Dame in Indiana.Today, she is completing her graduateprogram in counseling psychologyat Santa Clara University. McNicholshas touched and inspired many asher work leads her into the fields ofaddiction treatment, hospice andpalliative care, spiritual direction,and services for the homeless.(right) For more than a decade, the Parents’ Associations’ Spirituality Committee organizesspiritual activities for the parent community at Sacred Heart Schools. (left to right) Sally Vance-Trembath, Ph.D., Sacred Heart Schools; Stephanie Lane, Parents’ Association SpiritualityChair – Sacred Heart Preschool – 8th grade; Marie Jackson, Parents’ Association SpiritualityChair – Sacred Heart Preparatory. Photo credit: Joel Simon.4

“I look forward to the parent spiritualityretreats every year. The speakersare an enriching complement to theweekly Faith Formation gatheringswith Sally. Sacred Heart parents arelucky to have these opportunitiesto share time together as spiritualcompanions.”Gigi Larson, Parent“Through the retreats and Adult FaithFormation at Sacred Heart, I havemet a wonderful group of people whoenjoy sharing their faith in an honestand insightful way. I have learned newways of prayer and contemplationthat I try to incorporate into my dailylife. Parents are blessed and fortunateto have this amazing connection withthe School.”Susan Krauss, Parent“Adult Faith Formation programs aretrue gifts to Sacred Heart parentswhile building community. Sally’sextensive training in Catholic theologyand practice, together with her ownspecial gifts of understanding theroles of parents challenged by culturalshifts, inspire many to a richer spirituallife and deeper understanding of faith.”Sandy McNamara, Parent5

FAITH: A personal and active faith in GodDedicating One’s Life toFulfilling the Vision ofSt. Madeleine Sophie BaratSister Clare Pratt reflects on her 50 plus year’s of service within the Society.For more than 50 years, Clare Pratt, RSCJ andformer Superior General of the Society of theSacred Heart, has dedicated her life to carryon the vision of St. Madeleine Sophie Barat. She hashad experience in working with children, the elderly,and the disadvantaged in support of the Society’smission: to educate as a means of transforming society,of enabling each one’s potential and of renewingthe social fabric that binds us together.Sister Pratt entered the Society in 1959 andmade her first vows in 1962, and her final professionin 1967, during the time when major changes werehappening within the Catholic Church after theSecond Vatican Council.Sister Pratt sees her career of service withinthe Society divided into two parts. In phase one,she was an educator and taught English and Religionin four Sacred Heart schools on the East

Coast before the Network of Sacred Heart Schoolsbecame formalized. She also had brief experiencesin Boston public and parish schools in themid 1970’s, and was principal of a parish schoolin Houston in the mid 1980’s.The “other part” of Sister Pratt’s life has beendedicated to internal service within the Society. Shewas Provincial of the Washington Province from1978-1982 when the five U.S. provinces mergedinto one. Several years later she was asked to bepart of the Provincial Administration team in St.Louis, Missouri.In 1994, her international service beganwhen she became part of a formation team inRome to prepare sisters for their final vows. “Itis a program that is very precious to us becauseit brings together our sisters from all over theworld who are ready for their final commitment,”said Sister Pratt. “I had a wonderful experiencewith the 27 RSCJs who came from Europe, Africa,Latin America and the U.S.Several months later, Superior GeneralPatricia García de Quevedo, RSCJ, asked SisterPratt to come to Rome to be Secretary General.Her new role put her in touch with the Society ofthe Sacred Heart all over the world. As her role wasmainly administrative, requiring her to sit beforea computer most days, Sister Pratt also wanted todo something pastoral. “I had the opportunity tocoordinate the Sunday liturgies for the inmates ofRegina Coeli prison, a couple of blocks from theVatican,” Sister Pratt recalls. “I had permissionto have a small choir of 12 prisoners. We’d gatheron Saturdays to prepare the liturgy, accompaniedby my accordion, several guitars, a tambourineand bongo drums – depending on the musicalgifts of the choir members. We had a great time.“Those eight years of my lifewere an extraordinarily gracedtime. Visiting our sisters all overthe world was a priority. I don’tknow of any other professionthat involves international travelwhere one arrives in a countryto be met by one’s family.”-Clare Pratt, RSCJFormer Superior General of theSociety of the Sacred HeartIt was a wonderful counterpart to my ministry inthe Motherhouse as Secretary.In 2000, Sister Pratt was electedSuperior General, a role she held until 2008.Sister Pratt said, “Those eight years of my lifewere an extraordinarily graced time. Visiting oursisters all over the world was a priority. I don’tknow of any other profession that involves internationaltravel where one arrives in a country tobe met by one’s family. I came as their sister, andwas totally at home in my RSCJ family.”Sister Pratt continued, “Since the time ofSt. Madeleine Sophie, we have had a tremendoussense of love and allegiance to the center of theSociety. One of the things that I have marveled atis how we have stayed one congregation, particularlywhen Philippine Duchesne moved to thiscountry. Given technological improvements, traveland communications are relatively easy today, as(left) Clare Pratt, RSCJ (far right) talks with Oakwood community members Rina Ronconi, RSCJ (left) and MaryMcMahon, RSCJ (middle). Sister Ronconi, at the age of 97, is currently the oldest community member at Oakwood; shewas the librarian at San Francisco Broadway for 29 years (1972-2000). Sister McMahon was the interim principal at St.Joseph’s of the Sacred Heart in the 1970’s, and was the former director of Oakwood for six years in the early 1980’s.Photo credit: Joel Simon.7

CLARE PRATT, RSCJ1959 – Entered the Society of theSacred Heart; Albany, New York1962 – First Vows1967 – Final Profession; Rome, Italy1963-1976 – Teacher/Administrator,Sacred Heart Schools; Pennsylvania,New Jersey, Massachusetts1976-1977 – Teacher, Boston PublicSchools; Boston, Massachusetts1977-1978 – Teacher, CathedralGrammar School; Boston,Massachusetts1978-1982 – Provincial, WashingtonProvince; Boston, Massachusetts1982-1988 – Principal, Our Lady ofGuadalupe School; Houston, Texas1988-1993 – Provincial Team, U.S.Province; St. Louis, Missouri1994 – Formation Team, Society of theSacred Heart; Rome, Italy1994-2000 – Secretary General, Societyof the Sacred Heart; Rome, Italy2000-2008 – Superior General, Societyof the Sacred Heart; Rome, Italy2010 – Community Director, Oakwood;Sacred Heart Schools, Atherton Boardof Trustee; Atherton, California(above) Clare Pratt, RSCJ, visits with Mary Munch, RSCJ and Margaret Ehart, RSCJ, during amorning Goûter at Oakwood.compared to when Philippine often had to wait months for a response fromSophie when she wrote to her in France.”Reflecting on one of the greatest accomplishments the Society hasachieved in the last 50 years, Sister Pratt names gaining the statusof a Non-Governmental Organization at the United Nations a decadeago, a first step toward obtaining consultative status with the United NationsEconomic and Social Council, which serves as the central forum for discussinginternational economic and social issues, and for formulating policy recommendationsaddressed to Member States and the United Nations system. As aninternational congregation of educators with a presence in 42 countries aroundthe world, the Society wanted to contribute to deliberations on internationalhumanitarian issues thereby helping to shape a different world by influencingpolicy making.In 2010, Sacred Heart Schools, Atherton welcomed Sister Pratt to theAtherton community as Community Director of the RSCJs at Oakwood and as amember of the SHS Board of Trustees. “The Oakwood community is the perfectplace for me at this moment of my life as I’ve had an interest for a long time inthe pastoral care of the elderly, and especially of our sisters,” concluded SisterPratt. “The Sisters at Oakwood have lived the various stages of the evolution ofthe Church and of the Society. They are a tremendous inspiration in terms ofhow they have been able to adapt and in some cases be pioneers in respondingto what today’s world is asking of us. One of the joys of being on the SHScampus is the opportunity we have to welcome students of all ages. We neverretire from our mission of communicating God’s love, especially to young people.”8

FAITH TRADITIONSSacred Heart Schools’ Formation to Mission provides ongoing opportunities for the adult community to learn how to moredeeply and fully understand what it means to be a Sacred Heart educator. On March 16, 2011, the Educators of the Sacred Heart(ESCJ) group under the leadership of Connie Solari, sponsored an event on forgiveness and reconciliation for Sacred Heart facultyand staff. The presentation, “Across Religious Traditions: A Lenten Meditation,” featured five Sacred Heart educators andstaff members who shared their reflections on the topic from the perspective of their religious traditions: Buddhism, Catholicism,Hinduism, Islam and Judaism.Sacred Heart Schools’ Director of Formation to Mission, Martha Roughan, RSCJ, concluded that the event provided “a wonderfulopportunity to reflect on the many ways the process of conversion and the rituals of reconciliation are understood andcelebrated across various faith traditions.”2011 ALUMNI SPIRIT OF MATER AWARD RECIPIENTS ANNOUNCEDSara Merryman (SHE ’57, Convent ’61) and Ashley Elizabeth Pritchard (SHP ’05)Sacred Heart Schools is proud to honor the 2011 Spirit of Mater Award Recipients on Saturday, June 11, 2011, during the GrandReunion. This award recognizes alumni who radiate Mater’s spark of the divine spirit and who employ life in a mannerrepresentative of the Goals and Criteria of Sacred Heart Schools. Nominees must have attended one of the following:St. Joseph’s School of the Sacred Heart, Sacred Heart Preparatory, Sacred Heart Elementary, Convent of the SacredHeart, Menlo or Atherton College at Menlo, and Academy of the Sacred Heart. These individuals have contributedsignificantly to their alma mater, their profession and/or their community. Finally, all exemplify a quality of characterworthy of being role models for past, present and future Sacred Heart students.Previous award recipients include Yvonne Pometti, RSCJ (Sacred Heart Menlo ’37) and Rob Van Alstyne (SHP ’04),Irene Cullen, RSCJ (SHP ’57), Melissa Pritchard (SHP ’66), and Jonny Dorsey (SJSH ’99, SHP ’03).For more information about the Spirit of Mater award, please visit www.shschools.org/spiritofmater.9

LEARNING: A deep respect for intellectual valuesProviding Students with Toolsfor Success in Academics,Social and Emotional LearningWhether solving conflicts or learning about decision-making,Sacred Heart students are hands-on and involved.During a spring morning at recess on SacredHeart Schools’ lower campus, pairs ofon-duty student peacemakers make themselvesavailable to help fellow classmates in gradesone through three resolve disputes on the playground.These trained student peacemakersrepresent an important aspect of Social EmotionalLearning (SEL), and teaches the principles of nonviolence,conflict resolution, and peacemaking.Social Emotional Learning was introducedto teachers, parents and students at the beginningof the 2010-2011 school year. It is a wellresearched means of teaching students social skills,decision making skills, and character education.

“There are so many situations in which brilliant kids go off tocollege and they fall apart because they don’t know how todeal with setbacks or adversity. For these kids, everythinghad come easily for them, and then all of a sudden they arefaced with a different and demanding environment and theydon’t know how to cope with these natural life experiences.”-Wendy ParkerSEL CoordinatorResearch findings indicate that after SEL training, schools have noticedincreased pro-social behavior, decreased problematic behavior and increasedacademic performance.Through this process, people learn to recognize and manage emotions,care about others, make informed decisions, behave ethically and responsibly,develop positive relationships, and avoid negative behaviors. These interpersonaland intrapersonal skills benefit students throughout their academicyears and into adulthood.While life skills education has been a part of the Middle Schoolcurriculum for the past seven years and has an SEL base to it, implementationof Social Emotional Learning began last summer with a two-day trainingsession in which faculty from preschool to eighth grade learned basic SELphilosophy and curriculum.Wendy Parker, preschool to grade eight school counselor, became interestedin SEL when she was introduced to it at the local private school wherethe program originated. As part of Sacred Heart’s strategic plan to find moreeffective ways to teach students social and decision-making skills and charactereducation, Parker invited Janice Toben, M.Ed., a pioneer and leader inSocial Emotional Learning, to train Sacred Heart faculty and staff on the behavioralcurriculum model. According to Toben, SEL implementation into theclassrooms is a three year process of learning and refining specific skills andintegrating them throughout the curriculum. The lessons teach interpersonaland intrapersonal skills for children ages five through 14.“Today, there is a whole movement in education that looks at how weprepare our kids for life in other ways than through academics,” commentedParker. “There are so many situations in which brilliant kids go off to collegeand they fall apart because they don’t know how to deal with setbacks oradversity. For these kids, everything had come easily for them, and then allof a sudden they are faced with a different and demanding environment andthey don’t know how to cope with these natural life experiences. That is why Ibelieve it is so important that we teach our students life skills to cope and beprepared to deal with real life challenges they will face in the future.”(left) Through the Social Emotional Learning (SEL) program, all third grade students aretrained to assist fellow classmates in grades one through three to resolve disputes on theplayground. Peacemaking teaches the principles of non-violence, conflict resolution, andreconciliation, all important aspects of the SEL program. Photo credit: Joel Simon.WENDY PARKERWendy J. Parker has been a SacredHeart Schools counselor for preschoolthrough grade eight since2001. She earned a Master’s degreein Organizational Psychology fromSan Francisco State University, and aMaster’s degree in Counseling, Marriageand Family Therapy from CaliforniaState University, East Bay. She completedher undergraduate degree fromthe University of California, Berkeley.Parker is a licensed MFT and has spent20 years working in the counseling field,and prior to joining the Sacred Heartcommunity she worked for the SanMateo-Foster City School District.Wendy J. ParkerPersonal CounselorLicensed Marriage and FamilyTherapistSacred Heart Schools, P-8“In my classroom I am definitely seeingthe impact SEL is having on mystudents and others this year. It givesour School a common language, andit gives us time in our day to help studentshave a voice about what mightbe bothering them. It allows them toreflect on themselves, their feelings,how they relate to others, and howwell they can interpret what othersare feeling. Students are speaking toeach other using kinder words andsincere actions.”Leah HaileLower School, Fifth Grade Teacher11

“Each day presents many teachablemoments and opportunities to use SEL.We are influencing the next generationand teaching them the tools necessaryto help them care for, serve, andrespect others in our global world. Theresult is a safe and fun learning environmentwhere the children engageeach other in positive behaviors andrelationships. SEL is essential in educatingthe ‘whole child’ for a meaningfullife.”Nancy BlearsMontessori, Kindergarten Teacher(above) Seventh grade students participate in an SEL activity to build self-awareness anddecision-making by working together toward a shared goal by using only eye contact andnonverbal communication. Photo credit: Joel Simon.“I have been excited to see how manyparents see the value and have embracedhaving a formal SEL programas part of the curriculum in all grades,from preschool through eighth grade.SEL teaches our children to understandand take responsibility for theirbehaviors, actions, and interactions. Ifwe can create an emotionally responsible,self-confident, and compassionatechild, we will create a child who respects,values, and shows concern forhim/herself and others. We will createa child of the Sacred Heart.”Mary HinsonParentLower & Middle Schools’ ParentEducation Coordinator“Implementing SEL into Sacred Heart Schools’ curriculum is important.We know and value the link between SEL skills and our Sacred Heart Goalsand Criteria,” continued Parker. “Specifically, the SEL program speaks toGoal I, Criteria 3 in that the entire school program ‘explores one’s relationshipto God, to self, to others, and to all creation.’”Incorporating SEL Lessons in the ClassroomSEL develops competencies in five important life skills.• Self-Awareness: Recognizing feelings as they occur; having a realisticassessment of one’s own abilities and a well-grounded sense of self-confidence.• Social Awareness and Empathy: Sensing what others are feeling; beingable to take their perspective; appreciating and interacting positively withdiverse groups.• Self-Management and Optimism: Handling emotions so they facilitaterather than interfere with the task at hand; delaying gratification topursue goals; persevering in the face of setbacks.• Relationship Skills: Handling emotions in relationships effectively;establishing and maintaining healthy and rewarding relationships based oncooperation; negotiating solutions to conflict; seeking help when needed.• Responsible Decision-Making: Accurately assessing risks; makingdecisions based on a consideration of all relevant factors and the likelyconsequences of alternative courses of action; respecting others;taking personal responsibility for one’s decisions.12

“We are seeing the students embrace this newlearning opportunity to become more focused ondiscovering their feelings and identity throughconversations and classroom lessons. It is thisexpression of emotion that helps kids understandthe perspective of others.”-Meghan Magilligan (SHP ’92)SEL CoordinatorSEL lessons are incorporated once a week in the Lower School and areintegrated throughout the day in informal ways. In the Middle School, SELis called Life Skills. Middle School students meet once a week with a smallgroup of 10-12 students to discuss SEL topics like friendship, communicationskills, conflict resolution, bullying, teasing and decision-making.Meghan Magilligan (SHP ’92), SEL coordinator for grades one throughfive, works with the faculty to help implement the program into the curriculum.“I love this program because it is such a natural fit with Sacred Heart’straditions and it supports our Goals and Criteria in a very meaningful way,”said Magilligan. “Teachers are excited to employ a common objective andliteracy around student behavior and competencies surrounding emotions. AsSacred Heart educators, we are charged with the responsibility of promotinga safe and welcoming environment in which each person is valued, cared forand respected.”Magilligan continued, “We are seeing the students embrace this newlearning opportunity to become more focused on discovering their feelingsand identity through conversations and classroom lessons. It is this expressionof emotion that helps kids understand the perspective of others.”Examples of classroom lessons teach a particular competency of SEL:Kindergarten students create “Sparkle Statements” by writing positive wordsto remind each other of the optimistic emotions and feelings in their environment.Third graders use the “God Box” to write down private notes to oneselfas a means of letting go of one’s struggles in the form of silent prayers. Fourthand fifth graders employ lessons of self-awareness and decision-making byworking together to create a tower with Tinker Toys using only body languageand eye contact to communicate and develop a shared goal. These are justsome of the creative ways the faculty are working with students on a weeklybasis to impart SEL competencies in the classrooms.“Everyone is excited about the SEL program because it is a collaborativeopportunity with the parent community,” concluded Magilligan. “We arededicated to making sure parents are aware of what students are being taughtabout the program in the classrooms so that they can integrate and reinforcethese lessons at home. This creates a true working partnership betweenparents and teachers to encourage students to grow personally.”“I believe SEL is important because ashuman beings we all face adversity atvarious levels and at various points ofour lives. SEL helps students identifytheir assertive voices and encouragesclear communication, teamworkand self-esteem. They are using SELstrategies to be their own advocates,giving them a voice and the skill setto learn to be assertive to both classmatesand adults in a respectful way.”Colette KennyLower School, Third Grade Teacher“SEL introduces the brain, bodyand heart connection to studentswhich builds interpersonal andintrapersonal skills. It is more thanjust understanding ‘sad, mad, andglad’ because students are exposedto the nuances of language. They canuse more precise words to describeand understand their emotions. I seestudents willingly embracing andsupporting this program by putting itto daily use.”Kathy SpiekerLower School, Fourth Grade Teacher13

SERVICE: A social awareness which impels to actionFostering Mutual RespectThrough UnderstandingJustice teach-in on immigration seeks to bring dignitytoward immigrants of all ethnicities.Late last fall, a map of the world with hundredsof brightly colored pins appeared inthe Homer Center lobby. The pins markedlocations in England, Western Europe, MiddleEast, Asia, South America and Russia. Earlierin the week, Sacred Heart Preparatory (SHP)students, faculty and staff were asked to placethe pins in the countries where their parents orgrandparents were born. The point of the map? Toillustrate that most families can trace their rootsto an immigrant background.This exercise kicked off the ImmigrationJustice Teach-In, a week long event at SHP sponsoredby the Service Learning Office to shed lighton the important role immigrants have played inthe foundation of this country. Spearheaded byEmily Corpos, SHP service learning coordinator,with the support of faculty and staff members,

James Hughes, Monika Nagy, Reid Particelli, andstudent advisors Nancy Orocio (SHS ’11), SabaTeklu (SHS ’11), and JW Cho (SHS ’12), theImmigration Justice Teach-In was inspired bythe 2009 DREAM Act immigration bill. Passageof this bill would mean millions of immigrantchildren who graduate from U.S. high schoolswould have the opportunity to obtain temporaryresidency, attend college (or serve in the U.S.Military), and, after certain conditions are met,receive permanent residency status.“The goals for the teach-in were to helpstudents look at immigration from a truly globalperspective and clarify terms around immigration,to provide facts and data, and to educate andinform about the many different paths of immigrationand the inequitable process for individuals,”commented Corpos. “We wanted to provide aforum that allowed students to learn and formtheir own positions, opinions and beliefs in a safeand nonjudgmental, yet scholarly environment.”Supporting Sacred Heart Schools’ Goal III,to “educate to a social awareness whichimpels to action,” the ImmigrationJustice Teach-In also called into action CatholicSocial Teachings of advocating dignity towardimmigrants of all ethnicities.“We are a Catholic school with Christianvalues of social justice. Catholic Social Teachingsays that people have a right to emigrate fromtheir countries in search of a better life, and countrieshave a right to regulate their borders,” saidCorpos. “In regulating their borders, countriesshould regulate them with equity and justice andthat, in itself, says what a Sacred Heart educationis all about. We think globally, act locally, andwork toward issues of equity and justice.”“The goals for the teach-in were tohelp students look at immigrationfrom a truly global perspective andclarify terms around immigration,to provide facts and data, and toeducate and inform about the manydifferent paths of immigration and theinequitable process for individuals.We wanted to provide a forum thatallowed students to learn and formtheir own positions, opinions andbeliefs in a safe and nonjudgemental,yet scholarly environment.”-Emily CorposSHP Service Learning Coordinatorand Spanish TeacherDuring the week, Immigration Justice Teach-In activities took place in classrooms and duringlunch periods. Each of the departments wasencouraged to incorporate the topic into theircurriculum, while lunch period activities featureda number of presentations for all students.On Monday, seven SHP community members,including students, faculty and staff, shared theirpersonal or family immigrant stories.Tuesday featured a live performance of “LaCausa,” a story of a young woman who balancesthe demands of her family and culture whilefighting to see her people free of poverty.Wednesday highlighted SHP faculty membersspeaking on topics such as “Why immigrants aremoving north in search of crops,” and “Catholic(left) Gus Elmashni, SHP math teacher, Nancy Orocio, Class of 2011, and Emily Corpos, SHP service learning coordinatorand Spanish teacher, were just a few of the individuals who participated in the week-long justice teach-in on immigration.The goal of the week was to shed light on the important role immigrants have played in the foundation of the United States.Photo credit: Joel Simon.15

“The Immigration Justice Teach-Inwas a very powerful and cathartic experiencefor me and hopefully for ourcommunity members. It is importantto put real faces to the immigrationnarratives of our Sacred Heart communitymembers.”Raymond WooSacred Heart Preparatory ReligiousStudies Teacher(above) The pins shown on the map showcase the many ethnic origins of Sacred Heart communitymembers. It is a visual reminder that almost everyone comes from an immigrantbackground, whether it be a parent, grandparent or great grandparent who immigrated tothe United States. Photo credit: Christopher Morrison (SHS ’11).Social Teachings regarding immigration.” The presentation also included apanel of four undocumented college students, including two SHP alums, whoshared their stories, struggles and challenges of being immigrants in the U.S.Thursday, seniors from our sister school, Stuart Hall High School andthe Convent of the Sacred Heart in San Francisco joined SHP studentsto hear U.S. Congresswoman Anna Eshoo speak about the DREAMAct immigration bill and what this proposed legislation means to 65,000undocumented youths who graduate from U.S. high schools every year, but donot get the opportunity to live their American dream.And finally, the week wrapped up with an action fair to encourage furthereducation and involvement in immigration issues.“Personally, it was important for me to share my immigration storybecause some believe that immigrants in California are mostly or exclusivelyMexican, which is not true. Many immigrants in this state come from allover the world and still face the same problems,” remarked Gus Elmashni,Sacred Heart Preparatory mathematics teacher, who shared his immigrationstory with the SHS community. “Also, it is not such a small percentage of ourcommunity that is first or second generation immigrants.”One only had to look at the colorful map displayed in the Homer Center toconfirm Elmashni’s reflection.(right) U.S. Congresswoman Anna Eshoo (D-Palo Alto) spoke to the students at an assemblyduring the justice teach-in week to speak about the DREAM Act immigration bill and what thisproposed legislation means to the many undocumented youths in America.16

“I think it’s important for us to shareour immigration stories with othersbecause as in recent years, immigrationhas been a heated topic in theU.S. Raising awareness throughoutour community with this teach-inhelped us actually see that we wereall immigrants at some point in ourlives. I think the event helped studentsbecome more open-mindedby educating them through aperspective they may have neverthought through.”JW ChoClass of 201217

SERVICE: A social awareness which impels to actionStudents and RSCJ’s ofOakwood Rally to Raise Moneyfor Sister School in UgandaLap-a-thon nets $15,000 and provides tuition for up to 10 students.On a sunny October day, hundreds ofstudents and parents from Sacred HeartLower and Middle Schools, together withmembers of the Oakwood Community, convergedfor a common goal: to raise money for the SacredHeart Primary School in Kyamusansal Hill, Uganda,Africa. The one day Lap-a-thon encouraged participantsto seek pledges for each lap they walked orran around the Sacred Heart Schools track.“The event brought our students together withthe Sisters of Oakwood to help raise funds for a verydeserving recipient,” remarked Derek Waarich,Lower and Middle Schools’ dean of curriculumenrichment. “Giving students the ability to helpyoung girls receive an education in Africa illustratesSacred Heart’s commitment to nurturing asocial awareness in our young community members.Sharing in these opportunities as a community, we

hopefully inspire our students to engage in a life-long commitment to serviceof others.”At the end of the day, when all pledges were tallied, more than $15,000was raised to help provide tuition for 10 girls attending the Uganda SacredHeart School.“I was extremely excited with the outcome of the Lap-a-thon. When Iinitially introduced the event, I challenged the students to raise $5,000. AsI started to count the donations, I quickly saw that we were going to reach ourgoal and surpass it. I had no idea that we would collect as much as we did,” saidWaarich. “I was blown away by the amount of involvement from the students,the Sisters at Oakwood, the teachers, the members of the Sacred Heart Societyand the parents. Everyone came together for a great cause and to have fun.”The $15,000 raised during the event will be distributed to the SacredHeart Uganda school over three years, with a $5,000 donation given eachyear. The money will be delivered through Irene Cullen, RSCJ and director ofdevelopment for the school in Uganda.The Lap-a-thon is just one of many service learning activities the Lowerand Middle Schools offer throughout the year. While the main school-widefundraising activities for the students at the Lower and Middle Schools arethe Lap-a-thon and the Novena collections, each grade level also carries out aservice project, and parents help organize in-service days through the HelpingHearts program. In addition, the Student Council leads participation in the BoxTops for Education collection program to raise funds for the enhancement oftechnology for the Sisters of Oakwood.LAP-A-THONHIGHLIGHTSTotal money raised: $15,000Number of sponsored tuition: 10Total laps walked or ran: 3,722Total miles walked or ran: 930(left) Lower and Middle School students participate in the Lap-a-thon to raise money forSacred Heart’s sister school in Uganda, Africa. Students ran/walked an estimate of 930 milesaround Sacred Heart Schools track and raised $15,000. (above) Students of the Sacred HeartPrimary School in Kyamusansal Hill, Uganda; 10 students will receive tuition from the fundraisingefforts of the Lap-a-thon.19

COMMUNITY: The building of community as a Christian valuePicking Olives andPlanting FriendshipsHarvesting community spirit and olivesfrom century-old trees on campus.Since 1898, more than fifty beautifulheirloom olive trees have lined the westernedge of Sacred Heart Schools’ campusalong Elena Avenue. In the early part of thecentury, the Religious of the Sacred Heart ofJesus (RSCJ) tended to the trees and harvestedthe olives, but as time went on, the trees becameless of an agricultural crop and more of a naturalpart of the campus landscape.According to the former Director of SchoolsNancy Morris, RSCJ, the olive trees migrated theirway north from Mexico with the missionaries, andset roots in the Atherton area courtesy of FaxonDean Atherton. While there isn’t confirmation,many believe the trees are well over 100-years old,and were planted as a property border even beforethe RSCJ settled on the land. Since the RSCJlast cultivated the trees in the 1950’s, for decades

during the fall, hundreds of thousands of oliveshave fallen to the ground and spoiled.In early 2009, an idea emerged from parentNancy Sallaberry, who saw the olives sadly goingto waste year after year. She suggested to herhusband, Paul, that the orchard be revived to itsformer glory. Paul Sallaberry, a seasoned olivegrower with an orchard in Carmel, California,seized the idea and began collaborating with SHPfaculty member Dr. Stewart Slafter, director of thesustainable garden program, and Sacred HeartPreparatory (SHP) Principal Dr. James Everitt torestore the grove. The idea appealed to PrincipalEveritt, who had watched the School for years payfor the carpets to be cleaned after students wouldtrack in olive mush on their shoes.Over the spring and summer, organic orchardmanagement practices such as pruning andspraying were put in place so that the trees wouldbegin to produce healthy fruit.By the fall of 2009, the trees were flourishingand the olives were hardy and plentiful. Dr.Slafter, together with the Sallaberrys, PrincipalEveritt, and members of the SHP Booster Clubbegan mobilizing a large community of SacredHeart student and parent volunteers to harvestthe olives.Harvesting the Picholine olives, a Frenchvariety known as the “Queen of the Provencal,”came from “an interesting confluence of factors,63-acres of open space, and a mandate from thefounding Sisters to be responsible for creation andbe stewards of the earth,” said Slafter.The first year’s harvest yielded 800 pounds ofolives. Using ladders and just one mechanical lift,the project was “a marvelous experiment incommunity building and sustainability,” said PaulSallaberry. “The students learned to take care ofthe trees, and experience the labor of a harvestfrom soup to nuts.” This initial harvest ultimatelyresulted in the production of a premium olive oilwhich was bottled and sold. The proceeds arechanneled back to maintenence of the orchard andto supporting SHP Scholarships.During the second and most recent harvest,on a sunny, warm weekend, SHP Booster Clubmembers including Laura Daschbach Pitchford(SJSH ’73, SHP ’77) and Jim Russell recruitedmore than 100 volunteers who rallied for two daysfrom dawn until dusk to pick olives. Threemotorized lifts, generously donated by parents“The students learned to take care ofthe trees, and experience the labor ofa harvest from soup to nuts.”-Paul SallaberryParent, SHP Booster Club President(left) Sacred Heart Preparatory students volunteer to pick olives during the 2010 olive harvest. More than 2,000 poundsof olives were harvested from the 50 heirloom olive trees on campus. (above) Sacred Heart Preparatory students are liftedup more than two stories high in a mechanical lift to pluck thumb-sized olives from branches. The olives were ultimatelypressed to make 23 gallons of olive oil.21

“I really enjoyed participating in theolive harvest because it was a greatway to get involved with the schoolcommunity while doing somethingthat I have never done before.I learned the whole process of makingolive oil, which I think is a very uniquefundraiser for the School.”Matthew McNamaraClass of 2012(above) The green, torpedo-shaped olives on campus are a variety called Picholine, often referredto as the “Queen of the Provencal.” The flavor of these olives is rather delicate and subtlewith a nutty flavor. They are harvested green and are often marinated or brined whole, or arepressed to make an exceptional olive oil.“I had a great time at the olive harvest.It’s a nice way to spend theday and I enjoy being with the communityat Sacred Heart. I met a lotof great parents who came out tohelp, and I honestly can’t wait untilnext year’s harvest. What a greatfundraiser for the School. Not only isit fun to help in the harvest, but theeffort also supports the Schools’ ‘gogreen’ goals.”Adriana ZunoClass of 2012Eric Lamb and Mike Morhman, carried harvesters more than two stories highinto the trees to collect the small thumbnail-sized fruit from branches, fillingbucket after bucket of the light and dark green olives. The goodwill of parents,students and faculty members who may have never met each other before, spentthe day talking and getting to know each other while working toward a commongoal: to pick as many olives as possible.Student Adriana Zuno (SHS ’12) was one of the many who willinglyvolunteered time to come together as community to support Slafter’s goal ofpromoting sustainable and organic farming. “Picking olives was fun. Once I gotinto the rhythm of picking the olives off the branches, the buckets filled uppretty quickly,” remarked Zuno. With Zuno’s efforts, along with the otherdedicated volunteers, a bountiful harvest of 2,000 pounds of olives was picked.The harvest plan included immediately milling the olives into oil throughan innovative mobile olive oil press operation, the first of its kind in theUnited States and one of only three in the world. The mobile press,resembling an RV camper filled with spotless stainless steel equipment, wasbrought in from Davis, California and parked in front of the Sigall building.Unfortunately, this mobile press that travels and works non-stop for 24-hours aday during the California olive harvest season, had technical difficulties withone of its machines, making it impossible to mill the olives on site. After aseries of phone calls, a local company was found who would press the oliveswithin 24-hours, an important factor in producing the highest quality product.However, the education of learning how to make a high quality olive oil wasnot lost on community members. A demonstration of the milling machines andan olive oil tasting provided a quick lesson on what makes an olive oil extravirgin, why it is so special, and what factors affect its taste. It provided awonderful teachable moment for students and adults to learn the entire olive oilharvesting process from tree to table.22

After two full days of hand-picking the fruit, two olive-filled flatbed truckswere driven to a pressing facility near Sacramento and turned into a beautiful,vibrant green extra virgin olive oil. To qualify for the esteemed status of “extravirgin,” the oil was extracted without any solvents or heat applied to the fruit.From the pressing facility, two large steel drums transporting approximately23 gallons of oil arrived in Otto Library where the bottling phase took place.More than 50 SHP volunteers once again gathered as community and createdan assembly line, filling glass containers with the oil, corking the tops, sealingthe lids with foil, and placing labels on the bottles.Approximately 390 7-ounce bottles of the pungent, peppery-flavoredpremium olive oil were produced and sold at the SHP Parents’ Association’sannual Christmas Holiday Boutique for $20 a bottle. Much in demand, for thesecond year in a row, Sacred Heart’s olive oil sold out early before the end ofthe three day boutique.As word spreads and the popularity of the event grows, Slafter has set loftygoals for future harvests. “Of the 50 trees on campus, we have only harvested onefifthof the orchard’s potential. In our last harvest we picked just over one ton ofolives. My goal next year is to see if we can double our production and reach twotons. In the long-term, through better pruning and increased orchard management,I’d like us to continue increasing our yield while maintaining the quality of thecrop each year.” Slafter continued, “Next year’s harvest will occur during themonth of November, and we welcome as many alums, past and current parents,students and faculty to join us in this great community building experience.”DR. STEWART SLAFTERSince 1999, Dr. Stewart Slafter hasbeen a part of the Sacred Heart communityteaching high school studentshistory and geography. He is also thecoordinator of the Schools’ sustainablecurriculum on campus whichincludes nurturing and harvesting the10,000-square foot organic gardens,managing the composting program,and organizing activities designed toteach students to be good stewardsof the earth.Dr. Slafter received his Bachelor ofArts degree from Brown Universityin 1989, and completed his doctoratedegree in modern history fromthe University of Chicago in 2000.Before becoming a teacher at SacredHeart Preparatory, he taught Historyat the University of San Francisco.SACRED HEART OLIVE OILCreating the label for the Sacred Heart olive oil was a “homegrown”effort as well. As part of the art program, fine arts teacher PeggyO’Leary conducted a competition for students to draw and submitartwork of the label of the 2010 Sacred Heart olive oil. Nick Lamkin(SHS ’11) won the competition with his beautiful, yet simple and elegantillustration of an olive branch on an understated white background.23

GROWTH: Personal Growth in an atmosphere of wise freedomStudents Embrace their Passionsand Embark on Personal Growththrough Independent StudyProgram enriches both students and their faculty mentors.In the spirit of Goal V, 17 years ago, four seniorSacred Heart Preparatory (SHP) studentspaved a path for others to follow: to challengethemselves with independent study on a topicdeeply passionate and personal for each. As GoalV states, “to challenge and commit oneself toeducate to a personal growth in an atmosphere ofwise freedom,” these four young women pioneereda curriculum path that did not exist at SHP priorto the 1993-94 academic school year.Today, the ensuing Senior Honors IndependentStudy Program at SHP flourishes under the expertguidance of Connie Solari, who teaches Englishand directs the program.“Over the years since we began this program,I continue to be in awe of those students

“Over the years since we began this program, I continueto be in awe of those students who exhibit the personalinitiative to explore, discover and open themselves up to thedemanding rigors of SHP’s Independent Study Programs.”-Connie SolariDirector of Independent Studieswho exhibit the personal initiative to explore,discover and open themselves up to the demandingrigors of SHP’s Independent Study Program,”remarked Solari, English teacher and Directorof Independent Study. “It is amazing to see thesehighly motivated individuals seek out extraordinaryopportunities for greater understandingand insight around a particular academic interest– something they are deeply passionate about.Everyone – the students, their on-campus mentors,and the Sacred Heart community – grows andlearns from each other during this process.”Since the inception of the Program, whichgenerally serves the top five to seven percent of thesenior class, more than 50 students have sought totake on this remarkable challenge. Students mustqualify and have an A average in the relevant subjectarea over their preceding three years at SHP.The application process is intensive and thorough.In preparing the application, students willhave spent many hours fine-tuning their proposal,and reaching out to mentors within Sacred Heart,as well as to individuals outside of the community.A completed application includes a statement ofpurpose, a working bibliography, letters of recommendation,and letters of support from threeoff-campus mentors, who usually include universityprofessors or industry professionals withexpertise in the subject matter and who agreeto work with the student during the semester.Upon completion of their research, students givea 30-minute presentation and discuss their findings,insights and conclusions with faculty, staff,students, parents and mentors.Topics over the past years have varied, rangingfrom the influence of “Dante’s Inferno” on contemporaryand renaissance artists, to the influence offlamenco dance in the poetry of Garcia Lorca, tothe analysis of the role of stem cells in modern lifeand medicine.Sacred Heart senior Robert Dunlevie (SHS’11) recently completed his senior independentresearch project in the discipline of science.Dunlevie’s love of science led him to an internshipin the laboratory of regenerative medicineat Stanford University’s School of Medicineduring the summer of 2010. He studied thechallenge of how to regenerate bone growth forindividuals who have had bone loss or injury totheir bone structure.“I really have a strong interest in science.During my sophomore year I took AP Chemistryand after that course, I knew I wanted to exploreother means of learning more about science,”commented Dunlevie. “My interest led me tocontact Dr. Michael Longaker at Stanford’s Schoolof Medicine and he offered me a summer internshipin his laboratory.”(left) Ten seniors embarked on a journey of personal growth through independent study at Sacred Heart Preparatorywith topics ranging from social entrepreneurship in the Philippines, to exploring the psychology behind fairy tales. (left toright) Sarah Westcott, Rebecca Baugh, Ginny Maceda, Sean Hamilton, Robert Dunlevie, Sarah Gage, Alexandra Marshall,Francesca Surraco, Veronica Thompson, and Lauren Miller. Photo credit: Joel Simon.25

“Working on my independent studyproject gave me insight into whatI want to focus on in college: internationalstudies. Development andsocial entrepreneurship is a growingfield, and I want to learn and get asmuch hands on experience as possible.So far, I’ve met a lot of young peoplein their 20’s working on great socialentrepreneurship endeavours, and ina few years I hope to do the same.”Ginny MacedaClass of 2011“I was very excited about workingwith Lauren Miller in her research onUkiyo-e wood block prints becauseI used to live in Japan many yearsago.As a result of Lauren’s workI have come to know a great dealabout the history, motivation andprocess of woodblock printing. Irepeatedly remind Lauren that thiscourse of study is for her. It is an excellentopportunity for her to takecreative risks and pursue her intellectualendeavors. In addition tohistorical information, she has beengetting hands on experience in printing,painting, and experimenting withpictorial composition.”Doug SchultzSacred Heart Preparatory FineArts Teacher(above) Lauren Miller works on her Japanese woodblock prints, known as Ukiyo-e. Her projectis the cultural analysis of this traditional Japanese artwork and their depiction of femininebeauty. Photo credit: Joel Simon. (right) A portrait shot of a child in Guatemala. As part ofAlexandra Marshall’s study of Global Philanthropy and education in developing countries, shephotographed all of the students at the school her family started in Guatemala. Photo credit:Alexandra Marshall (SHS ’11).Dunlevie believes that individuals thinking of embarking on an independentstudy program “should be very dedicated and passionate about the field orproject because they will spend an enormous amount of time gathering research,working on the final paper, and developing and fine-tuning a viewpoint.”Working under Dr. Michael Longaker, director of children’s surgicalresearch, and Dr. Ben Levi, postdoctoral research fellow, Dunlevie collecteddata for a research grant on stromel cells in vitro and in vivo. His hard work paidoff. Dunlevie, at the age of 18, is listed as a co-author in the published paper ofthe research that appeared in “Plastic and Reconstructive Surgery Journal” inJanuary of 2011.“It was a really good experience to get a taste of what working in medicineis like. It’s definitely helped me get a clearer picture of whether I want to pursuemedicine,” continued Dunlevie.Working with Dunlevie as his school mentor, SHP Science Department HeadColin Quinton was impressed with the senior’s maturity level and the amount ofself-exploration that was required of him. “Working on a highly complex subject,Robert’s ability to grasp new information well beyond the high school leveland translate it back into a report in a written and oral presentation that wasclear, understandable and relevant for people to easily grasp was exceptional,”remarked Quinton.For students thinking about applying for a Senior Honors IndependentStudy Program, Quinton concludes, “It’s an extraordinary opportunity and quiteunique at the high school level to have this kind of independent experience.Whether it’s in the field of science or in another discipline, almost anything thatinterests a student has the potential to be an open project for someone who hasthe passion, drive and commitment.”26

2010/2011 SENIORHONORS INDEPENDENTRESEARCH STUDY TOPICS“Health Care in India: Does it Work”Sarah Westcott, Class of 2011“An Inside View Into GlobalPhilanthropy: Analyzing Why Justice-Based Programs are the Best Solutionto Alleviating Poverty”Alexandra Marshall, Class of 2011“Social Entrepreneurship in thePhilippines, a Model for Growthand Development”Ginny Maceda, Class of 2011“Differences in OsteogenicCapabilities of Adipose DerivedStem Cells from Humans, Mice, andCanines; Analyzing the Role of StemCells in Modern Life and Medicine”Robert Dunlevie, Class of 2011“Enlightenment Philosophy and theEvolution of American Democracy”Veronica Thompson, Class of 2011“Medieval Latin Lyrics”Sarah Gage, Class of 2011“Little Red Riding Hood: AnExploration of the PsychologyBehind Fairy Tales”Francesca Surraco, Class of 2011“The University in the Middle ofthe Jungle”Rebecca Baugh, Class of 2011“The Visual Artist’s EternalGravitation to Dante’s Inferno”Sean Hamilton, Class of 2011“A Cultural Analysis of JapaneseWoodblock Prints, otherwise Knownas Ukiyo-e, and their Depictionof Feminine Beauty through aPerceived Floating World”Lauren Miller, Class of 201127

GROWTH: Personal Growth in an atmosphere of wise freedomStudent Athletes Excel in2010 Fall Sports Season“You are never really playing an opponent. You are playing yourself, yourown highest standards, and when you reach your limits, that is real joy.”- Arthur AsheAt Sacred Heart, the athletic programssupport the Schools’ mission to educatethe whole child and to guide individualswith their own personal growth in an atmosphereof wise freedom. It’s learning about discipline,team work, respecting one another, buildingrelationships, and exhibiting sportsmanship,whether it’s on or off the field, pool or court.The strength and success of Sacred Heart’s2010 fall season at the Preparatory and Lowerand Middle Schools campus is an enormoustestament to dedication and commitment of manyindividuals including the athletic directors,coaches, athletes, and parents.For the first time in Sacred Heart Preparatory’s(SHP) athletic history, all eight fall varsity sports

ALUMNIBicycling through Asia withOpen Hearts and Open MindsFinding common ground through exploring, integrating and living other cultures.How many people have spent 10 monthstraveling around Asia, visiting 23 countriesand covering close to 30,000 mileson planes, trains and bicycles? Sacred HeartPreparatory graduate, Scott Norton (SJSH ’00,SHP ’04) did exactly that, taking with him justa backpack with essentials and a high-techcollapsible, portable bike to begin a journey of alifetime throughout Asia.In January 2010, Norton started his journeywith college classmate Woody Schneider and aplan to visit 100 destinations. Deciding to explorethe small towns and villages on their bikes, theyultimately called their expedition “AsiaWheeling.”Their mission: “to study the delicate coexistenceof technology, economy, and ecology that drivesthe evolution of humanity on our increasinglyinterconnected planet.”Before heading out on his trip, Norton workedin finance building high frequency tradingsystems in Tokyo, Japan and recalled, “While mywork was fascinating and challenging, there was a

pull to go AsiaWheeling that was undeniable. Theworld is so huge and so diverse, and there are onlya few times in one’s life where such a big decisionfeels right.”The concept of AsiaWheeling started in theform of a month-and-a-half long trip the summerNorton and his college classmate Schneider graduatedfrom Brown University. Norton had alreadyspent time in India and China, and Schneider inRussia, and both loved riding bicycles, exploringand documenting their adventures. Norton andSchneider wanted to discover parts of India andChina that were less known by tourists and felt thatexperiencing these places at street level, on bikes,they would see, experience and immerse themselvesinto the fabric of people’s lives in ways notourist traveling by customary modes could ever do.Creating an itinerary for the adventure provedto be a hefty course in analytical modeling andlogistics. The two started by devising a list of placesin Asia about which they knew little. Criteria of thelist: towns must be relatively well connected by railor bus transportation, and be an interesting destinationto explore on bikes. While they favored regionswhere Chinese, Russian or English were spoken, itwasn’t necessarily a deal breaker for them.After consulting with other travelers, thetwosome generated a shortlist of destinations andthen crafted a climate model that included eachlocation’s monthly rainfall totals and temperatures.Finally, an itinerary emerged to maximize optimalweather conditions that minimized rainfall.Through their network of connections, theyidentified and consulted with several individualsin each of the regions, known as bureau chiefs, toadvise them on their trip. Bureau chiefs, either nativesor individuals with experience in a region’svicinity and knowledge of customs and cultures,often joined Norton and Schneider on parts of theirjourney, providing invaluable guidance and insight.(above) Scott Norton riding through a narrow path surroundedby rice paddy fields in the town of Jianshui locatednear the southern border of China by Vietnam.A key element of the AsiaWheeling experiencewas to create a documentary of their journey toshare with family and friends during their 40-weektrip. They designed a Web site, www.AsiaWheeling.com, to chronicle stories and photos about theirdaily travels.Their travels began in Indonesia and thenmeandered through India, South East Asia, China,the Middle East, Russia and ended last Octoberin Taiwan. Norton reminisced, “There were timeson the trip when we thought we were crazy, like inparts of Kazakhstan and Mongolia where thingshappened to us that were weird beyond any imaginationwe could muster. But what I’ve come to learnfrom my travels is that it’s not really accurate to talkabout ‘the developed world’ and ‘the developingworld.’ Everything is always developing, and thereare plenty of places in America that are rawer thanmany Chinese cities.”During the Middle Eastern leg of their tour,Norton’s younger sister, Claudia (SJSH ’05, SHP ’09),(left) Exploring the giant sand dunes of the United Arab Emirates, Claudia and Scott Norton, along with their AsiaWheelingtravel mates, stop to revel in the beautiful desert sunset.31

“Sacred Heart has taught me that education isa platform for action and what AsiaWheelingaccomplishes is providing a stage for awarenessto help promote peace. I think of our travelsas a way of sharing our Sacred Heart educationwith others.”-Claudia Norton(SJSH ’05, SHP ’09)ASIAWHEELING MISSION:“It is our mission to bicycle throughAsia with as few preconceptions,and as open a mind as possible, toshirk from the opportunity for newexperience only when it endangersthe body or mind, and to report ourfindings in the most diligent andevocative manner we can. This siteembodies a mission to study thedelicate coexistence of technology,economy, and ecology which drivesthe evolution of humanity on ourincreasingly interconnected planet.”“Traveling the world by bike has certainly made me more sociable and confidentin approaching people. It’s also changed the way I travel because I’ve neverreally liked to be a ‘tourist,’ seeing only the well-known sights, and this experiencesolidified that for me,” remarked Scott Norton. “Now and in the future,traveling is about going somewhere and exploring, integrating, and living, ratherthan checking boxes. It’s also made fear a much smaller piece of my life. Successin wheeling is much less about avoiding negative experiences and much moreabout cultivating the skill of recovering from them quickly once they happen.”For Claudia Norton she discovered that “people all want the same things andculture is just a variation on how we channel it to get from point A to point B.In the end, the journey will be different from culture to culture, but we’re allstriving to achieve the same end result, which is my way of finding commonground with people of different societies.”In addition, both found their time at Sacred Heart to have influenced themgreatly in preparing them for their adventure.For Scott Norton, every piece of the planning process and the journey, fromthe analytical to the social-emotional components, and the basic tenants of thinkingof the big picture were critical lessons learned at Sacred Heart. “Sensitivityto different cultures and a curious hunger for experience and information weredeveloped from classes with Dr. Slafter and Mrs. Solari. It was Mr. Schultz whofirst introduced me to digital illustration, which forged the aesthetics of the Asia-Wheeling Web site,” he reflected. “Of course, the whole experience is a lot ofpresentation, salesmanship, and conversational skills taught by Mr. Loschmann.”Claudia Norton concluded, “My Sacred Heart education has encouragedme to help spread the word of peace. The perceived divide of the East and Westimpelled me to embark on this trip, write about it and share our travels with othersto give them a deeper awareness. Sacred Heart has taught me that education is aplatform for action and what AsiaWheeling accomplishes is providing a stage forawareness to help promote peace. I think of our travels as a way of sharing ourSacred Heart education with others.”Scott Norton (SJSH ’00, SHP ’04) andWoody SchneiderTo experience the travels of Scott and Claudia Norton, visit www.AsiaWheeling.com.33

PHILANTHROPYBuilding the Future forTomorrow’s Leaders“For the Sake of One Child” –Investing in St. Madeleine Sophie Barat’s dream.By Sterrin Bird, Director of AdvancementIt’s hard to imagine just three short years ago,the Sacred Heart community gathered togetherfor an exciting community-building event tolaunch Living our Mission, Building our Future,the most comprehensive capital campaign in thehistory of Sacred Heart Schools, Atherton (SHS).Since that time, dozens of volunteers and hundredsof donors have joined together to raise more than 80percent of our $95 million goal.Launching in 2008, the Capital Campaignhas sought to fund programs and priorities thatwill prepare Sacred Heart students to thrive in ourcomplex world. Together we are enhancing all ofSacred Heart’s learning opportunities, ensuringthat the Schools remains the best place for our childrentoday, and for those children who will comeafter them, to develop into tomorrow’s leaders. Thiscampaign is preparing SHS for the next 100 years,

and we are all blessed to be a part of this incrediblecommunity at this point in its history.As a result of this campaign effort, the MichaelJ. Homer Science and Student Life Center rose tolife on the Sacred Heart Preparatory (SHP) campus.Preschool and kindergarten students now attendclasses in a completely renovated building. TheAquatic Center was refurbished. New athletic fieldswere installed. During the summer of 2011, constructionwill begin for the new Lower and MiddleSchools campus. And finally, we are still workinghard to raise additional funds to strengthen theschools endowment.May 15, 2011, will be history in the making atSacred Heart Schools. On this day, Sacred Heartstudents, faculty, staff, trustees, and alumni willjoin to celebrate the accomplishments of the LivingOur Mission, Building Our Future Campaign. Theevent will begin with a community Mass celebratedby Father David Ghiorso, pastor of St. CharlesParish in San Carlos, followed by a site blessing ofthe new Lower and Middle Schools with ArchbishopGeorge Niederauer and a celebration on the footballfield with live music, a barbecue lunch, games,activities and fun for everyone of all ages.While we have much to celebrate as we close inon realizing our dreams, and as we look ahead tothe all-school celebration, we still have much workto do. In order to reach the $95 million dollar goal,we must raise an additional $15 million.Our Capital Campaign co-chairs, KristinaHomer and Lauren Gray Koenig (SJSH ’73, SHP’77) have done an incredible job leading a largeteam of volunteers for more than three years tomeet with each and every family at Sacred Heart toencourage participation in this historic campaigneffort. We would like to thank all of the volunteerswho have worked tirelessly on behalf of SacredHeart’s Capital Campaign and to donors who haveparticipated in this historic event. It will take theactive participation of each and every family atSacred Heart to reach our goal. Without yourefforts, this could not be possible.In celebration of the Capital Campaign achievements,we invite all community members, currentand past, to attend the May 15 celebration. Thisday represents the future for Sacred Heart Schools,and as an entire community, let us celebrate St.Madeleine Sophie Barat’s dream together. We inviteyou and your family to join in the day’s festivities.(left) Michael J. Homer Science and Student Life Center was the first new building to rise on Sacred Heart Schools’ campusfrom the Living our Mission, Building our Future, Capital Campaign. The Homer Center opened for use to high school students,faculty and staff in August, 2009. (above) Architectural rendering of the new Lower and Middle Schools’ campus. Groundbreakingof the site begins June 2011 with a target date to open for the academic school year of 2012/13.35

NEW LOWER AND MIDDLE SCHOOLS CAMPUSBreaking ground in June 2011, the new Sacred Heart Lower and Middle Schools campus is scheduled to be completedAugust 2012. Highlights of the new campus include the following:• 89,000 square foot campus with four individualbuildings surrounding a large green courtyard,double the size of the former campus• More than 25 state-of-the art classrooms, alongwith dedicated science lab rooms and a 23,000square foot fine arts center• New library, triple the size of the current library• New multi-use athletic fields with artificial turf surface• Multiple indoor and outdoor gathering spaces tofoster the sense of community• Sustainable building features including naturallighting, ventilation, use of renewable and recycledmaterials and water-efficient landscaping• Campus will be built to LEED–Silver standards bythe U.S. Green Building CouncilBENEFITS:• EconomicSubstantially reduced operating costs• EducationalSupports the Sacred Heart Schools’ missionProvides an optimal learning environment• HealthImprove overall ventilation and indoor air qualityEnhance occupant health, comfort, and safety• Community/EnvironmentalImprove air and classroom lightingNatural ventilationConsistent size classroomsReduced water use on the fields36

CAPITAL CAMPAIGN ACCOMPLISHMENTSWith the support of alumni, parents, family and friends, Sacred Heart Schools is setting the pace for educationalleadership in the 21 st century. The following projects, programs and initiatives have been funded since the inception ofthe Living our Mission, Building our Future Campaign.STUDENT LIFE AND LEADERSHIP• Michael J. Homer Science and Student LifeCenter, LEED-Platinum by the U.S. GreenBuilding Council• Realignment of athletic fields with all-weather turf• Renovation of Sigall and McGanney Buildings• Modernization of Preschool and Kindergarten Building• Refurbishment of the Aquatic Center• New Lower and Middle Schools campusFACULTY SUPPORT• New Faculty Chair in History• New Faculty Chair in English• Faculty sabbatical support• Faculty professional growth fundingENDOWMENT• New endowed and spendable funds to supportfinancial aid and 21 st century learning initiatives37

CAPITAL CAMPAIGN GIFTSWe are incredibly grateful to those who have made commitments to the capital campaign. Wehope their initial leadership will inspire other families to consider their own extraordinary gift tothis all important effort. Whether you are the parent or grandparent of a current or past student,alumnus, or a friend of the school, there has never been a more opportune time to invest in SacredHeart Schools, Atherton.Gifts of $10,000 or more as of April 2011.$5,000,000+Roberta CampbellWilliam CampbellGreene FamilyHarvey FamilyHomer Family$2,500,000 to $4,999,999Chambers FamilyChild FamilyAngela Nomellini & Ken OlivierRogers FamilyMary & Mark Stevens$1,000,000 to $2,499,999Donahoe FamilyDraper FamilyElizabeth & Bruce DunlevieStephanie & Fred HarmanKoenig FamilyStephanie & Ray LaneRavi FamilyJillian Manus-Salzman &Alan SalzmanWishart FamilyXie Family$500,000 to $999,999Anonymous (2)Mary Anne Nyburg Baker &G. Leonard Baker, Jr.Ann Fay Barry (SHP ’62)Ronald Conway FamilyElmore FamilyEmma & Frederick Goltz(Emma Goltz, SH Ireland)Gurley FamilyHolloway FamilyFelicia and Ben HorowitzJacque & John JarveKaren & Ron JohnsonIn Memory of Mr. Y. F. Lai &Mr. N. C. LeeElaine & Mike MurphyMary Beth & Peter Oppenheimer$250,000 to $499,999Bergeron FamilyLetetia & James CallinanChiuchiarelli FamilyComolli FamilyShannon & Tom FallonGavello FamilyElizabeth & M anuel HenriquezWende & Tom HuttonJimenez FamilyKlein FamilyMarie C. De DampierreMemorial FoundationAnne & Martin PutnamRey-Vaden Family FoundationLinda & Daniel RosensweigDebra & Kevin TaweelEstate of Mary W. ThacherSandra & John Thompson$100,000 to $249,999Anonymous (2)Barnds FamilyKelly & David BurkeLynda & Peter ClarkPatti & Ed ClussCullen FamilyJuliet & Andre de BaubignyDenniston FamilyDrazan Family FoundationDuane FamilyEquilarAllison Johnson Espeseth & Ron EspesethKenneth Fong & FamilyDr. Pam FongHaley FamilyBeth & Mark Hanson (Elizabeth “Beth”Hanson, SH Broadway ’78)Eleanor & Hoyoung HuhElizabeth & John Kerrigan (Elizabeth HunterKerrigan, SJSH ’78, SHP ’82)Charlie Hays & Bob KominLabe FamilyCatherine & Eric LambLarson FamilyHeidi & Jay LeuppLondon FamilyMaceda FamilyMaples FamilyMolly & Bill McKennaDebra & Jim McLeanMeisel FamilyJintamai & Tom MitchellLiesl & Charles MoldowAnn McGraw Morrical (SJSH ’77, SHP ’81)& Matt McWrightLori & Chris NawnMary & Steve RudolphMarcia & Scott RylesSHP Parents’ AssociationNancy & Paul SallaberryShah FamilyMr. & Mrs. David Tai-Man ShenSturzenegger FamilySue & Ken SutherlandElaine & Art TaylorRhona & Rick ThompsonWhitman FamilyKathy & Tom WiggansYuyan Wang & Sonny WuYang FamilyIf we have omitted your name, spelled it incorrectly, listed you in the wrong section or otherwise failed to acknowledgeyour gift to Sacred Heart Schools correctly, please contact Sterrin Bird at 650.473.4090 or email sbird@shschools.org.38

$50,000 to $99,999Bachler FamilySusan & Steve BirdFat Tire FoundationGlockner FamilyAnke Hebig & Tony ProphetJanina Pawlowski &Adam JarczewskiBeth & Guy KawasakiKirincich FamilyKohlberg FamilySean C. McLarry FoundationSandra & Robert McNamaraAmity S. MillhiserEllen & Matt MoranKatie & Dr. Greg MorganrothJanet & Dan MyersGloria & Dennis O’BrienAnna PaustenbachRowland FamilyCarley & Paul RydbergSusan & Stephen SchwerdfegerKathleen & Thomas SpiekerKathy Reavis & David StrohmMr. & Mrs. Lim Hock TayRose & Andrew ToumaTiffany & Jon Woodruff$25,000 to $49,999Ackley FamilyAnonymousBlaisdell FamilyMr. & Mrs. John BorchersBuckley FamilyAngela Chang & Beng-Hong LimAnn & Kirk ChurukianMaureen & John Del SantoDiane & Mark FlynnSusie & Bill Frimel (Susan “Susie”O’Brien Frimel, SJSH ’83, SHP ’87)Henske FamilyMrs. Rose Hau & Mr. James HeslinSusan & Brad HinrichsNancy & Timothy HowesKaren & Thomas IveyDirectors & Officers of KKR FinancialHoldings, LLC.Kathleen & Mark Martella FamilyMohrman FamilyMooring FamilyMissy & Jeff MorrisDianne & Brian MortonMarie Kendrick Otto FoundationKim & Gary PalmerLori Mirek & Ken PelowskiBetsy & Bob PlaschkeSally & Jeffrey RandallJulie & Mark RobsonSue Barsamian & Bill RomansChick & Rick RunkelMary Henry & Raj SandhuSeaney FamilySewell FamilySandra & Steve SmithSomberg FamilySusan Stevens-Toole, MDStill FamilyKathleen & Mike TexidoElaine Tse & James TungAmy & Michael WendlingPatricia & James WhiteJanice & Alvin Wilkins$10,000 to $24,999Anonymous (2)Debbie & Steve BaloffJackie & Patrick BrandinSuki BryanBurke FamilyPaige & Brian BurnsCarolyn & Preston ButcherDupi & John Cogan (Marie “Dupi” GomezCogan, SHE ’67)Melissa & Peter ColemanMegan & Richard A. DioliCynthia Hamilton & Mark DuchesneNancy & John EtchemendyPatty & Jerry EvansBarb & Patrick FallonLyn & Bill GallianiHanna & Roger GeorgeSterrin & Scott GoochRenee HellmanDeborah & David HenryHogan FamilyLaura Hamilton & Robert HorsleyChris Surowiec & Joel JewittMarguerite & Don KlaissArianna Carughi & Bryan LamkinLibraro FamilyTeri & Dorian McKelvy (Teri Gray McKelvy,SJSH ’72, SHP ’76)Kim Young and John MoragneIn Honor of Sister Nancy MorrisJennifer Minton & Scott MorrisonEllen & Vince SakowskiSclafani FamilyJeanne & Walter SedgwickSara & Steve SteppeMr. & Mrs. Philip SummeChristine Budd & James ThanosTiffany & Co.Virginia & Guy WangerDavid Wollenberg39

sacred heart schoolsINAUGURAL ATHLETIC HALL OF FAME INDUCTEES:ATHLETIC HALL OF FAMESACRED HEART SCHOOLS INVITES YOU TO THE INAUGURALATHLETIC HALL OF FAME INDUCTION TRIBUTESacred Heart Schools (SHS) is proud to announce the Athletic Hall of Fame to honor Sacred Heart alumni for their athleticachievements. This award recognizes contributions of athletes, coaches, teams and administrators of Sacred Heart Schools.Individual athletes inducted into the Hall of Fame will have made a significant achievement in his/her sport either at the highschool, collegiate, professional or amateur level. Coach and administrator inductees will have made a significant contributionto the athletic department at SHS over an extended period of time. All inductees must have exemplified the principalsof sportsmanship and Christianity as illustrated in the Goals and Criteria of Sacred Heart Schools. This year’s inauguralceremony takes place during Grand Reunion on Saturday, June 11, 2011. Congratulations to the inaugural inductees.• Colette Chiamparino, SJSH ’86, SHP ’90 Women’s Basketball• Jenny Circle, SHP ’95 Women’s Basketball• Alexis Felts, SHP ’94 Women’s Basketball• Shawna Franceschini, SHP ’94 Women’s Basketball• Christy Galvin†, SHP ’97 Women’s Basketball• Dane Holderman, SHP ’00 Men’s Basketball• Tyler Holland, SHP ’04 Men’s Basketball, Men’s Football• Kobié Kennon, SHP ’95 Women’s Basketball• Elizabeth Rizzo Covey, SHP ’93 Women’s Basketball• Renee Robinson, SHP ’96 Women’s Basketball†Deceased40

THANKS TO YOU OUR ANNUAL FUND CAMPAIGN HAS:Set a new record of 98 percent all school pledged parent participation!This year we achieved 100 percent pledged participation at Sacred Heart Schools Preschool, Kindergarten, Lower &Middle Schools for the third year in a row during the 2010-2011 Annual Fund Campaign.Sacred Heart Preparatory has set a new mark, too. The SHS Class of 2013 has reached 100 percent parent participationfor the fourth year in a row and the entire high school sits at 96 percent pledged parent participation with only 22 familiesremaining. We hope to hit 100 percent participation by June 30, 2011.Additionally, our Alumni, Parents of Alumni and Community Members continue to be generous in helping our AnnualFund Campaign reach its financial goal of $2.33 million this school year!We appreciate all of your generous support to our yearly campaign. Gifts can be made all year long at shschools.org/giveonline.NOMINATIONS BEING ACCEPTEDFOR SAINT MADELEINE SOPHIE AWARDThe Saint Madeleine Sophie Award honors members of our Sacred Heart Schools (SHS) community who have madesustained and significant contributions to the Schools and embody the Goals and Criteria. Nominations for this awardare being sought from the entire SHS community. The honorees are selected from those nominated by the senioradministrative team of Sacred Heart Schools. Recipients are honored at a presentation ceremony and reception andat the Mass of the Holy Spirit, our first all-school liturgy of the year.Nominations can be made online by visiting www.shschools.org/SMSnomination. Deadline for nominations is Friday, June10, 2011. For questions and information, please contact Nancy Tarantino at ntarantino@shschools.org, or 650.473.4089.42

JOSEPH JOHN ZUCCA1923-2010Joseph Zucca, beloved Sacred Heart educator, died on November 24, 2010 in Belmont, California. A vigil and a memorialMass were held on November 29, 2010 at Immaculate Heart of Mary Catholic Church in Belmont, California. Since 1981,Zucca dedicated three decades to teaching science to hundreds of students at Sacred Heart Lower and Middle Schools.According to longtime friend and colleague Jeff Reynolds, Zucca was the essence of what an educator should be. “Themodel for a truly great Sacred Heart educator started with him. Watching him teach at Sacred Heart and give of himselfto students, parents, faculty, staff and administration was truly inspiring.”On December 14, Sacred Heart Schools honored him with a celebration of his life. Mike Murphy, a Sacred Heart colleagueand close friend gave the homily. “Joe embraced life with an exhilaration and enthusiasm that those of us decadesyounger marveled at with amazement and admiration. He loved to learn and he loved to teach,” remembered Murphy.Contributions in his memory may be made to Sacred Heart Schools in support of financial aid. Please contact Sterrin Birdat 650.473.4090 or email sbird@shschools.org.PRAYER AND FUNDRAISING FOR THE PEOPLE OF JAPANThe devastating circumstances in Japan from the 8.8-magnitude earthquake and following tsunami on March 11, 2011touched each and every Sacred Heart community member. Across the campus, students, faculty and staff wereimpelled into action to provide support for those suffering in the wake of this unprecedented natural disaster. Each ofthe school divisions responded to help those affected by the resulting consequences with fundraising activities, letterwriting, meaningful discussions and ongoing prayer.At Sacred Heart Preparatory an Espacio was dedicated to the Japanese situation, and all students, faculty and staffwore the color red in solidarity with the Japanese people. The color red is significant in the Japanese culture andsymbolizes hope among many other things.At the Lower and Middle Schools, students participated in a “Jeans for Japan” fundraiser. Students donated $2 to wearjeans and their white polo shirt, or $4 to come to school in free dress. $2,500 was raised and donated to the SacredHeart Network to distribute to Catholic churches in Japan.At the Preschool, one classroom started a coin collection fundraiser to donate spare change. Students collecteddonations until the Easter break, and all funds were donated to the American Red Cross.The Sacred Heart community’s thoughts and prayers continue to be with the people of Japan.43

WAYS TO GIVEAt Sacred Heart Schools, Atherton (SHS) we welcome and appreciate gifts of all sizes–thecollective support of our many generous community members and friends provides the margin ofexcellence that distinguishes our Schools. Gifts to the Annual Fund support our yearly operatingbudget. These gifts help SHS maintain the programs and activities that are currently available tostudents. Gifts to the Capital Campaign are once in a lifetime opportunities that help Sacred HeartSchools build for the future in an extraordinary way. Please consider giving to both programswhen considering a gift to SHS.We are pleased to offer a wide variety of gift vehicles to help make supporting Sacred HeartSchools a rewarding experience. If you would like assistance planning your contribution, pleasecall the Advancement Office at 650.473.4003.Gifts of Cash (Cash, Check & Credit Cards) Gifts of cash are the simplest method of giving. Checksshould be made payable to Sacred Heart Schools. All gifts are tax-deductible in accordance withcurrent tax laws.Gifts of Securities (Stock) Donors should ask their broker to notify Sacred Heart Schools’Advancement Office of the gift and instruct the broker to await instructions from the School. Formore information on how to transfer securities by mail, donors should contact the AdvancementOffice or visit our Web site at www.shschools.org. Alternatively, brokers may contact SacredHeart Schools’ broker:Pflueger & Baerwald, Inc.220 Sansome Street, Suite 700San Francisco, CA 94104415.421.4171Pledge Period of Annual Fund gifts is for the current fiscal year (July 1 - June 30) while a pledgefor Capital Campaign Gifts may be paid over a three to five year period. Of course, Sacred Heartbenefits if pledges are paid sooner, but we know that donors may need the extra time to give anextraordinary gift.Matching Gifts. Many corporations will match gifts to charitable institutions such as Sacred HeartSchools. These gifts allow you to double or triple your gift to the Schools. Ask your employer fora matching gift form.Sacred Heart Schools, Atherton150 Valparaiso AvenueAtherton, CA 94027-4402650.322.1866 (Main Switchboard)650.327.7011 (Fax Number)www.shschools.orgCampaign.shschools.orgwww.shschools.org/giveonline44

Trustees and AdministrationBOARD OF TRUSTEES 2010-2011Anne Marie Holloway, Chair(SH Newton ’73)Maryan AckleyMaude Brezinski (SH Noroton ’72)Ed ClussJohn CoganBarbara Dawson, RSCJRichard A. DioliElizabeth DunlevieMJ ElmoreCathy Friedman-DuaneEmma GoltzMarritje GreeneTim HaleyFred HarmanCatherine HarveyMary HenryKristina HomerAllison JohnsonJohn KerriganEric LambStephanie LaneManny MacedaMike MohrmanPeter OppenheimerClare Pratt, RSCJMindy RogersSteve RudolphChick RunkelMary Pat Ryan, RSCJPaul SallaberrySusanne SutherlandJanice WilkinsMichael WishartTRUSTEE EMERITIRobert GlocknerJohn HunterFACULTY AND STAFF REPRESENTATIVESJulie BallKelly PowerSCHOOL ADMINISTRATIVE COUNCILRichard A. DioliDirector of SchoolsJames EverittPrincipal, Sacred Heart PreparatoryBridget CollinsPrincipal, Lower & Middle SchoolsCee SalbergPrincipal, Preschool & KindergartenSterrin BirdDirector of Institutional AdvancementSandy DubinskyChief Operations OfficerSusan RaffoChief Financial OfficerMartha Roughan, RSCJDirector of Formation to MissionDora Arredondo-MarrònDirector of Equity, Justice, and Multicultural EducationWendy Miller Quattlebaum (SHP ’93)Director of AdmissionsBeth TornabeneDirector of Strategic Planning and Institutional ProjectsJennifer HawksExecutive Assistant to the Director of SchoolsALUMNI REPRESENTATIVEPeter Coleman (SHP ’88)PARENT REPRESENTATIVESAnn ChurukianRon EspesethSandy McNamara

SACRED HEART SCHOOLS GOALSGoal I:A personal and active faith in GodGoal II:A deep respect for intellectual valuesGoal III:A social awareness which impels to actionGoal IV:The building of community as a Christian valueGoal V:Personal growth in an atmosphere of wise freedomCover Photo Credit: Joel Simon ImagesDesign: Joey’s Corner | www.joeyscorner.org