What's Brewing - Live Oak School
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What’s Brewing
FALL 2019
HERE IN THE O LD HI LLS B R O S. C O FFEE FA C TO R Y
From the Head of School
FALL 2019
What’s Brewing
at Live Oak
What Story Are We Telling? 3
Learning to Learn 4
Ready to Play 5
Student Led Action 6
Middle School Works 7-8
Graduation 9-10
Legacy Gift 10
Growth Mindset in The Classroom 11
President’s Letter 12 OUR SCHOOL BELIEVES that our potential as humans is richly diverse, that
Annual Report 13-17 learning is a complex act, and that students take different paths and paces as
Financials 15
they secure new knowledge and understandings. Live Oak values a wide range
of learners and nurtures a growth mindset, providing the structures that each
Thank You | Culture of Giving 18
student needs to meet academic challenges and build habits of lifelong learning.
Class of 2015 Reunion 19
Live Oak’s expanded school size offers opportunities to organize students
MISSION with a diversity of interests. By providing broad exposure and opportunities for
Live Oak School supports the potential and specialization, students will develop their passions as we prepare them for the
promise of each student. We provide a strong
academic foundation, develop personal complexities of their future.
confidence and the ability to collaborate with
others, inspire students to act with compassion
The stories included in this issue of What’s Brewing illustrate Live Oak’s
and integrity, and nurture a passion for
learning to last a lifetime. continuing work to create the institutional structures and to acquire the
resources necessary to support student-driven learning experiences. These
LIVE OAK VALUES
n A rich curriculum that provides access and identity-responsive practices are everywhere in our school: a library collection
challenge for every student, supporting
deep thinking, self-expression, and new
perspectives.
n An inclusive school community that explores
and appreciates the differences that define
us as individuals.
n Empathy in our personal relationships to
encourage responsibility and integrity in
our actions.
n Joy and humor—In this, we find the
willingness to learn from mistakes, the desire
LIVE OAK STRATEGIC DIRECTIONS
to take healthy risks, and the curiosity
of childhood. Inspire Every Learner Activate Changemakers
By expanding the breadth and We take seriously our commitment to
VISION depth of our curriculum we will encourage students to think of themselves
To know a child well is Live Oak School’s vision inspire the passion and achieve the as changemakers and global citizens. We will
and the responsibility of the entire Live Oak potential of every Live Oak learner. ground our program in a guiding purpose
community—faculty, parents, and the students that extends beyond our walls.
themselves.
that houses a story for every child, a physical education and athletics
program that uses play to forge a mind-body connection, and a
learning services program that helps students understand their unique
strengths and abilities.
We believe that being responsive to the identity of our students is
the best way to equip them with the skills and tactics necessary to
navigate complex social and human issues, and an understanding
of their place, perspective, and privileges in the world. Our students
assume a responsibility to identify inequity and injustice and feel
empowered to affect change. This is demonstrated by our young
activists as they tackle immigration and climate change.
The commitment to educate changemakers and responsible global
citizens grounds our program in a guiding purpose that extends
beyond our walls. Our students’ capacity to contribute to the world
enhances engagement and provides a sense of meaning that is vitally
important to their personal well-being.
We hope you are inspired by our work!
Gratefully,
Virginia Paik
Head of School
Advance Equity, Increase Promote The Live Oak Way Secure Assets To Support Priorities
Diversity, Deepen Inclusion We will clearly communicate the We will understand the resources necessary
We will increase the racial diversity of research-backed methods and to align our vision and offerings as well as
our school community and expand the philosophical motivations that underlie deepen our financial resilience.
resources to support socio-economic Live Oak’s teaching and learning, and
diversity while ensuring that all students conscientiously tend to our school culture.
and families feel a sense of belonging.
6
SEC UR E A S S E TS T O S U P P O RT P R IOR IT IE S
faculty partnerships that bring
the Live Oak curriculum to life
through literature.
“When we recommend
books to teachers, we try
to provide a range of titles
on whatever subject they’re
What Story
exploring,” shares Jenny.
“Although the publishing
industry offers more choices
Are We Telling?
than ever before, there are still
gaps waiting to be filled.” Most
W
recently they worked alongside
middle school teachers to select
HEN VISITING one with an identity they didn’t share. “We books for reading groups that would help
the Live Oak kept track,” recalls Melissa, “and it was so eighth graders explore identity and help sixth
Library, the interesting to see what books students selected graders develop the concept of belonging and
first thing one to represent a different identity; it wasn’t creating community. Other cross-curricular
notices is the light always the expected choice.” Although Jenny projects include the Harlem Renaissance,
streaming through and Melissa no longer keep track in this way, Stone Soup, and a 1960s project.
the large picture the two still have a pulse on what kids are These partnerships are exciting and
windows, spotlighting the shelves of books. reading and are pleased that the publishing inspiring for Jenny and Melissa as they build
The second thing about the library, which industry is finally beginning to catch up to and refine Live Oak’s collection. They are
doubled in size last year, is the steady stream the demand for books representing diverse particularly proud of the biography section,
of visitors. Some students bring up baskets full viewpoints and lesser known stories. which showcases gorgeous picture books
of books to return, while others arrive with “When I first started working at Live Oak depicting a range of life stories. “Last year, one
their class for a library session. Teachers stop by over ten years ago, the Tintin books were the student was very focused on reading stories of
throughout the day to get materials. Parents single most popular graphic novel,” states leaders, well known and lesser known, in the
and caregivers, often with younger children in Jenny. The series, first published in 1929, was Civil Rights movement,” recalls Jenny. “Every
tow, check out books before and after drop- littered with stereotypes. “Now we have so week she checked out new books, methodically
off, while middle schoolers read and enjoy the many more choices, hundreds of diverse and working her way through the collection as she
space after school in LOStopia. interesting graphic novels that tell a multiplicity built knowledge and understanding. It was
of stories. We always ask ourselves: Is this book gratifying to know that we had so many books
worth reading and, importantly—what stories available to support her learning.”
are we missing?” This last is a critical question What’s included and not included in the
to ensure that the library collection acquires collection is a topic that comes up often.
books that are representative of the many Children and young adult titles are the most
demographics, including gender identity and challenged and banned category in publishing.
fluidity, and that there isn’t just one story being Live Oak is committed to housing a library that
told about any group. helps students find both the books they want
“There’s a popular and wonderful graphic and the books they need. It’s our school’s belief
novel that came out this year called New Kid by that books are often the safest and best place
Jerry Craft that has a young African American to explore injustice, uncomfortable ideas, or
boy as the main character. He and his friends unfamiliar realities. •
There could be no better scenario for joke about the clueless school
Jenny and Melissa who enjoy interacting with librarian who is always pushing
everyone around books. They are committed gritty, tough books on black
to building a collection that meets the needs kids,” explains Melissa. “Well,
and interests of all the library users. “As much you want to have those books
as possible,” states Melissa, “we’re trying to (that reflect discrimination and
find great books that can both be mirrors and hardship), but you also want to
windows for our students, meaning that they have plenty of other books that
reflect their identity and expand their view of are about kids learning to dive
the world and the experiences of others.” off the diving board, having
Several years ago, noted author/artist Gene adventures, or just experiencing
Yang visited Live Oak and met with students ordinary middle school drama.”
and faculty. A short time later, he was named ‘What stories matter to us?’
the country’s Ambassador for Young People’s is a central theme in the library.
Literature and challenged children to read at The results are represented on
least three books outside their comfort zone: the bulletin boards, in the books
one on a topic they didn’t know much about, on display, and on the shelves.
one in a genre they normally didn’t pick, and It’s also seen in the librarian-
3 WHAT’S BREWING | Fall 2019
IN SPIRE EVERY LEARNER
This year, we are
supporting each sixth
grade student in setting
an Executive Function
Learning to Learn goal for the year.
A
by Karen Olson
S I WATCH SIXTH GRADERS standing at parents because these skills develop at different rates for different
their lockers, I see the wheels turning: “What students. Some will need a significant amount of parental support
things do I need to pack for my next class? through adolescence to do things like manage their after school
Do I have time to stop at the bathroom? activity schedule while leaving time to get their homework done.
Did I remember to put my homework in By meeting with them to help them understand their executive
my math binder? Is my Chromebook functioning and setting goals to help build these skills, my goal
fully charged?” The transition to middle is that students will learn when and how to ask for support and
school is significant, made easier what that might look like.
for some than others due to an important set of skills called
“executive function”. These skills are hardwired from birth, but
do not fully develop until well into early adulthood. However,
research shows that the brain goes through a significant growth
spurt just prior to adolescence, primarily in the frontal lobe where
these executive function skills live. So just as our students are
beginning middle school and parents are naturally wanting to let
go and give some more independence, our students’ brains are
gearing up to take that independence and run with it.
Part of our responsibility, to know a child well, means that
we understand that the academic expectations we have for
students will be challenging and will require executive function
skills that may not be fully developed yet. It is our job to help our
students better understand themselves, their learning styles, their
strengths and challenges, and to help them establish and grow
Learning specialists Karen Olson, Mary Ann Chin Ng, and Max Tarcher.
the executive function skills that are part of every academic task
they’ll be asked to do. This year, we are supporting each sixth As teachers, we are working to respond to who a student is
grade student in setting an Executive Function goal for the year. and where they are developmentally with their executive function
In individual meetings, I explained the 11 sub-skills of executive skills so we can push them to that next level of independence
function and asked them to reflect on the area in which they had with things like initiating tasks, planning and prioritizing, and
room to grow. These meetings brought important insights and organization. On any particular assignment, the content might
also moments of humor. come easily for a student, but the executive function skills
One student loved learning the term “metacognition” required in the assignment will really challenge them; properly
and chose that as an area for goal setting by saying, “When a labeling their paper and showing their work, checking the
new task is assigned, I will think about it and ask myself some rubric to make sure they’ve completed all the steps, or even just
questions: ‘What exactly do I need to do? What parts of this managing their work time so they’re done by the due date.
will be easy or challenging? How am I going to do this and The truth is that students are using executive function skills
what strategies will I use?’” Another student gave a very honest all day long with varying degrees of success in different areas
response by saying, “I need to set a goal about emotional control. of life, often without even realizing it. But teaching students
I get frustrated with myself really easily when I hit a roadblock explicitly about the important work of building executive function
in my learning and I just shut down. I need to find some ways to skills makes these brain processes more visible and tangible and
get through that.” Still another student, when I suggested a goal it promotes engagement, understanding, and independence. By
in Planning and Prioritizing, said “Why? My parents do that for reflecting on and setting goals for their executive functioning,
me.” I laughed. students are developing confidence and competence with a set
Determining when to let go of the reigns can be difficult for of skills that will ensure their success as lifelong learners. •
4
ADVA NC E E Q UI T Y, IN C R E A S E D IV E R S IT Y, D EEPEN IN C LU SION
Ready to Play
“
T
HIS IS THE ONLY CLASS Be it a catching unit or a game
where a student comes being played, specific attention is
in wearing their emotions given to creating choices and varying
on their sleeve because the structure so that every student
judgment can occur performs and feels challenged.
instantly,” observes “We use this as an opportunity to
second-year PE teacher talk to them about practice and what
Marcus Payne. “It can feel aspect of the skill they want to work
like they have the weight of an entire team or on,” states Robbie. “We want them
a group riding on how well they do something.” to think about what areas they’re
Teachers respond by creating an environment not quite as skilled at, because it’s
that is safe and responsive to their students. important for them to step outside
Robbie Smiley
The three tenets of physical education at their comfort zone.”
Live Oak are Spectrum, Solutions, and Safety. Solutions refers to the practice This strategy and others are in line with the
Combined, they create a space that encourages of self-advocacy and conflict resolution, an move towards removing the binary interpretations
all students to participate and grow and shifts integral part of the social emotional learning of gender that perpetuate stereotypes and that
the attention away from the teachers giving (SEL) focus at Live Oak. “Any time a student is can leave kids feeling left out. For example, the PE
“commands” towards student led experiencing an emotion we curriculum sets the standard so that all students,
learning and peer practice. This encourage them to put words regardless of their gender, aim to run a mile under
model works for grades three and to the emotion rather than the same time. “The California standards set a
up because it empowers students to act emotionally,” Marcus mile at 12 minutes for boys and 14 minutes for
that are really good at something shares. “This isn’t about girls,” states Robbie. “We changed that to be 12
to be able to be the “teachers” stifling their emotions, but minutes for all of our middle school students and
for kids that are just learning. rather about speaking about we measure results individually, which means—
Spectrum refers to the range their feelings in a way that Can a student improve on their score?”
of skill level and experience of the is productive and solution- A challenge presents itself when this conver-
students, and the focus Live Oak oriented.” As they warm-up, sation is taken outside the Live Oak community,
has on teaching students to self- practice skills, or play games, when students participate in interscholastic
reflect on their abilities and to set students expand their emo- athletics programs. Students can participate in
their own goals for improvement. tional vocabulary and build four sports at Live Oak: cross-country, basketball,
Robbie Smiley, Live Oak’s Athletic resiliency to respond to volleyball, and futsal. Of the four, cross-country
Director, points out that every the resistance and friction and basketball have gendered divisions.
student comes in with varying skill levels and that naturally come up. “I have brought this up at league meetings,”
exposure to different sports. “But the way I Safety refers to creating an environment states Robbie. “’What are the options for a stu-
look at it,” he explains, “is that when we’re that is physically and emotionally safe for dent who doesn’t identify as a boy or a girl if they
teaching skills—throwing, catching, kicking— students to be their true selves and to make want to play basketball?’ The answer I get is that
we’re introducing that skill so students can choices that support their growth. Marcus and they would have to choose which division to play
meet it at the level they’re at.” Robbie emphasize the correct use of equipment in because there is no all-gender division. This
Differentiating instruction is the first way and establish procedures that maximize safety could change later on but it depends on others.”
they respond to the needs of their students. and reduce the risk of injury. Safety also applies In the end, there would need to be consensus
to the emotional safety that allows and the support for all-gender teams varies among
Marcus Payne with the volleyball team
a student to pursue a game or the schools in the league. “Not all schools respond
skill without fear of ridicule and to gender the way we do here, but ultimately this
embarrassment. is a bigger discussion and it changes from elemen-
When it comes to supporting tary to high school to the Olympics. There’s very
students exploring their gender little consistency in how the rules are set and it
identity, in many ways Live Oak gets more complicated as athletes age,” Robbie
is creating the space for the larger explains. But he’ll continue asking the question,
conversations that need to hap- he says, because it’s a way to support his students.
pen. When Robbie and Marcus “We have 100% engagement in our classes,
introduce a sport or game, they are because we strive to know each student well
intentional about breaking it down and everyone takes responsibility for upholding
to specific skills to minimize the these norms,” states Robbie. This comes across
tendency to think, “this is a girls’ through the music, laughter, and student cheers
game, or this is a boys’ game.” heard during PE. •
5 WHAT’S BREWING | Fall 2019
A C TIVATE C H ANGEMAKERS
Student Led Action
F
by Francisca Guzman
OR A FEW WEEKS THIS FALL, Live Oak was host to
a kaleidoscope of butterflies—2,000 to be precise. The
origami butterflies were strung delicately on four bicycle
wheels, resembling a large wind chime. Hanging in the
second floor hallway, they made no noise, but their
presence was felt.
When seventh grader Thalia attended a protest
against ICE this summer, she saw one of her friends
folding butterflies. Curiosity piqued, she joined her and they hung up
their butterflies on a tree. Those butterflies were taken down later, but
by then Thalia was determined to do more and enlisted the help of her
classmates Catherine, Simone, and Olivia.
The installation at Live Oak was part of The Butterfly Effect:
Migration is Beautiful, an art activism project started by young girls
in Oakland to create a visual representation of the 15,000 immigrant
children who have been or are currently in US detention. The project
aims to inspire action to end child detention permanently.
“Every small thing we do creates a
definite change and over time we
will see the impact.”
“At first we were thinking about just making 100 or so just as a
group, but then (Live Oak librarians) Jenny and Melissa heard about
it and they thought it would be great if we enlisted the help of the
entire school community,” recounts Thalia. They recall presenting to
their peers not only the process of how to make a butterfly, but more This advice is taken to heart and the students voice their opinions with
importantly why this project required their attention and involvement. passion and empathy. Simone shares that she could not imagine being
It was rewarding to see their classmates motivated and excited separated from her parents and expresses how lonely and terrifying this
about supporting the project. This was especially so because activism experience would be. “I think that a lot of these things happening at
and developing a changemaker mindset is something that is encouraged the border revolve around hate and the message that these people are
by their teachers and community. In fact, earlier this school year a group different than us,” responds Thalia when asked why this issue is important.
of Live Oak students, including the “butterfly group”, participated in “But we’re all the same. Everyone is just a person that’s trying to exist and
the Youth Climate Strike with the support of their Green Team advisors, be happy and the fact that our government is deciding that if they’re not
Renata Martin and Scott Wilber, who continuously tell them to “speak the same as us then they’re not worthy is sad.”
up about issues that are important to them.” Catherine adds that it’s important to remember that kids can make
a difference through their actions. “Every small thing we do creates a
Thalia (far right) enlisted the help of her classmates Catherine, Olivia, and Simone.
definite change and over time we will see the impact.” True to their
activist spirit, they share the desire to have more time to do these projects
at school to reduce barriers to participation and they express the need
for a bigger space in order to involve more students, particularly to make
posters and other art projects. They think of art as an activist’s tool: art
is not just a fun project, but a way to raise awareness about important
issues and engage adults who are in a position to create change.
Later this year, the butterflies will be on display in schools, libraries,
and museums throughout the Bay Area. During the conversation, one
thing is made clear: the group is far from done. They are brainstorming
ideas with the goals of expanding the impact of this project and of finding
ways to let the children in detention know that they have champions
on the outside trying to help. It is also evident that joy and friendship is
another part of their changemaker identity. They take a break for Billie
Eilish, for dancing, and to bask in their accomplishments. •
6
P RO M O TE THE L IV E OA K WAY
Middle School Works
T
HE TRANSITION TO A NEW GRADE often year with intention and focus on building relationships is that within two
presents challenges and fears for many students, weeks, all of the new students felt integrated into the community. And
and it is only natural that a transition to a new on the flip side, the kids who have been here for a while have relaxed
school exacerbates these struggles. In addition, and now understand that the influx of new kids is an opportunity to
the jump to middle school supposes other build new and meaningful relationships.”
developmental factors; rapidly changing bodies, The expansion to three sections per grade in middle school was
a heightened focus on navigating social norms, set to begin in the 2020-21 school year when the current fifth grade
an increase in academic requirements, and a class reached middle school. However, last year’s admissions pool had
growing need for autonomy. With this in mind and facing an expansion a large number of highly qualified students for sixth grade and an
in their grade, the sixth grade advisory team understood they needed opportunity was presented to advance the planned expansion by a year.
to be strategic and intentional about the environment they would be Not only was a Live Oak education made accessible to more students,
creating to welcome fifty-four students. we were also able to enrich the academic, social, and extracurricular
“One of the biggest draws for me in joining Live Oak was the opportunities for all of our students. “The most significant driver of this
amount of time and energy spent teaching kids to understand the big decision was not having to turn away many of the wonderful students
‘whys’ of what they are doing. And that reflection applies to the faculty that we had come to know and adore through the admissions process,”
as well,” shares Neil Cashman, sixth grade science teacher and team states Middle School Head Emma Peat. “We had a unique opportunity
lead. About preparing for this school year he states, “I’m beginning my to grow the class of 2022 with a large influx of new perspectives,
fourth year at Live Oak and this is the first year where we have three personalities, and talents. It was an exciting process to see unfold.”
sections of sixth grade. One of the biggest payoffs from starting the
... the sixth grade advisory team
understood they needed to be
strategic and intentional about the
environment they would be creating
to welcome fifty-four students.
A primary goal for onboarding the newly expanded class of 2022
was to integrate the new students into the Live Oak culture reflected
by our school’s mission, vision, and values. The sixth grade team
began planning last spring, actively developing ways to advance a
growth mindset by setting high expectations for the middle school
years, recognizing the privilege and responsibilities of the students,
and nurturing intellectual curiosity. The team worked closely with
Middle School Learning Specialist Karen Olsen and Middle School
Counselor Marcia Colant to ensure that systems were in place to
support the individual learning styles and profiles of the rising middle
school students. Director of Diversity, Equity, and Inclusion, Adrian
Takyi collaborated with Emma on planning the Middle School Works
mini-course for all sixth graders, which combines digital citizenship
with building community and identity development.
Through advisory, sixth grade students gain an understanding of
their role and responsibility in contributing to a learning environment
most conducive to supporting the potential and promise of each
student. The critical factors in planning and deciding the advisory
group and class compositions were ensuring balance among new
and returning students, paying attention to the demographics within
the groups, and providing students with adult and peer connections.
“I strive for community because that’s an important thing for me,”
7 WHAT’S BREWING | Fall 2019
shares Wil Dionisio, one of this year’s middle school advisors. “I want All in all, trips away from campus have a positive impact on the
to establish connections with the kids to create trust between us. As learning that occurs in the classroom.”
an advisor, it’s important for students to feel comfortable coming and Growth and change have been a part of Live Oak for the past
talking to me as things come up.” He says that this has been especially few years, and nowhere is this more evident than in the middle school
true for faculty, like him, who have strong relationships with students wing. “Understandably, some interpret change as a loss, and through
who have been at Live Oak for a while. the lens of student life, there have been a variety of feelings associated
Another goal for the team was to focus on community building. with change,” says Dean of Student Life Nghiem Bui. He says some
Very quickly into the school year, those efforts started to bear fruit. students shared that they missed the “old Live Oak” while some
“Experiential learning, especially when it happens outside the shared that they “love having new friends.” Both of these feelings are
classroom, can do a lot to bring kids together socially and academically,” natural and welcomed. Our middle school community has taken on
says Neil. The class first went to Baker Beach for a beach clean up and the responsibility and challenge to make decisions for the betterment
community building activities. Two weeks later, they followed up with of all. On the walls are expectations created by middle schoolers about
an overnight trip to Point Reyes, which was challenging for many kids what it means to be a member of their community. Not surprisingly, the
who had not spent much time away from home. “In the end, both the expectations emphasize friendship and inclusion. Students will continue
trip to Baker Beach and to Pt. Reyes delivered on the promise to bring to take an active role in defining their space by naming the classrooms
the kids closer together,” states Neil. “It was wonderful to see kids after Changemakers. Each group of students that joins the community
interact with others whom they might not ever see or sit with during naturally adapts and brings change. This occurs while the core values
the school day. The biggest surprise for me was seeing how this group and norms continue to be maintained. That most certainly holds true
of kids came together and accepted the challenges that were presented. for the class of 2022. •
8
Class of 2019
Drew Stannard-Stockton
HOLLY HORTON AWARD RECIPIENT
C
(EXCERPT)
LIVE OAK HAS
ONGRATULATIONS, CLASS OF 2019! You are moving on to high
completely changed
school and we are going to miss each one of you. From your first my life. Since the first
kindergarten assembly to your graduation processional, you filled day of school in fourth
the halls with joyful curiosity and a love of learning. You persisted grade, I sensed the
difference in Live Oak’s
in becoming experts in areas of passion and learned the value of working hard to
learning environment.
overcome challenges. We wish you the best of luck in the next chapter of your lives! Here, you are constantly
encouraged to think
deeper, to engage with your classmates, and
G RAD U ATIO N SPEEC HES
to never give up. You are encouraged to
Abigail Heuga make mistakes and learn from them, to be
a changemaker, and to be a lifelong learner.
EIGHTH GRADE GRADUATION SPEAKER (EXCERPT)
These core values Live Oak has instilled in me
I’LL START OFF BY are magic. These concepts have helped will never leave me.
sharing some memories: us not be tentative in attempting to solve In the beginning of fourth grade, we were
touring Anchor Steam difficult problems. Everybody makes mistakes. asked to write hopes and dreams that we had
and creating a beer It’s through making them that we learn for the year. I thought it was a fun exercise, but
recipe, running the Post how to grow and become better people. one I would soon forget. My hope and dream
Office, conquering fears Thank you to the teachers and staff was to learn Spanish... From fourth grade to
at Camp Jones Gulch, who made Live Oak a great experience. eighth, my teachers and friends have helped
3a.m. night watch shifts You have taught us much and helped us me to take steps towards speaking Spanish.
at Fort Ross, hiking 10 develop an appreciation for learning. We Live Oak teaches you that, if you want
miles at Pinnacles, playing Live Oak sports and are all so much more confident and more something, you can achieve it if you put in
winning several championships. knowledgeable. the effort. Everybody at Live Oak has always
...If it weren’t for creating these memories, ...And to my classmates, I hope you supported me in going after what I want,
we would have not learned important life skills. keep all of the memories that we have made and has taught me to support others in their
Live Oak has taught us to respectfully advocate together and take with you the skills we have dreams as well...I will never forget the passion
for ourselves, and more importantly, for those learned from Live Oak. Be changemakers, my teachers and, especially, all of my friends
who are vulnerable around us. and continue to be the kind, caring, and and classmates have ingrained in me.
At Live Oak, a guess is a gift and mistakes compassionate people I know and love. Thank you.
9 WHAT’S BREWING | Fall 2019Our most recent alumni have
stepped forward into new Legacy Gift
educational adventures:
T
HE CLASS OF 2019 presented Live
FIRST ROW (L-R):
Oak with a gift of $44,436 to create
Ayla Stover – Sacred Heart Cathedral Prep
Ben Billings – Sacred Heart Cathedral Prep the ChangeMaker Lab: A Center for
Drew Stannard-Stockton – Nueva School Values Driven Innovation. Thanks to their
Zoe Sokatch – Urban School of San Francisco generosity, Live Oak’s students will have a
Cody Lamoreux – Bay School of San Francisco
space to bring to life their wildest dreams,
Natasha Mei Ong – Urban School of San Francisco
while they take on issues of equity and social
Sonya Haymaker – St. Ignatius College Prep
Aime Chao – Nueva School justice. The ChangeMaker Lab will be a
Kaitlin West – Lick-Wilmerding High School space where students will use their creativity
Marlowe Stuart – Drew School and design-thinking skills to positively
Vera Bogaty – St. Ignatius College Prep
impact the world. We believe that learning
is best when it is connected to our students’
SECOND ROW (L-R):
Owen Corey – Archbishop Riordan High School experience. In this space, students will deepen
Gram Koski – Urban School of San Francisco their understanding of science, technology,
Jasmine Sacks – College Preparatory School engineering, and mathematics as they create
Olivia Castillo – Lick-Wilmerding High School solutions to problems they see in the world.
Tucker Lamoreux – Urban School of San Francisco
The vision and implementation strategy for
Mira Sinha – International High School
Danielle Ho – Drew School this space will be led by Laura Manion in
Julia Shalev – Branson School her role as Director of Strategic Projects and
Zoe Zwerner – Drew School it will also engage interested faculty and
Madeleine Chen – Bay School of San Francisco administratros in a design cycle to bring this
Fernanda Sanchez – Lick-Wilmerding High School
program feature to life.
Donte Yasukawa – Sacred Heart Cathedral Prep
Max Howard – Lowell High School
Bryan Lopez – Burton High School 2 0 1 9 L E GA C Y G I F T D O N O R S
Jose Luis Argueta – San Francisco University
High School Anonymous (1)
Maya Benjamin
Josie Allen
ALUMNI SPEAKER (EXCERPT) THIRD ROW (L-R): Babis Andreadis and Georgia Hatzivassiliou
Lydia Andreadis – Sacred Heart Cathedral Prep Jose Argueta and Carolina Sanchez
Bruno Kai Ong – Lick-Wilmerding High School
I AM A GRADUATE Edmund and Hilary Billings
Kalyani Nair – San Francisco University High School
of Live Oak’s Class Avery Owen – St. Ignatius College Prep
Nicholas and Eva Bogaty
of 2015. Last week Abigail Heuga – Urban School of San Francisco Erin Castillo and Angelina Hernandez
I graduated from Sam Rodgers – Phillips Academy Andover David Chao and Amanda Minami
Carlmont High School Carson Lockwood – Urban School of San Francisco David Chen and Noelle Lee
Ocean Hoevet – Drew School John Corey and Kendall Jones
and in a couple of
Jaden Korinthias – Urban School of San Francisco Matt Geis and Sandra Groom
short months I will be Ethan Geis – Lowell High School
John Haymaker
attending Syracuse
Michael Heuga and Julie Cochrane
University...
Byron and Betty Ho
My first day of high school began on a
Matthew Hoevet and Tal Klein
December morning in 2014, when I shadowed Without Live Oak’s emphasis on
Chris Korinthias and Usha Moss
at Carlmont. Per usual, my mom and I were service work, I probably wouldn’t
William Koski
running late...so, I hopped out of the car, have joined the Access Commission at Daniel Lockwood and Caitlin Pardo de Zela
forgetting that I had no idea where I was. As [Carlmont]...Without Live Oak’s curriculum, Anil Nair
I nervously traveled...towards the unfamiliar that told the stories of those who are often Edwin Ong and Aleksandra Vikati
school, I realized Live Oak had prepared me [left out of] traditional history textbooks, David Owen and Tina Chao
for this and for so many other things. like Frederick Douglass, I would not be as Tom and Kari Rodgers
Live Oak taught me resilience. Without passionate about studying history. This led Aric Shalev and April Gruber
the two elections I lost at Live Oak, I don’t me to go on the Sojourn Project, where for Liz Shalev and Monte Zweben
think I would have had the confidence to one week without my phone, I traveled Daniel Sokatch and Dana Reinhardt
run for freshman class president [where I throughout the south getting to meet Sean and Cathy Stannard-Stockton
only knew] two out of the 513 students. people and see places involved in the Christopher Stover and Sevda Eris-Stover
While I lost my freshman year campaign Civil Rights Movement. Tamara Straus
too...I interviewed for and joined Carlmont’s In Syracuse, I plan on working to bridge Sheila Stuart
Craig Stuart and Susan Kim-Stuart
Associated Student Body program. the gap between rich and poor, and white
Jeff and Deborah Zwerner
Live Oak [also] fostered a love for service and black people, in one of the poorest
and advocacy through events like the Peace cities in the country. It is Live Oak’s mission
March, where I learned the importance of to support the potential and promise of
using peaceful protests to share your voice, each student and I have felt that support
and the monthly service trips we participated throughout my three years at Live Oak
in during eighth grade advisory. and beyond.
10AC TI VATE C HA N G E M A K E R S
A L U M N I SPOTLIGHT
The Growth Mindset in The Classroom
S
PEAKING TO Alyssa Mitchel that Alyssa began to see a connection between
’07, one can’t miss the enthu- dancing and education. During that time, she
siasm that she has for both was simultaneously pursuing her undergraduate
learning and dancing. Several degree in education with a minor in math and
years into her career as a pro- doing Marin Dance Theatre’s (MDT) career
fessional dancer and choreog- bound ballet program at night. “I realized that
rapher, Alyssa discovered Carol pointe shoes weren’t for me,” jokes Alyssa. “I
Dweck’s work on the growth had gained an appreciation for contemporary
mindset, the understanding that abilities and dance and realized that this was my passion.
intelligence can be developed, and immersed When I spoke to MDT about this, they offered
herself in learning all she could about the topic. me their first student choreographer position
Alyssa’s research and interest led to the mentored by the contemporary dance teacher.”
creation of the nine-piece production, The From that point on, Alyssa has held numer-
Classroom, which premiered at ODC this fall. ous apprenticeships, danced with various com-
“It started out as a smaller piece,” explains panies in Portland and the Bay Area, received
WALTER SWARTHOUT
Alyssa, “but after attending a conference at residency appointments, and choreographed
Stanford on the growth mindset, I decided to many dance pieces. Her residencies at ODC
expand it and include interviews with teachers were pivotal in allowing her the time, space,
and students from elementary school through and dancers to create The Classroom.
college.” The Classroom contains excerpts from
these interviews, some of which were with Live
What hasn’t come across is any shyness
from Alyssa, who after wrapping up The
“I had to really
Oak faculty and students. Themes explored in
this production included defining intelligence,
Classroom will be performing in Push Fest and
taking one of her award-winning duets to a
learn about myself
frustration, learning at home, learning festival in Palo Alto this November. “That’s and understand
differences, and recess. a credit to Stephanie Temple,” states Alyssa.
“I think for me it was interesting to interview “I loved the drama program at Live Oak and my strengths and
one of the students at Live Oak,” she reflects. though I was shy when speaking, Stephanie
As a person with a learning difference, Alyssa wrote parts for me that showcased my challenges to be
connected with this student’s narrative of having
dyslexia and the challenges and opportunities it
dancing.” That was all the encouragement
that Alyssa needed who, like her former able to advocate for
presented at school. “This student was incredibly
articulate and insightful about their learning pro-
teacher, is relishing seeing the final production
of her work come together. “My shows are
myself, which requires
cess and adopting a growth mindset to differen-
tiate their learning.” Alyssa’s conversations with
like seeing the painting dry on a canvas,” she
says. “It’s so rewarding.” •
confidence.”
Live Oak teachers John Gaudino and Holly Dunn
further illuminated this point as they shared the
need to adapt a growth mindset on an emotion-
al level to help students respond to frustrations
when concepts become more difficult.
“Those interviews helped me see my learn-
ing differences through a different lens,” shares
Alyssa. “I had to really learn about myself and
understand my strengths and challenges to be
able to advocate for myself, which requires con-
fidence.” Working on The Classroom became
an opportunity for Alyssa to present these re-
flections and her knowledge about the growth
mindset through dance.
Alyssa has been dancing since age five,
first doing tap, jazz, and rhythmic gymnastics
before pursuing a career in ballet. It wasn’t
until she was a student at Dominican University
11 WHAT’S BREWING | Fall 2019President’s Letter
I
2019-2 0 2 0 AM STARTING MY TENURE as
BO AR D OF Board Chairperson with much
TRUST EES excitement and appreciation
for the generosity of our
Matt Babler
community. During the 2018-
Sara Bahat
Rachel Bernstein 2019 school year, we successfully
Deborah Carswell closed the Building Promise
Carla Cooper Campaign, exceeding our $5
Regina Eberhart million goal with contributions
Shaharazad Hamidi from more than 400 donors and
Alayna Kramer volunteers. Our families, faculty and
Hanmin Lee staff, trustees, grandparents, friends,
Michael Linn
and alumni made donations that
Brenda McConathy
enabled us to accommodate a larger,
Crystal Mickles, Chair Criya, Crystal, Chelsea, and Will Mickels
more diverse student body, in spaces
Nancy Bush O’Callaghan
Karen Olson intentionally designed to facilitate learning. It was an unprecedented fundraising effort in the
Virginia Paik, Head of School history of our school and a testament to our shared commitment to hold the school’s mission
Christine Patel, PGA Chair and values as our guideposts. I have much gratitude for the service and leadership of my fellow
Gina Patterson trustees, who took an active role to make this philanthropic and capital achievement possible.
Tesha Poe
Joanna Sacks The expertise, wisdom, and care with which the trustees dedicate themselves to securing the
Voltaire Villanueva promise of a Live Oak education is also seen in the Strategic Directions adopted last year:
Drew Williamson n Inspire Every Learner
n Activate Changemakers
n Advance Equity, Increase Diversity, Deepen Inclusion
n Promote the Live Oak Way
n Secure Assets to Support Priorities
The Live Oak Board of Trustees dedicated their time to work alongside community members
and administrative leaders to ensure that as we continue to expand our school community, we
also hold true to shared values of compassion, inclusion, and joy in learning. This year, board
committees will continue to focus their work on implementation of these Strategic Directions.
Thank you to Kirstie McCornock for her years of leadership as Live Oak’s Board Chairperson
and to our outgoing trustees Steve Goodman, Adrian Takyi, and Luke Schemmel. Your insight
and experience helped shape Live Oak into the school we are today. Welcome to our new
trustees Matt Babler, Rachel Bernstein, Karen Olson, Christine Patel, Gina Patterson, and
Voltaire Villanueva.
As we look ahead, I can confidently say that we’re continuing a strong tradition of community
engagement, visionary giving, and bold leadership. I look forward to collaborating with you all as
we carry out the work of building a Live Oak that nurtures a passion for learning to last a lifetime.
Sincerely,
Crystal Mickles
Chairperson, Live Oak Board of Trustees
12Thank You for Giving
Frederique Clermont and
Ximena Delgado
Camilo Coelho
Barrett and Tria Cohn
Marcia and Christopher Colant
Roman and Jenny Coppola
THE LIVE OAK FU N D AN D T H E BU IL D IN G PR OM I S E C A M PA I G N
I
Irene Cordon*
John Corey and Kendall Jones
N 2018-19, GE N E R O U S M E MB E R S of our community donated $735,416 to the Live Oak Fund. Josephine Corlett
Pam and Randy Corson
Contributions to the Live Oak Fund ensure a robust Adjusted Tuition Program, a dynamic curriculum,
Sossi Crilly
inspiring programs, exceptional faculty and staff, and more. The Building Promise Campaign funded Jack Dalton
Live Oak’s final phase of expansion which included ten new classrooms, art and music rooms, a Middle Jennifer Dante*
Alexander Dean
School Commons, an expanded library, and a rooftop playground. Mandy Decker
Jack and Sherry Delo
Thank you to the following individuals, families, and institutions for partnering with us to build the potential John and Shelagh Deming
Jean DeWitt*
and promise of our young learners. We also offer our sincere gratitude to all the parent volunteers who Dara Dickson
worked tirelessly to ensure we met our fundraising goals. Paul Dimitre and Andrea Brunetti
Wil Dionisio
Rishi and Cynthia Diwan
*First-time donor Tom O’Connell and Anne Hauk Matthew Hoevet and Tal Klein Eduardo Vergara and Mary and John Dodge
Virginia and Andrew Paik Jason Johnson and Monica Ruiz-Noriega Elizabeth Donaldson*
Vivek and Christine Patel Nataly Gattegno* Voltaire and Jeanes Villanueva Bevan Dufty*
Black Oak Circle Holly and Darron Dunn
Girish Satya and Purvi Sangani Rajan and Sonia Kapoor Marc and Megara Vogl
($25K+) Patrick and Elizabeth Scott Susan and Steve Kellerman* Scott Wang and Helen Chao Jorge and Diane Duran
Michael Linn and Cheryl Frank Peter and Kjersti Kirkeby Wey Family Stace Felder and Michelle Jeffers
Jamie Sutherland and
Peter Rive and Natasha Dvorak* William Koski Marcel and Jennifer Wilson Matthew Flynn and
Michelle Zatlyn*
The Capital Group Companies John Kutz and Susannah Kirsch Evan and Carla Wittenberg Dominique Samuels
Ty Wang and Karen Tsay
Charitable Foundation Xavier Lanier and Amisha Gandhi Nicole and Murshed Zaheed The Fujimotos
Daniel and Elana Weinberg
Adobe Xavier and Gerri Lanier Cisco* Toby and Stephany Gabriner
Blue Oak Circle Hanmin Lee and David and Sylvia Weisz Ernesto and Rosita Galang*
($15K+) Desert Oak Circle Barbara Morgenthau Family Foundation Johnny and Glenn Galang
Anonymous Geoff Lepper and Leslie Stephens* Dropbox Matching Gift Program Melvin Galvez*
($1K+) Rachel Garlin and Laela Sturdy
Martin Babler and Peter Kuebler Margaret Liu and Google Gifts Matching Program
Anonymous (6)
Patrick and Cathleen Brady Schulmynn Leung HopeLab John Gaudino
Brand J. Ahn and Grace Park
Karl and Kirsten Pfleger Ulric Lewen and Sergey Yurasov Intel Corporation John, Tracey, and Arlo Gersten
Stephen and Leah Allen
Jamie and Jacqueline Roberts Rikard Lindquist and Elin Hagstrom Macy’s Inc Arleigh Giroux
Josie Allen
Erik Steen and Katherine Orr* Ajay Madan Gopal and Mrs. Mary L. Bianco at Eric Gladstone
Antonio Ampie
Andrew Williamson and Jill Jarrett Sunita Solao The Moca Foundation Rebecca Goldfader*
Babis Andreadis and Moises Gonzalez and Jina Jue
Apple Shai and Rainelda Malka The Omidyar Group*
Georgia Hatzivassiliou Todd and Lisa Greene*
The David and Lucile Packard Sathyam Mandra and PG&E Corporation Foundation
Randy Antin and Rachel Lehn* Monique Guidry
Foundation* Sahaja Sarathy Plant Construction Company
Dave Atkin and Adrienne Digiesi Salesforce.com Foundation Savannah Guinn*
Kirstie McCornock
Peter Bach-y-Rita and
Coast Oak Circle Elizabeth Arbuckle
Warren and Karen McFarlan Shell Oil Company Foundation Rosalind Hague-Foster
Miko Mizrahi and Jessica Wilson* Matching Gifts Naomi Hamburger
($10K+) Sonia Banerji and Erin MacLeod
Jenny Morgenthau Yelp, Inc. Shaharazad Hamidi
Anonymous Keith and Roseanne Barry
Anil Nair Ken and Jeanie Hanover
David Chao and Amanda Minami John Barry and May Pon
David and Regina Eberhart
Erik and Tobey Natzke Live Oak Circle ($1+) Sally Hayes
Tom Bassett and Jade Dalton Patrick O’Brien and Royisha Hearne
Steven and Deborah Goodman Anonymous (12)
Stephen Bates and Leecia Welch Kathryn Beyrer-O’Brien Carol Hill
Luke Schemmel and Nasser Abdulkariem and
Mr. Fay Royal Baxter Michael O’Callaghan and Keith Hodge
Jonathan Shapiro Rosa Gonzalez Abdulkariem
Aaron Bell and Sarika Singh Nancy Bush O’Callaghan Benjamin Holl and
Booka Alon
Rachel Bernstein Colin O’Malley and Julie Karasik Mahasty Lebastchi
Canyon Oak Circle Rafael Álvarez*
Kiran Bhat and Payal Watchmaker* Geoff Oltmans and Tara Mark Charles Howard and Tara Bodden
Barry and Lindsay Ames*
($5K+) Melissa Raphaely and Kurt Billick Eric and Nicola Owski Jeff Anderson and Jeff Soukup Andy Howarth and Mike Meyer
Anonymous (3) Sergio and Amanda Borgiotti Daniel Pan and Anna Lopez Caleb Humphrey*
Jenny Andrus
Roy and Sara Bahat Auburn Daily and Rob Burwell* Ishwar Parulkar and Phil Jerome
Howard and Margaret Arbuckle
Tagan Blake and Natalie Kitchen* Judy Carroll Athena Kashyap Mike and Jennifer Jimenez-Cruz*
Ardila Family*
Gregg and Anna Brockway Deborah and KC Carswell Robert and Kara Passaro Scott Joaquim and Ana Varela
Jose Argueta and Carolina Sanchez
Daniel Cawley and Vincent and Grace Chin John and Artemis Patrick Willem and Elizabeth Jonckheer
Shirley Arvizu*
Timothy Schuman Mary Ann Chin Ng and Daryl Ng Erik and Viviana Paxman Harriet Beinfield Jeffrey and Molly Kaban
Radbert and Diana Chin Scott Coleman and Heather O’Neill RJ and Jyoti Pittman Roslyn and Andre Benjamin Melissa Kanemasu and Kuo Lian
Brad Coley and Paul and Carla Cooper Jack and Gabriele Poindexter Billy and Joanne Berghold Lara Karchmar
Wendy vanden Heuvel Justin and Jamie Cooper* Rahul and Brenda Prakash John Berliner and Sheri Evans Phil Keck
Mark and Julie Day* Joanne Cronin and Dori Sappo Andre and Janice Ricciardi Harold Bernstein and Tricia Foster Alayna Kramer
David Deming and Jaime Austin Eric and Kathleen Doherty Lucy and Larry Ricciardi Nathaniel Bernstein David Kraska and Laura Bremer
The Denmark Family Geoffrey Elliot and Susan Buller Scott and Elisabeth Roberts Sharyne Beza Mr. and Mrs. Fred Kuebler
Peter and Heather Friedland Mary Evans Tom and Kari Rodgers Edmund and Hilary Billings Brian Kunz
Genentech Givingstation Daniel Ewing and Alison Ludwig Biren and Hiromi Roy Travis and Paura Bluford* Paula Larink
Chris and Amy Hansen* Matthew and Stephanie Fillbrandt Michael and Marcia Rubenstein Nghiem Bui* Mimoh Lee*
Zachary and Andrea Kellerman* Masaru and Angela Fisher* Jerome and Rachael Sak Grandma and Pop Pop Burke August Taemoh Lee*
Jason and Tracy Kenworthy Tommy and Katy Fisher* Robert and Nackey Scagliotti* Bradley and Jennifer Burke Chung Ho Lee and Hi Whan Lee
Ethan and Rebecca Kurzweil Ian Flores and Annabelle Topacio Daniel and Mariana Schiffner Mario Cadete and Jeannine Case* Richard Leo
Ciaran and Theresa Long Susanne Gealy* Aric Shalev and April Gruber Malika Carter Mark and Jeanne Lepper*
Brenda and Jeff McConathy Matt Geis and Sandra Groom Liz Shalev and Monte Zweben Neil Cashman and Brynne Levy
Eric McCrath and Jacqueline Bos Patrick Geonetta and Eric Shapiro and Leora Goren Stefanie Mandl-Cashman Joe Lewis and
Theodore McCullough and Anastasia Cioni* Kerry Shapiro and Joanne Siu Marco and Susana Casias* Leslie Moncada-Lewis*
Stephana Patton The Graham Family* Kevin Sin and Teresa Puentes Erin Castillo and Wally and Jennifer Lin*
Richard Mortillaro and Joshua Grossnickle and Todd Sklar and Lynn Mezzatesta Angelina Hernandez Immer Lopez and Rebecca Reyes
Patricia Downey Hope Schmeltzer* Sean and Cathy Stannard-Stockton Catherine Castro Dionysia Loufas*
Thomas Murphy and Edwin and Lisa Grubbs* Sheila Stuart Minerva Ceron Sherman Luk and Jasmine Kaw
Timothy Murray Steven and Christy Heruty* Bruce Tang and Daphne Humes David Chen and Noelle Lee Nate and Tammy Lundy
Jason and Celeste Oberfest Rolland Ho and Rita Louh Chase Tingley and Rita Lin Andrew Clarke and Beth Rostan Ruby MacDonald
13 WHAT’S BREWING | Fall 2019Peter Bach-y-Rita and Elizabeth Donaldson Willem and Elizabeth Jonckheer
Elizabeth Arbuckle Bevan Dufty Christopher Jones and
Roy and Sara Bahat Holly and Darron Dunn Selina Tobaccowala
Sonia Banerji and Erin MacLeod Jorge and Diane Duran Jeffrey and Molly Kaban
Keith and Roseanne Barry David and Regina Eberhart Melissa Kanemasu and Kuo Lian
John Barry and May Pon Geoffrey Elliot and Susan Buller Rajan and Sonia Kapoor
Tom Bassett and Jade Dalton Mary Evans Lara Karchmar
Stephen Bates and Leecia Welch Daniel Ewing and Alison Ludwig Phil Keck
Mr. Fay Royal Baxter Stace Felder and Michelle Jeffers Zachary and Andrea Kellerman
Harriet Beinfield Matthew and Stephanie Fillbrandt Susan and Steve Kellerman
Aaron Bell and Sarika Singh Masaru and Angela Fisher Jason and Tracy Kenworthy
Roslyn and Andre Benjamin Tommy and Katy Fisher Peter and Kjersti Kirkeby
Billy and Joanne Berghold Ian Flores and Annabelle Topacio William Koski
Sunya Berkelman-Rosado Matthew Flynn and Alayna Kramer
John Berliner and Sheri Evans Dominique Samuels David Kraska and Laura Bremer
Rachel Bernstein Peter and Heather Friedland Mr. and Mrs. Fred Kuebler
Harold Bernstein and Tricia Foster The Fujimotos Brian Kunz
Nathaniel Bernstein Toby and Stephany Gabriner Ethan and Rebecca Kurzweil
Sharyne Beza Ernesto and Rosita Galang John Kutz and Susannah Kirsch
Kiran Bhat and Payal Watchmaker Johnny and Glenn Galang Xavier Lanier and Amisha Gandhi
Ann MacLeod* Christopher Stover and
Melissa Raphaely and Kurt Billick Melvin Galvez Xavier and Gerri Lanier
Gabriel Madway and Stacey Delo Sevda Eris-Stover
Edmund and Hilary Billings Rachel Garlin and Laela Sturdy Paula Larink
Laura Manion Craig Stuart and Susan Kim-Stuart
Tagan Blake and Natalie Kitchen John Gaudino Hanmin Lee and
Luis Martinez* Jim Swinerton*
Travis and Paura Bluford Susanne Gealy Barbara Morgenthau
Dorothy Martinez Adrian Takyi
Nicholas and Eva Bogaty Matt Geis and Sandra Groom Mimoh Lee
Kendra Mastain Pankaj and Jyoti Talwar
Sergio and Amanda Borgiotti Patrick Geonetta and August Taemoh Lee
Mike Maurillo and Ranu Mukherjee* Michelle and Maleko Taylor
Patrick and Cathleen Brady Anastasia Cioni Chung Ho Lee and Hi Whan Lee
Sean and Melissa McAvoy Stephanie Temple
Gregg and Anna Brockway John, Tracey, and Arlo Gersten Richard Leo
Gari-Jo McCornock Dolores Thompson*
Nghiem Bui Arleigh Giroux Geoff Lepper and Leslie Stephens
Michael McCrath Cathleen Tinder*
Grandma and Pop Pop Burke Eric Gladstone Mark and Jeanne Lepper
Willie and Crystal Mickles Ty and Marcia Tingley
Bradley and Jennifer Burke Rebecca Goldfader Margaret Liu and
Matt and Siewke Miesnieks Matthew and Mercy Tolve
Auburn Daily and Rob Burwell Moises Gonzalez and Jina Jue Schulmynn Leung
Miles Family José Trujillo
Mario Cadete and Jeannine Case Steven and Deborah Goodman Brynne Levy
Marci Mills Sam Truslow and Kate Reeder Ulric Lewen and Sergey Yurasov
Judy Carroll The Graham Family
Jami Miskie William and Mimi Truslow Joe Lewis and
Deborah and KC Carswell Todd and Lisa Greene
Steve Mitchel and Nancy Marks Maria Urrutia* Joshua Grossnickle and Leslie Moncada-Lewis
Malika Carter
Rod and Sarah Mittag Mark and Jennifer van der Straaten Hope Schmeltzer Wally and Jennifer Lin
Neil Cashman and
Lesley Miyagawa Feliciano and Lourdes Villegas Edwin and Lisa Grubbs Rikard Lindquist and Elin Hagstrom
Stefanie Mandl-Cashman
Heather Morrison William Weihl and Lisa Mihaly Monique Guidry Michael Linn and Cheryl Frank
Marco and Susana Casias
Rasa Gustaitis Moss Matthew and Barbara Weinberg Savannah Guinn Ciaran and Theresa Long
Erin Castillo and
Ali Mostoufi* White Family Rosalind Hague-Foster Immer Lopez and Rebecca Reyes
Angelina Hernandez
Jay and Christine Nath* Scott A. Wilber and Naomi Hamburger Dionysia Loufas
Catherine Castro
Vanessa Neumann Elizabeth Asdorian Shaharazad Hamidi Sherman Luk and Jasmine Kaw
Daniel Cawley and
Tom Nguyen and Lily Ngo Paul and Heba Williams Ken and Jeanie Hanover Nate and Tammy Lundy
Timothy Schuman
Tom and Marilyn O’Connell* Adam and Jeannette Woodbury Chris and Amy Hansen Ruby MacDonald
Minerva Ceron
Larry and Karen Olson Di Wu and Min Yu Sally Hayes Ann MacLeod
David Chao and Amanda Minami
Rose Marie Sicoli-Ostler* Carlos Zerzan Royisha Hearne Ajay Madan Gopal and
David Chen and Noelle Lee
David Owen and Tina Chao Charles and Marjorie Zuckerman Steven and Christy Heruty Sunita Solao
Radbert and Diana Chin
Akash and Julie Patel Bank of America Carol Hill Gabriel Madway and Stacey Delo
Vincent and Grace Chin
Jyoti and Rajni Patel Charitable Foundation, Inc. Rolland Ho and Rita Louh Shai and Rainelda Malka
Mary Ann Chin Ng and Daryl Ng
Patricia Patterson Charles Schwab & Co., Inc. Keith Hodge Sathyam Mandra and
Andrew Clarke and Beth Rostan
Omari and Gina Patterson Facebook* Matthew Hoevet and Tal Klein Sahaja Sarathy
Frederique Clermont and
Marcus Payne* Good Eggs* Benjamin Holl and Laura Manion
Ximena Delgado
Emma Peat and Medtronic Foundation Mahasty Lebastchi Luis Martinez
Camilo Coelho
Jonathan Bercovitch Volunteer Grant Program Charles Howard and Tara Bodden Dorothy Martinez
Barrett and Tria Cohn
Marlon Perez and Northwestern Mutual Foundation Andy Howarth and Mike Meyer Kendra Mastain
Marcia and Christopher Colant
Alexandrea De La Mora* Matching Gift Program Scott Coleman and Heather Caleb Humphrey Mike Maurillo and Ranu Mukherjee
Owen and Maureen Perron PayPal Giving Fund* O’Neill Phil Jerome Sean and Melissa McAvoy
John and Nora Petrakis TPG Global, LLC Brad Coley and Mike and Jennifer Jimenez-Cruz Brenda and Jeff McConathy
Kenneth and Rose Pfleger University of San Francisco* Wendy vanden Heuvel Scott Joaquim and Ana Varela Kirstie McCornock
Jill Pierce The Vertex Foundation Paul and Carla Cooper Jason Johnson and Gari-Jo McCornock
Erin Dolly and David Raynor Wells Fargo Justin and Jamie Cooper Nataly Gattegno (continued)
Kim Richman Roman and Jenny Coppola
Dr. Sue Riemer Sacks All Donors Irene Cordon
Adam Saint-Prix Anonymous (23) John Corey and Kendall Jones
Andrea Saint-Prix Nasser Abdulkariem and Josephine Corlett
Jonathan Salky and Joy Sisisky Rosa Gonzalez Abdulkariem Pam and Randy Corson
Dr. and Mrs. Barry Salky Brand J. Ahn and Grace Park Sossi Crilly
Nancy Sanders Stephen and Leah Allen Joanne Cronin and Dori Sappo
Judith Schiffner Josie Allen Jack Dalton
Teri Schneckenberger Booka Alon Jennifer Dante
Steve and Lisa Shapiro Rafael Álvarez Mark and Julie Day
Sundhiraj Sharma and Barry and Lindsay Ames Alexander Dean
Aditi Maheshwari* Antonio Ampie Mandy Decker
Anthony and Mary Shek Jeff Anderson and Jeff Soukup Jack and Sherry Delo
Penny Siebecker* Babis Andreadis and David Deming and Jaime Austin
Robbie Smiley Georgia Hatzivassiliou John and Shelagh Deming
Daniel Sokatch and Dana Reinhardt Jenny Andrus The Denmark Family
Monica Soriano Randy Antin and Rachel Lehn Jean DeWitt
Audrey and Darius Soriano Howard and Margaret Arbuckle Dara Dickson
Andrew Soukup and Vivian Takach Ardila Family Paul Dimitre and Andrea Brunetti
Andrew Speyer and Jose Argueta and Carolina Sanchez Wilbart Dionisio
Tiffany Markofsky* Shirley Arvizu Rishi and Cynthia Diwan
Jaime Spray Dave Atkin and Adrienne Digiesi Mary and John Dodge
Robert and Sarah Starling* Martin Babler and Peter Kuebler Eric and Kathleen Doherty
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