Winter 2026 // The Caller: The magazine for alumni, parents, employees, and friends of Catlin Gabel

Views from Incoming Head

Dr. Aline García Rubio

Beehive to Lower School Pathways

Seniors-Freshmen

Mentorship

Alumni on the Transition to College inside

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 787 students from preschool through 12th grade. Its roots go back to the Portland Academy, founded in 1859. The school occupies 67 acres on Barnes Road, five miles west of downtown Portland, and a neighboring eight-acre East Campus currently used for offices and the Community Arts Program for adults.

HEAD OF SCHOOL

Tim Bazemore

ASSISTANT HEAD OF SCHOOL

Kama Bruce

ASSISTANT HEAD FOR STRATEGIC INITIATIVES

Sara Nordhoff

DIRECTOR OF MARKETING AND COMMUNICATIONS

Allison Dobscha

DIRECTOR OF EDITORIAL CONTENT, CALLER EDITOR

Ken DuBois

duboisk@catlin.edu

ALUMNI DIRECTOR

Rebecca Allen allenr@catlin.edu

DESIGNER AND ART DIRECTOR

Hannah Lee

CONTRIBUTING PHOTOGRAPHERS

Tea Bear, Allison Dobscha, Hannah Lee

CATLIN GABEL SCHOOL

8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 catlin.edu

COVER

Head of School Tim Bazemore connects with students at a start-ofyear all-school assembly.

Contents

Reflections from the Head of School

Tim Bazemore looks back on 12 years of growth, challenge, and renewal

Putting Values into Action

Notable accomplishments during Tim Bazemore’s tenure as Head of School

Continuity and Curiosity: Leadership in Transition

Tim Bazemore in conversation with incoming Head Dr. Aline García Rubio

Growing Agency and Habits of Mind

In the 1st grade classroom, students develop ability and confidence as learners

Traditions: The Oat Cake Roll

Helping Students Grow into Themselves

As Wings mentors, seniors support freshman as they transition into Upper School

Of Note in Fall 2025

From Catlin to College

Recent graduates return to campus to share insights into the college experience

Annual Report 2024-25

Alumni 2025 Events

Photo galleries from our 2025 Alumni Weekend and Holiday Social

Class Notes

Tribute

Sid Eaton

By Head of School Tim Bazemore

Reflections from the Head of School

As he prepares to transition away from the leadership position in summer 2026, Tim Bazemore looks back on twelve years of growth, challenge, and renewal

The Upper School students in the Cabell Center quieted as I entered, escorted by Aline García Rubio, then Assistant Head of the Upper School. It was September 2013, and I was on campus as a candidate for the Head of School position. After 13 years as a head on the East Coast, I was eager to find my next opportunity, ideally in a confident, committed PS-12 progressive school.

That assembly with Catlin Gabel students was inspiring. The students asked about my educational beliefs, how I would support teachers, community, and diversity, my family and personal interests, and how I would balance tradition with innovation. They listened respectfully, asked follow-up questions, and thanked me. I was impressed with their confidence, kindness, and aptitude for public dialogue with adults. I knew then that this was the school for me.

Catlin Gabel is both one of the oldest and most innovative schools in Portland. We have been dedicated to the promise of progressive education for more than a century, keeping students at the center as we inspire them to love learning and become responsible citizens in the world. We ask children to think critically and creatively, and challenge them to apply what they are learning to solve problems. As a result, our students become their best selves in a world improved by their presence. We have the courage of our convictions—and children, parents, and colleagues find strength in that confidence.

What drew me here is not our leafy campus or college list; it is the earnest dynamism that fuels a culture of continuous improvement. It is not easy to balance continuity and innovation—to know what must be sustained and what must evolve. Each Catlin Gabel generation has the opportunity to strike that balance in its own way, and I am proud

of the choices we have made, the chances we have taken, and the journeys we have begun together during my tenure.

AN EVOLVING STRATEGY

Exceptional schools regularly examine how best to advance their mission. They must also resist the impulse to be all things to all people—a challenge especially true for Catlin as the only PS-12 non-sectarian independent school in Portland. Sustained excellence, however, requires making strategic choices and setting realistic objectives.

Over the past 12 years, we have sought to foresee the future skills and dispositions students will need most. Those efforts have led us to focus on priorities that align with our progressive approach, including deepening experiential learning , being a laboratory for new educational practices , and designing projects to ensure long-term health (of our academic program, students, and finances).

During this period of strategic focus, Catlin Gabel has hosted experiential learning conferences for peer schools from across the country, co-founded a national coalition focused on new ways to assess student achievement, and partnered with a coalition of nonprofits to form the CENTER, offering high schoolers experiences in urban planning, leadership, and civic engagement.

In recent years, developing a “Portrait of a Graduate” in each division has informed learning objectives and academic mastery. Our AI task force is exploring how this burgeoning technology can complement progressive education principles. Socialemotional learning and equity literacy are being integrated more deeply into the curriculum for all children, while campus gardens, energy-saving projects, and reforestation reflect our commitment to environmental sustainability.

Our strategic spirit has led to opportunities to ensure institutional strength. Purchasing the Oregon College of Art and Craft campus, funded by generous donors, provides an opportunity for future growth, programming, and revenue. Our commitment to wellness, athletics, and community is strengthened by our largest capital campaign, Eagles Soar, with over $40 million raised to date. Our diligence in balancing our budget, the cost of tuition, support for employees, and campus improvements will ensure financial sustainability and the capacity to pursue promising opportunities in the future.

While not every “strategic bet” we have made has been successful, we have honored Catlin Gabel’s culture of continuous improvement and learned from the process. In every case, our strategy has been guided by a clear belief: that sustained excellence comes from keeping students at the center while having the courage to evolve in service of our mission.

AN ENDURING CULTURE OF KINDNESS

Strategy alone does not define a school. Each day, students arrive with varying degrees of confidence and curiosity, and our educators meet them with care so they can learn and thrive. At Catlin Gabel, our commitment to progressive education is most fully realized in the strength of this community and the ways in which we put our values of integrity, inclusion, and kindness into action.

Given the history of independent schools, the changing profile of the Portland region, and the future in which our students will live and work, we have prioritized our commitment to diversity, equity, and inclusion to foster community. Led by strategic goals set by the board in 2013, we have increased diversity through enrollment and recruiting efforts, and continue to integrate equity content into

“I am proud of the choices we have made, the chances we have taken, and the journeys we have begun together.”

curriculum while expanding programs that support belonging for students and families.

Building community includes strengthening the relationship between parents and the school. Each party brings to this partnership hopes, fears, and expectations. Current efforts to improve academic progress reporting, parent communication, and community social events will deepen trust and respect in this partnership.

INTEGRITY AND RESILIENCE THROUGH CHALLENGE

When I ask students what we mean by integrity, they say being honest, doing the right thing, or doing what you say you will. I have learned that the clearest expression of our values comes not in moments of ease, but when our community is tested.

The emphasis we have placed on strengthening community over the years, both on and off campus, was essential when we received alumni reports in 2019 of past teacher sexual misconduct. The board and administration accepted responsibility for deep harm to former students, sought to meet the needs of survivors, and enhanced our current policies and training to make us the safest school possible for our students.

At the same time as we worked to address our history, the COVID pandemic shut down the campus for months. Teachers pivoted to remote instruction, showing remarkable diligence and creativity in mastering virtual teaching. Their commitment to students and stamina buoyed the community when we most needed a sense of purpose and joy.

In subsequent years, a clear commitment to our values has continued to provide us with strength. The murder of George Floyd led to introspection and reinvestment in equitable practices. A devastating ice storm damaged the

campus, but the impact was softened by a generous offer of downtown space to temporarily house our Lower School. Teacher, student, and alumni deaths have rallied the community in kindness and love. In the best and hardest of times, what gives me hope and faith in the Catlin Gabel community is our fierce commitment to do what is right, to learn from our mistakes, and to be better.

LOOKING BACK WITH CONFIDENCE AND GRATITUDE

As I reflect on my twelve years as Head of School—through moments of growth, challenge, and renewal—I see that this school truly is what I first glimpsed as a candidate. Our values of kindness, inclusion, and integrity are living commitments that we strive to honor every day, even when it’s difficult. We are a bold and resilient institution, confident in our identity as a progressive school. As I prepare to pass the work forward, I do so with confidence in Aline García Rubio, who first welcomed me to Catlin Gabel and now brings her experience and care to its next chapter.

I feel a deep sense of gratitude and pride in Catlin Gabel, the best school in Oregon. Our teaching and staff colleagues are the most talented professionals I have worked with in 43 years and four schools. Our families support the school in word and deed, with faith in our mission and respect for our outstanding record. Our trustees provide stewardship and strategic vision, ensuring strength and longevity. Catlin Gabel alumni are loyal and humble, making a positive difference in their professions and communities.

And finally, our students are the inspiration and incentive for all we do. Their curiosity and enthusiasm, as well as humor and questions, continuously provide us with wonder and joy. They are who we are here for, and for whom I am most grateful.

PUTTING VALUES INTO ACTION

Accomplishments during Tim Bazemore’s 12-year tenure at Catlin Gabel include:

Leading strategic planning efforts to improve student experience and the long-term health of the school.

Expanding enrollment and increasing accessibility. Enrollment of students of color increased by 68% during Tim’s tenure.

Leading the school through challenges by investigating allegations of past misconduct, supporting the needs of victims, and strengthening student safety policies.

Establishing the Office of Equity & Inclusion and developing strategies to improve sense of belonging at Catlin Gabel.

Co-founding the Mastery Transcript Consortium , a national alliance of schools and colleges working to improve teaching outcomes.

Guiding the school through the COVID-19 pandemic , transitioning to hybrid learning and later coordinating a safe return to campus.

Prioritizing sustainability and creating the Tim & Lisa Bazemore Endowment for Environmental Sustainability.

Launching Eagles Soar : The Campaign for Catlin Gabel , the largest campaign in school history.

tim bazemore in conversation with dr. aline garcía rubio

Continuity and Curiosity: Leadership in Transition

In July 2026, Tim Bazemore transitions out of the role of Head of School as his long-time colleague Dr. Aline García Rubio steps into the leadership position. Currently the Associate Head at Oregon Episcopal School, Aline is returning to Catlin Gabel where she previously spent two decades in leadership positions, including as Dean of Students, Academic Dean, and Head of the Upper School.

Recently, Tim invited his successor to share some of her thoughts about re-entering the community in the Head of School position, and her priorities for students and the school. Following are excerpts from their conversation.

TIM: Aline, it’s so great to have you here. And of course it’ll be even better to have you here in July. We’re looking forward to you stepping into this role.

ALINE: I’m looking forward to it too.

TIM: I thought we could have a conversation about your transition to this role as Head of School at Catlin Gabel.

And I want to start with perhaps the obvious question: Why do you want to be the Head of School at Catlin Gabel?

ALINE: I don’t think I would’ve considered being a head of school anyplace else. There’s something about Catlin Gabel that provokes relentless curiosity and ongoing learning in me. This is stimulating—it keeps me going and thinking.

I had two realizations in the last couple of years. I understand schools. I understand what it takes to teach a good class and what children need at different developmental stages. I understand that there are operations that support everything that happens at schools, that we are a community that includes parents, children, teachers, trustees, and alumni. And I also realize that I have strong opinions about how to best shape all this.

TIM: What is it you think heads can do to help sustain what’s great about a school and strengthen it over time?

ALINE: A lot of it is the program. What is the context that we are creating for kids to be in? How are classes taught,

who are the teachers? What’s the school’s ethos? When I think about the ethos of the school that I want to lead, it’s a progressive school; progressive is at the core of Catlin Gabel’s history. Progressive is visible in the centering of students, when we make decisions and give them voice and agency. I’ve never been in a school that gives as much voice to students as Catlin Gabel does. That is powerful for the students and for the teachers.

In sustaining and improving upon what’s great about the school, I consider the highest ideals of education and taking those from conceptual to execution. How do we cultivate wisdom, ethics, and a moral compass—along with knowledge, skills, playfulness, and connection? How do we take all these theoretical things and bring them to life, from the broad perspective of an entire community to the day-to-day experience of a kid in the classroom?

TIM: That’s part of the excitement and part of the challenge, right? Working with your colleagues and students to bring a shared vision to life in the daily experiences kids are having.

What are you going to focus on first as the Head of School? I’m curious if you have any thoughts about that.

ALINE: Oh, I have a lot of thoughts. My main and first thought is that I need to sustain my own curiosity. I need to reenter Catlin Gabel with curiosity so that I can get to know people’s perspectives and understand the parts of the school that I was only loosely in contact with when I was here before. I want to think about what are the elements of the school that I and others find valuable, and explore how we sustain them and improve or strengthen them.

We’ll need to consider how we contextualize the history of this school in this modern era of technology, information, and misinformation, and the noise that we have from the evolution of AI. I want to ask questions about balancing our teaching of knowledge and skills, given that answers are going to be so easily and readily available to us—but original thought might not. Catlin Gabel has always been a place of creativity; we work hard to foster creative thinking, original thought, self-expression, and collaborative expression.

TIM: I was in a meeting today with heads from around the country, and we were talking about the importance of purpose—how essential it is for independent schools like Catlin Gabel to have a very clear and strong sense of its identity. We face the challenge and temptation of trying to be all things to all people given the increasing focus on outcomes and ROI, the cost of tuition, and anxiety around college admission. We also need to recognize and manage the real constraints of time, personnel, and budget. So how do you determine what we choose to do, and, perhaps more importantly, what we’re not going to do?

“This is one of the benefits of progressive education: We allow and facilitate school being more like life itself.”

DR. ALINE GARCÍA RUBIO

ALINE: My mind goes back to what’s best for kids first. We don’t want to make children a product. That’s not the business that we’re in. We need to prioritize the experience that they’re having at school, partner with families, and understand what individual students need and what a healthy community can be. Growing children need agency, they need to build skills. They need to be with other people and learn to exchange ideas, collaborate, be a bit humble, manage tension, and be in a little bit of the messiness that happens when we work with each other.

While maintaining curiosity, I will want to focus on relationships. Catlin Gabel has appropriately prided itself on the strength of relationships. In this disconnected and fragmented world, where we are attuned to the mental health needs of children, relationships are central to what we need and what we must strengthen. Catlin Gabel will be the place of connection for children and for the adults who work or participate in the school.

We must continue centering students and ask what is best for them, with the new understanding that we have about human development and neurology and how teaching and learning is influenced by that knowledge.

This is one of the benefits of progressive education: We allow and facilitate school being more like life itself. If we’re trying to generate an environment for kids that is like life itself, we are preparing them for the long term while holding them in the present moment. And in my mind, that’s the best ROI.

AUDIO EXTRA

Listen to additional excerpts from Tim's conversation with Aline at bit.ly/tim-aline-convo

Growing Agency and Habits of Mind

By Heidi Moore and Meg Sanders 1st Grade Teachers

During the transition to Lower School, students build on their experiences and deepen their confidence as independent learners

Each year, as the school year winds down, our kindergarten students begin to imagine what it will be like to move on to the Lower School as first graders. Questions bubble up with excitement and a hint of uncertainty:

• “What if I don’t know how to read?”

• “When will I have science?”

• “Is the Barn really loud?”

These small wonderings reveal something deeper—a blend of anticipation, curiosity, and the natural worries that come with stepping into something new.

At Catlin Gabel, the move from kindergarten to first grade is a pivotal step in a child’s school journey— academically, socially, emotionally, and physically. Students transition from the Beehive, where they were the oldest, into the larger Lower School community, where they become the youngest. But this shift is not a break from what came before. The habits of mind they’ve begun to develop— exploring open-ended materials, following their curiosity, collaborating with peers, and asking meaningful questions—continue to grow and deepen in first grade.

In the first-grade classroom, we build on the strengths and experiences children bring with them, while also supporting the developmental shift that naturally occurs as students near age seven. This is a time when children begin thinking,

“I can figure this out, and others might think differently or have different skills.” This awareness opens the door to helping students build agency— the ability to make thoughtful choices and understand how those choices affect themselves and their community. As students make decisions and act independently, they develop not just competence, but confidence and self-efficacy.

”In first grade, students enter a learning community where curiosity is shared, responsibility is real, and growing skills are used with purpose.“

One continuation from kindergarten into the first grade is the daily practice of exploring shared materials, an experience that centers on collaboration and serves as a springboard for reflection, social negotiation, and shared responsibility. At the end of this time, students gather in a circle to talk about their experiences. These moments not only honor students’ voices, but they also help children reflect on how their actions impact the group:

• “It felt frustrating when I was cleaning up and a lot of kids were still playing.”

• “I appreciate that [another student] cleaned up the paint table even though they didn’t use paint today.”

• “I appreciate [my partner] because he didn’t want to make the same choice as me, but he tried it anyway.”

In our pursuit of curiosity, community, and agency, we invite students into the work of problem solving together. This fall, we found a snail that needed our help, but we didn’t know what it would need to stay alive. Students drew on their emerging skills in research, nonfiction reading, and writing.

As questions arose, such as “What do snails eat?” and “How long do they live?,” teachers continually turned the learning back to the students, asking, “I’m not sure, how might we find out?” Children checked out books from the library, interpreted photographs, and made lists of the snail’s needs. Ideas and questions continued to blossom.

These moments are powerful for the shared inquiry, agency, and joy in discovery they foster. Students begin to see both themselves and their peers as capable and skilled. One child takes pride in helping a classmate read a word critical to their snail research, while another carefully creates a labeled diagram with measurements for the snail enclosure. In this way, students deepen their sense of self-efficacy while learning that a community thrives on many different strengths. Asking for help becomes easier, too, as each child knows there will be a time when someone else will need theirs.

In first grade, students enter a learning community where curiosity is shared, responsibility is real, and growing skills are used with purpose. And it is in this balance of agency and community that first graders begin to step forward with confidence, ready to take on new academic challenges and a growing sense of themselves as learners. Supported by peers and trusted by adults, they build confidence not only in what they can do independently, but in how they learn together.

OAT CAKE ROLL

NOVEMBER 14, 2025

The annual Harvest Festival in the Fir Grove brings together students, teachers, and families to sing and reflect on the changing seasons—a tranquil occasion before the energy intensifies for the finale: the rolling of the oat cake. If the cake lands “X” side up (legend has it), winter will be harsh, but this year’s “O” portended milder weather in months ahead—and, to the disappointment of many Lower School students, fewer snow days.

Helping Students Grow Into Themselves

A CONVERSATION WITH LUNA GONZÁLEZ GONZÁLEZ ’26 AND ALIYAH ABODUNRIN ’29

In the Wings mentorship program, seniors support freshmen as they transition into the Upper School, demystifying the experience and offering friendship and guidance

At the start of the school year, every freshman is matched with three senior mentors—Wings leaders—who meet with them regularly to help them navigate the unique environment that is Catlin Gabel Upper School.

Senior Luna González González and freshman Aliyah Abodunrin spoke with editor Ken DuBois about the connection they made through the program in fall 2025, as Aliyah began her first year at Catlin Gabel.

Fitting In and Finding Friends

LUNA: During the first week of school all the Wings leaders go on the class trip with the freshmen, and that’s when we met. It’s an opportunity to have fun and get to know them. A lot of community building happens in those first few days.

ALIYAH: On the class trip, we talked a lot about how life was at Catlin Gabel and the kids there, and I was definitely a little scared. I was like, “How am I going to fit in?” We had a ton of questions—we didn't really

“Helping them step into this new version of who they are…is really where I see my place as their Wings leader.”

luna gonzález

gonzález ’26

know what we were getting into. Luna was definitely a big help with those types of things. She explained it and calmed us down a bit. She comforted me and let me know that Catlin was a good community, so I felt a lot more relaxed going into the school year.

LUNA: I remember you and a few of the other new freshmen girls were talking about how it felt like they didn’t want to talk to you. I remember what it felt like to me when I came to Catlin—it felt like the new students already knew each other from the new student trip and were already bonded. So we talked about how everybody actually wants to talk to you. Sometimes it just takes reaching out and even something as simple as complimenting someone’s outfit. You can start a conversation there.

ALIYAH: After hearing Luna’s advice, when I got back to school I tried to

put myself out there a little bit more. Based off what she told me, I knew they wanted to talk to me and I guess it worked out. Now it’s kind of a mix of who we’re friends with. It’s not that the new students are only friends with the new students, and the older students with older students. It’s like we’re all together now.

Reaching Out and Stepping In

LUNA: We talked quite a bit about academics during one of our Wings meetings, saying, “Listen, the teachers are here to support you and they want you to succeed. So if you need anything, reach out to them, and reach out to us.” At one point, they were all really worried about a lab report and some essays, and it was just a really busy time, so we turned our Wings block into a study time. I told them, “Definitely reach out for help. Everybody's here to support you and I promise it’s not as scary as it seems at first.”

ALIYAH: During the first month of school, our Wings group met every week, so they could help us ease into the Upper School. We talked a lot about what life at Catlin Gabel is like and how to transition between middle school and high school. And a lot of the conversations we’ve had in our group have helped me step outside my comfort box.

LUNA: I suggested that they join as many clubs as they want to try to find their own place. I said, everybody is really excited to get to know you, to hear from you, and to help you find things that you’re excited to do.

So helping them step into this new version of who they are, and take advantage of all the resources and all the opportunities that Catlin has to offer, is really where I see my place as their Wings leader.

Finding Comfort and Connection

ALIYAH: It’s really helpful and comforting to make a connection with an older student. And if I’m worried about something, I know I can always go to Luna and she’ll help me through it and give me whatever support and resources I need that people in my grade might not be able to give me. She’s given me a bunch of advice and it’s definitely helped me get through the first couple months of school.

LUNA: Wings was an amazing opportunity to get to know Aliyah. I was so excited when she got elected to CGSA [Aliyah was elected Catlin Gabel Student Association Freshman Co-class President]. I’m like, “That’s one of my Wings students!” So it’s just been a lot of fun to watch her grow into herself and see her find her place in the community.

ALIYAH: At my old school, I felt a lot of pressure to fit into one category or box, but I feel like people at Catlin Gabel are helping me grow and they’re genuinely interested in who I am as a person. I feel like I’m a part of the community and that everyone cares for me, and no matter what, I have people around me that will support me.

OF NOTE IN FALL 2025

A collection of events, happenings, and recognitions that shaped our school

For the seventh consecutive year, Catlin Gabel was named the #1 Best Private K-12 School in Oregon by the school information resource Niche, which also ranked the school as Oregon’s #1 Best Private High School and #1 Best College Prep Private High School. Niche also gave Catlin Gabel an overall grade of A+ and a ranking as one of the top schools in the nation.

With a design that incorporated student and parent ideas, the (1) new playground was constructed over the summer months and officially opened to enthusiastic students at the start of the school year.

A September 30 groundbreaking ceremony at Catlin Gabel marked the official start of construction for (2) the Schnitzer Center, a 36,000-square-foot facility that will serve as a hub for community connection, dining, and student athletics programs. The building will be named in honor of Portland philanthropist Jordan D. Schnitzer, a Class of 1969 graduate and current CGS parent.

The Catlin Gabel Bike MS Ride Team, comprised of alumni, staff, parents, parents of alumni, and 7th grader Gretha Suarez Ocampo, came together in Yamhill County for the annual event supporting Multiple Sclerosis education and research, collectively riding 550 miles and earning a top fundraiser award.

For (3) Heritage Day, our annual celebration of the many cultures that make our school community special, families came together to enjoy traditional foods, music, dance, and families’ cultural displays.

For the (4) Upper School fall production, the CG Players presented Robin Hood, a comedic adaptation of the classic story featuring studentdesigned sets, costumes, and lighting.

The mid-autumn Moon Festival celebrated Chinese culture with activities in the Barn and performances in Cabell Theater by our Lower School Mandarin students.

Twelve Middle and Upper School students were accepted into music honor groups for the 2026 Oregon Music Educators Association All-State

Music Conference and performed at the event in Eugene, Oregon.

In Beginning and Lower School community meetings, and Middle and Upper School assemblies, celebrations and observances included Rosh Hashanah, Invisible Disabilities Week, Hispanic Heritage Month, Diwali, Indigenous Peoples Day, and El Día de Muertos

(5) The Fall Concert in Cabell Theater featured the Middle School Choir, Upper School Morning Choir, Performance Ensemble, and Jazz Band.

At the traditional Harvest Festival and Oat Cake Roll, Beginning and Lower School students, teachers, and families came together to celebrate the changing seasons and watch the alwaysexciting Oat Cake Roll (See Traditions, page 18).

For the Lantern Walk , preschool, kindergarten, 1st, and 2nd grade families gathered to enjoy student singing performances in Cabell, followed by a lantern-lit stroll and a campfire in the Fir Grove. The following week, 3rd through 5th grade students performed in Cabell, along with the Upper School Choir, at Winter Sing

During the first weekend in December the robotics and engineering program hosted two First Lego League Tournaments on campus, with 22 teams in attendance; the following weekend, they hosted the (6) BunnyBots: Carrot Chaos robotics tournament with 20 teams competing, including Catlin Gabel’s Team 1540: The Flaming Chickens

The Middle School Winter Art Show was a showcase for students’ work in visual art, music, and drama performance, and the artists interacted with visitors as they discussed and explained their work.

At the Grotto Festival of Lights, Beginning, Lower, and Upper School students came together for a special choir performance that included an original composition by choir director and music teacher Judy A. Rose.

Beginning and Lower School students enjoyed a unique theatrical experience at (7) Winter Story Time, an annual event in Cabell Theater in which

8th graders present live, interactive versions of children’s stories.

Grades 5-8 Cross Country: 38 students participated this season, including many 5thgrade athletes. The girls team finished fifth in districts, and the boys team finished ninth.

Middle School Soccer: The Girls Soccer Blue team won the League Championship for the fourth consecutive year, and the Boys Soccer Blue team took the League Championship title for the fifth consecutive year. The Boys Soccer Silver team qualified for league playoffs for the second time.

Middle School Tennis: With 35 athletes participating, the team had strong showings in multiple matches against OES.

Middle School Volleyball: Both the Blue and Silver teams competed hard throughout league play, improving with each practice and game.

(8) Upper School Cross Country: The girls team qualified for the State cross country race for the first time since 2021. Ellie Tyler ’29 received First Team All-League honors.

(9) Upper School Volleyball: The team made it to the Final 8 for the first time since 2021 and finished 6th in State. Hayley Schaaf ’26 and Maliha Rajan ’27 were All-State Finishers.

(10, 11) Upper School Soccer: The Varsity Boys team advanced to the finals and finished 2nd in State. Levi Whalen Stewart ’26, August Walrod ’26, and Giancarlo Rendon Benitez ’27 were named to the OSAA All-State Boys Soccer First Team; Mason Campbell ’28 was named to the All-State Boys Soccer Second Team. The Varsity Girls team made it to the quarterfinals of the State Tournament. Addi Dauler ’26 was named to the OSAA All-State Girls Soccer First Team; Sammy Wells ’27 was named to the All-State Girls Soccer Second Team; and Meera Mohit ’28 received an All-State Girls Soccer Honorable Mention.

From Catlin to College

recent graduates return to campus to share insights into the college experience

In their first semester of college, our graduates gain a wealth of understanding about how to successfully transition into the world of higher education. To share that earned wisdom, the college counseling team invites recent alumni to address the entire Upper School at the annual “Back to Catlin Assembly.”

Participating in this year’s panel discussion and Q&A were Class of 2025 alumni Henry Beckerman (Babson College, Wellesley, MA), Zzy Heitner (Scripps College, Claremont, CA), Sofia Rada (College of William & Mary, Williamsburg, VA, and University of St. Andrews, Scotland, joint program), Tess Walsh (Bryn Mawr College, Bryn Mawr, PA), and Justin Xia (University of Pennsylvania, Philadelphia, PA).

Following are excerpts from the event, held January 7, 2026 in Cabell Theater.

TRANSITIONING TO HIGHER EDUCATION

Tess: I go to a pretty small school, and I knew that I wanted to go to a small school because I’ve gone to Catlin my entire life and that was something that I really appreciate about it—getting to connect with my teachers and classmates. I’ve enjoyed carrying that forward.

Sofia: I thought I had this idea of exactly what I like and don’t like, but I’ve been able to

experiment with that and find new interests. There are a wide array of subjects that I’m now interested in. Like econ, for example—I learned that I love that, and that’s something I had never done before.

Justin: For me, it’s been kind of similar to Catlin, I can’t lie, which was really surprising. The lectures have a lot of people, but I have two smaller classes that feel really similar to Catlin.

Henry: A positive surprise is how much time you have. In high school, it’s so schedule-oriented and if you have a sport or an extracurricular, it really doesn’t leave much time for homework and other things. But in college you only have class for a couple hours a day and that leaves so much time to get your work done, and also to socialize, do fun things, hang out with friends, or go into the city [Boston].

THE ORIENTATION EXPERIENCE

Sofia: I really liked my orientation. It was about a week and I was essentially with my side of the hall—about 30 of us. It was really nice to be in a group of people that I was going to be living with for the next year and getting to know those people. And the other part of orientation is tryouts for whatever you want to be involved in, like volleyball, and interest meetings for clubs. The first few weeks are just learning what you want to do and kind of seeing where you see yourself.

Zzy: My orientation was kind of like summer camp. It was about four days, and it was less presentation heavy and more kind of forcing us to get to know each other. I felt a lot of pressure because of the social aspect…I felt like I had to find my people then and there, and that definitely didn’t happen. It’s kind of sad, but you have to keep trying and your relationships will develop over time. You’ll meet people during classes and at clubs.

Henry: We moved in on a Thursday and classes started on the following Monday. And it’s great to have that time to socialize because when classes start, it’s like, boom , you’re doing it. It’s nice to have those days to get adjusted to living in a dorm and living with other people.

ROOMMATE RELATIONSHIPS

Zzy: I went random. Originally I did find somebody on Instagram who I thought was going to be my best friend and roommate, and then I met her during admitted student day...I was like, everybody’s telling me to do random, so sorry. I love my two random roommates though. Both of them are very organized and we all get along super well. It’s a really good situation and I’m really lucky.

Tess: I also went random. I have two roommates and one of my roommates is my best friend, and the other I don’t always get along with. But even if you’re not friends with your roommate, it’s fine. I’ve had issues, but we’ve been able to work through it. I feel like

“I feel like Catlin really set me up well...I know how to communicate with people that don't necessarily have the same views as me.”

TESS WALSH ’25

Catlin really set me up well for that. I know how to communicate with people that don’t necessarily have the same views as me.

Henry: I’m in a quad. There are negatives— privacy is the main thing—but the positives outweigh the negatives. Just having a group of guys, and we’re all from different states, which is super cool. Having people to talk to definitely makes it worth it. It sets you up with a group, whether that’s going to the dining hall or walking to a class.

Justin: My roommate is Leon [Liu ’25], and so we get along pretty well, I’d say. I don’t think we’ve had many issues. I would say if you can go to school with one of your close friends, definitely room with them. I think it’s a great experience.

FIRST SEMESTER HIGHLIGHTS

Henry: My roommates and I chopped down a tree and built a Christmas tree in our dorm room and put up a whole bunch of Christmas lights and a bunch of decorations that made it super festive. We had a whole Christmas decorating party with a bunch of people, which was super fun. But it later led to room violations, so I don’t recommend it.

Tess: It’s very Oregonian of me, but the first time it snowed was very exciting for me. I had a capella that night and we came out and it had snowed, and a bunch of the freshmen in the group are from the West Coast. So other

people were shocked to see how excited we were that it was snowing.

Justin: I definitely second that. Waking up and seeing the snow everywhere, except all the pathways.

Zzy: One of my highlights was going to the mock trial invitationals at UCSD [San Diego] with my team. It was a whole weekend. We got an Airbnb with a pool and a hot tub and it was 11 girls altogether, but it was pouring rain for the first time ever in California. They don’t do rain there very well, but it was really fun. It was a bonding experience. It was fun to meet people from other schools at the invitational and just get to know what college mock trial is like, because it’s different than high school.

Sofia: We had this week where in your sorority you get a big sister, essentially you become part of a family line. It was a really fun opportunity between classes. You would have something each day and would be meeting girls who were in your sorority and they’d be telling you about your big sister, or not, or just lying to your face about it. So that was a fun week and it made me feel a lot more connected.

GETTING OUTSIDE THE CATLIN BUBBLE

Tess: Bryn Mawr is definitely an echo chamber in the way that Catlin can be, and it is really similar in a lot of ways. But I think being an adult, I do get to interact with people

outside of school. I get to go to the grocery store and go into Philly. It’s been important to me to have interactions with people outside of college.

Sofia: I feel like I’m outside of my environment, and the biggest thing is the physical distance from Oregon. William & Mary is a public school, so a lot of the kids are from Virginia and the surrounding area. Talking to people who have different geographical backgrounds is really interesting, and hearing stereotypes about Oregon has been fun. I keep hearing references to “Gravity Falls” and nobody wants to get boba with me. But it doesn’t feel difficult. I’m really trying to be aware of my surroundings and get to know different people and explore the area that I’m living in.

Zzy: I still have my Catlin bubble in Claremont. There’s Milo [Jackson ’25], Evan [Rees ’25], and Emma [Palmer ’25], who go to Pitzer and I hang out with them a lot. Pitzer’s the college that’s closest to Scripps in the consortium. So it’s nice to have them as a grounding friend group that I can always be with, and that was especially helpful at the beginning. It’s nice to be able to go to the different colleges and meet different types of people, but it’s also nice to have some people from Catlin that I can connect with whenever we need to.

ANNUAL REPORT

catlin gabel 2024–2025

It is with immense gratitude and pride that I present the 2024-25 Annual Report, which is much more than a summary of financials and activities—it is a testament to the extraordinary generosity and dedication of the entire Catlin Gabel community.

This past year has been defined by the remarkable spirit of philanthropy and volunteerism demonstrated by our alumni, parents, grandparents, employees, and friends. Whether through a meaningful gift to our Eagles Soar campaign, countless hours supporting our classrooms, leading an admissions tour, spearheading an affinity group meeting, helping out at a community event, or contributing to the Catlin Gabel Fund, every single act of support has a profound and lasting impact on the lives of our students and the strength of our school.

In these pages, we highlight the many ways our community has chosen to invest in Catlin Gabel. Your commitment ensures we can provide enriching academic programs, support our dedicated educators, and maintain a campus environment where every student can thrive.

In turn, we are deeply committed to being excellent stewards of every resource entrusted to us. We strive to manage your contributions with integrity, transparency, and a relentless focus on our mission, as evidenced by this report.

Thank you for believing in the mission of Catlin Gabel. Your partnership is invaluable, and we look forward to continuing this important work alongside you in the year ahead.

With warmest regards,

Nicole Rinetti-Clawson chief advancement officer director-advancement@catlin.edu

Year in Review

september 1, 2024-june 30, 2025**

School Financials

We are committed to transparency of financial reporting and maintaining a balanced budget. Donations to the school are essential components of our income as a nonprofit.

*net of financial assistance

Thanks to the generosity of donors like you, we ended the year with a balanced budget. There are always unexpected needs that appear throughout the year, and your gifts helped us to meet the needs of students and teachers all year long. Thank you!

**this year’s financials reflect a ten-month transitional period as we shifted our fiscal year from a september 1-august 31 cycle to a july 1-june 30 cycle.

Giving Back—And Looking Forward

an interview with stephen babson ’69

Creation of the Babson Alumni Center represents one family’s commitment to honoring the past, present, and future of Catlin Gabel

In September 2025, Catlin Gabel broke ground on the Schnitzer Center, a 36,000-square-foot modern athletics and community facility, made possible by the school’s largestever gift from alumnus and parent Jordan Schnitzer ’69 and his family foundation. At the groundbreaking ceremony, Stephen Babson, a fellow alumnus from the class of 1969, made the announcement that he and his wife Melissa would be making a gift to fund a central component of the new building: The Babson Alumni Center. Their sons Christopher ’01 and Stephen ’05 are also Catlin Gabel alumni.

What led you to decide that it is the right time to invest in Catlin Gabel and the Schnitzer Center?

The Babson gift is a reflection of gratitude for the school’s role in shaping the lives of two generations of our family. The Schnitzer Center will be the campus hub and centerpiece that we always lacked and we are pleased to recognize my lifelong friend and classmate Jordan Schnitzer for making this building a reality.

Our investment in the Schnitzer Center is made in respect for Catlin’s historic commitment to the free exchange of ideas and its tolerance for civil engagement and debate, all in the context of merit-based outcomes that will further enhance both the enrichment of students and the reputation of the school.

In what ways do you believe this project will strengthen the school’s competitive position and long-term sustainability?

The school’s position and sustainability will be driven by the excellence and

relevance of its curriculum and by the imagination and commitment of its faculty. The Schnitzer Center will reflect the esteem of the wider Catlin Gabel community for the enduring commitment to those values.

It’s also important that the broader Portland community today see an institution that continues to succeed by rewarding excellence through an engaged faculty and motivated students, and where its parent donors and other constituents believe their tuition payments and contributions have been responsibly managed.

How do you see this project enhancing the school’s ability to engage its alumni?

We hope the Alumni Center is understood as a recognition of the importance of alumni to the continuity and energy of the school. We want alumni to understand they are always welcome on our campus and that their opinions are valued and voices heard.

Preview

making a commitment to the community

Providing a Foundation for Confidence, Direction, and Self-expression

With the Kendal Endowment for Dance Education, a Catlin Gabel family creates a lasting legacy

When Jared and Dorian Kendal were exploring Portland schools for their son Jackson (4th grade), they were drawn to Catlin Gabel because the school’s educational philosophy aligned with their values. “Catlin Gabel stood out right away,” Jared says, “because it honored children as curious and capable learners.”

They came to realize that Catlin Gabel was a good fit for engaged parents as well; as soon as they joined the community in 2022, Dorian and Jared were encouraged to participate in the everyday life of the school. Read more at catlin.edu/annual-report

choosing an exceptional community

Investing in Catlin Gabel: A Family Priority

How one family’s commitment of time and resources is rooted in their experience at Catlin Gabel

Catlin Gabel parents Selam Mehary and Medhanie Tesfayohannes are more than just recipients of the school’s benefits—they are active architects of its success and inclusive culture.

They were drawn to the school because of the dynamic learning environment and beautiful campus, and because it offered the best educational experience they’d ever seen. But they ultimately chose Catlin Gabel because the school’s mission aligned with their values, especially the commitment to accessibility.

As soon as Gabriel (9th) was enrolled in 2015, the entire family quickly transitioned from admirers of the school to enthused participants. Their daughter Azalia (5th) joined in 2019. Read more at catlin.edu/annual-report

Fiscal Year Change

Catlin Gabel has changed our fiscal year from September 1-August 31 to July 1-June 30, in line with standard reporting practices of most independent schools, colleges, and nonprofits. This change allows us to benchmark more effectively against peer institutions, align our financial cycle with the school year, and better manage business office processes.

Annual Report Moving to All-Digital Format

Starting next year our Annual Report will be completely digital. If you want to receive this going forward and are unsure if we have a valid email address for you, please email Nicole Rinetti-Clawson, Chief Advancement Officer, at director-advancement@catlin.edu.

Read community engagement stories and donor profiles, learn how philanthropy sustains our excellence, and see a list of the volunteers who supported our mission this year.

Alumni & Friends 2025 EVENTS

We were so happy to see over 200 of our alumni community at Alumni Weekend and our Holiday Social in 2025! We welcomed the class of 1975 to the Pine Cone Guild in September, honored four Distinguished Alumni, celebrated with 300 alumni attending a class reunion this fall, and heard from Head of School Tim Bazemore and Aline García Rubio ’93 about their favorite parts of Catlin Gabel in December. It was a fall full of fun and connection. We hope to see you as we visit alumni in San Francisco, Los Angeles, New York, and Seattle!

CLASS NOTES

send us your news

We are pleased to publish all Class Notes submitted by alumni or their class representative. Notes and photos may be submitted at any time through the online submission form at catlin.edu/classnotes.

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Nancy Brennan writes, “This may fall under the topic of ‘ancient’ history, but I just attended my Stanford Class of 1955 Reunion on the Stanford Campus in Palo Alto. Two other members of my small Catlin class (16 girls, I think) also went to Stanford. They were Marilyn Greene and Nancy Lucas. Marilyn died some years ago and I must confess I lost track of Nancy.”

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Ire ne Longaker rep orts, “Now that both my grandchildren, Milo ’24 and Mikayla ’21 Stout have graduated from Catlin, I haven’t visited the campus for a couple of years. They did well and are doing well in college from their hard work and terrific education at Catlin. So happy and proud that they attended the school that meant so much to me.”

1963 CLASS REP: Jennie Tucker, jtucker@oregonwireless.net

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Paige Lambert writes, “Making a major move from homes in Portland and Utila, Honduras, to San Vicente Guanacaste, Costa Rica. I’ll be working in the Chorotega community, which continues the tradition of their pre-Colombian Mayan ancestors in creating sculptures and ceramic work.”

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Portland Community Gardens is 50 years old this year, and it was started by Leslie Pohl-Kosbau in 1975, after she started working for the City of Portland Parks and Recreation the previous year. Since then, the gardens have grown from three sites to more than 60. An article about Leslie and the gardens is available on the Portland.gov website: “Portland Community Gardens: 50 years of seeds and stories.”

1969 CLASS REP: Steve Bachelder, steve.bachelder@gmail.com

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Robina Suwol is an environmental justice advocate. She founded California Safe Schools in 1998, driven to protect vulnerable populations. Suwol achieved

national prominence by leading the creation of the Los Angeles Unified Integrated Pest Management Policy. This policy remains the most stringent pesticide standard for K-12 schools nationwide. Its success spurred California’s Healthy Schools Act and serves as an international model. She also sponsored AB 405, a California law banning experimental pesticides whose health effects are unknown in K-12 public schools.

70 Thomas Thomayer writes, “My grandfather, Lewis S. Russell, Sr., was founder of Tidewater Barge Lines, and I have put together a slideshow of his history and my 17 years operating tugs on the Columbia, Willamette, and Snake Rivers for Tidewater. In 1987, I was voted into the Columbia River Pilots and was a member for 27 years. I have done presentations for McMenamins, Cascade Locks Historical Museum, Oregon River Experiences, and Columbia River Maritime Museum. I am finishing up a book, ‘Born to be a Slough Pig,’ which also covers my 35 years homesteading in Hells Canyon of the Snake.”

71 Charlotte Digregorio, who was honored by the Governor of Illinois for her lifelong literary achievements, has published her ninth book, “Wondrous Instruction and Advice from Global Poets” (subtitle: “How to Write and Publish Moving Poems and Books and Publicize Like a Pro”). It’s a comprehensive reference book for beginning and seasoned poets, authors, teachers, and professors. It offers 27 essays and hundreds of quotes, anecdotes, and poems by global poets that inspire readers to actively write, publicize, and sell books. It also offers details on organizing a poetry collection or reference book with publishing options, including self-publishing. Charlotte was an award-winning newspaper/magazine editor and public relations director before becoming an academic. She has won eighty-one poetry awards and was nominated for four Pushcart Prizes. Her poetry is translated into nine languages. She judges international poetry contests. She can be reached through email at artfulcommunicators@icloud.com.

1973 CLASS REPS: Debbie Kaye, djek53@aol.com; Ted Kaye, kandsons@aol.com; and Steve Swire, sswire@gmail.com

73Gwynne MacColl Campbell writes, “The past few years have been busy for us. Doug and I had moved eight years ago from our three-story house of 36 years in Darien to a wonderful ranch in a walkable neighborhood only 1.5 miles away. Four years later the new house proved to be life-changing for Doug when he was diagnosed with ALS. While he did have a slow-progressing ALS that allowed him to travel the globe while still ambulatory, the last two years were restrictive. When he could not use his hands, our kids ‘Alexified’ the house so he could voice every command on his phone, Kindle, iPad, Audible, and computer. Friends brought lunch every weekday for 18 months. Having full time live-in care also made a difference for the whole family, especially when I was diagnosed with multiple myeloma and started treatment in March 2023. Doug fought ALS like a champion but sadly passed on September 2.” Carol and Scott Director spent a week with their daughter Isabelle and her husband Pavi in Mexico City where they are living for a year, reporting, “We had a really great trip and ate really great food!” They also got to meet their new grandson, Wesley John, in Richmond, Virginia, earlier this fall (his parents are their son, Sam, and Emily). Though her roles have changed, Debbie Ehrman Kaye remains deeply engaged with the League of Women Voters of Portland. She sings monthly with a madrigal group that includes Laura Stilwell ’74, Sarah Shoemaker ’74, LeaAnne DenBeste ’74, and Steve Bachelder ’69. She and Ted Kaye attended the North American Vexillological Association’s annual meeting in Seattle this fall. They look forward to the 2026 biennial international flag congress in Paris. Roger Kaza writes, “I turned ‘70’ in October (in quotes because I prefer counting in Base 12 where my age is fifty-ten). Still playing French horn with the St. Louis Symphony and conducting a local orchestra as well. My older daughter Jocelyn was married on November

14 in Chicago. My younger daughter Amelia continues to travel and explore the world. I rafted the Bruneau and Jarbidge rivers in Idaho recently and hope to someday join all of you living in Oregon. Be well!” Michael Mills has become a full-time resident of Washington state where his wife, Mandy, is in a graduate program. They live in Edmonds.

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Tom Buell beat colon cancer, ending six months of chemotherapy in February 2025 after surgery the previous August. Though still recovering from chemo-related numbness in his hands and feet, Tom and his wife, Jamie Elsbury, embarked in November on a months-long, barely structured tour of Baja California in their Ford Transit campervan. After spending Christmas and New Year’s in Todos Santos, their only firm(ish) plan is to catch a few Mariners spring training games in late February on their way home to warmer temperatures at their home in Port Townsend, WA. They’re following Warren Zevon’s advice on living life while you can: “Enjoy every sandwich.”

1975 CLASS REP: Len Carr, carrl@catlin.edu

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Mar garet Bridges writes, “ Happy to see such a big turnout for our 50th reunion in September, with so much talk, laughter, hugging, and catching up that it was hard to hear ourselves! The CG East Campus was the perfect venue. I moved back to Portland from Boston in 2018 and often see a handful of classmates, but it was lovely to work with Kate Vranizan Home decorating the venue and now have a new/ old friend! After the reunion, I vacationed in Sitges and Cadaques, Spain, with a neighbor for a couple of weeks. I’ve been retired for about a year (after working as a copy editor at Portland digital marketing agency Thesis), but I’ve joined a children’s book writing group, and this fall I audited a course at PSU in Literary Agents and Editors, which I loved. Went to Vancouver BC for the first time with audiologist daughter Holly and will be visiting daughter Emma in L.A. in January. (Brag: Emma just filmed a scene with Colin Farrell for Season 2 of ‘Sugar.’) Love seeing

Danny Schauffler and his band play around town too!” Len Carr writes, “Life continues to be great. Married 43 years to Hester; three fantastic adult kids and four terrific grandchildren keep us super busy, engaged, and active. Lots of travel over the past couple of years—mostly international—and now considering staying closer to home. Had a recent, amazing raft trip down the Colorado and equally great 200-mile bike ride around Cape Breton Island. More Southwest action on the horizon, including Spring Training! Have also discovered the art of auditing classes at PSU, which is a great opportunity for those of us of a certain age, and it’s free! Still subbing at Catlin Gabel, driving buses, and open to coaching, although the school may have aged me out! (With good reason.) I drive and participate with the ski bus, as I have been for about 35 years. I spend a lot of time connecting with old friends and new, working out at the gym, riding my bike, and walking and hiking. We are fortunate to have a couple of vacation destinations and love going there alone or with friends and family. Life is good, and I’m open to connecting with past CG friends anytime!” Susan Ehrman reports, “Celebrating our 50th reunion, the Class of 1975 held a tremendous celebration during alumni weekend in September at the East Campus. A committed team spent a couple years in conversation and general dreaming and planning with a concerted effort six months prior working out venue, food, music, decor, and individual bios collected and shared. We reached out to all classmates, including those who attended for 1-2 years. Over 50 people gathered, enjoying a happy hour and catered dinner. Classmate volunteers provided beautiful flowers, school ephemera, posters, a soundtrack from our high school years, a slide-show loop, yearbooks, and a Memory Table honoring those who have died. We are grateful to the many classmates who volunteered their time, energy, skills, and funds to make reunion such a memorable time.” Heather Perkins shares, “Since graduating high school, I lived in Olympia, Clarno, Eugene, San Francisco, now back in PDX. I went to Evergreen

State College, Lane Community College, and Mills College, got a BFA in Electronic Music. Over the years, I worked as caretaker at Camp Hancock, did LOTS of restaurant work, and was also a chimney sweep, stagehand, DJ—and, for a couple of decades, a composer and sound designer. Most recently logged six years on staff at the Oregon Humane Society. Currently living in Kenton in North Portland with a dog, a bird, and a newt. Still doing freelance music and sound design, mostly for modern dance. I volunteer at Oregon Bird Alliance and Harborton Frog Shuttle, take classes at PCC, and have taken up attending local ComicCons and playing video games. Our 50th Class Reunion was amazing, really enjoyed re-connecting with everyone.”

1976 CLASS REP: Hester Buell Carr, hbc58@aol.com

76Hes ter Carr writes, “50 years ago we were Seniors, about to enter the home stretch towards graduation. Now we are Senior Citizens! I continue to be surprised by that as I feel the same, just with a different perspective. I know that many of us are still working, active in our communities, taking care of parents, perhaps traveling, creating art or music, biking, hiking, running, trying new things—still making our way through our lives. Whether you graduated from Catlin Gabel or were part of our class for a period of time, I am hoping we can be in touch and see each other in the coming year. Elizabeth Rondthaler Jolley, Carol Grant, and I are working on updating our class member contact info. I sent an email in December—if you did not get it, we probably don’t have your current info. Get in touch: hbc58@aol.com. Mark your calendars for our 50th—the weekend of September 18, 19, 20, 2026. Plans forthcoming! Love you all.” Geoff Fitch shares, “Coming up on 50 years! Life is rich and full and as the years go by more tinged with gratitude, including for you all and our years together. Looking forward to a grand reunion next year. — Flash” Elizabeth Jolley writes, “Looking

for a great holiday to top this year. Daughter Helen and her husband, Mike, plan to bring our grandchildren to Portland to visit. Theo is three and a half, a happy young fellow who loves being outdoors, playing music, and climbing. Wren Elizabeth is 15 months, full of determination, and loves to do whatever her big brother is doing! Our other three children will also be in town, and we are planning Christmas festivities and photo-taking.” Dickey Beatty McMath reports, “I lost my husband of 36 years in January [2025] to cancer, and if I am honest 2025 has been rough. I enjoy my work in the language services industry (16 years) supporting people living in the U.S. that do not speak English as their primary language. I am happiest outside exercising in the mountains, woods, or at the beach. Travel, good food, and friends are on the agenda for 2026 and beyond. My new mantra is, ‘I am not getting old, as I am already there. I am staying old!’” Beth Opazo writes, “Hard to believe it’s been 50 years! I am widowed now. I have three children and five grandsons. One great grandchild on the way. I recently quit smoking and took up yoga. I love life!” Michael Orendurff writes, “I retired in 2019 from Stanford Children’s Hospital and moved to Ashland, Oregon with my wife Vicki. I mountain bike, ski, hike, and lift to stay healthy, but mostly mountain bike. It’s my passion. I’m not sure how I ever found time for work. I try to keep my brain from going to mush by occasionally accepting papers to review from scientific journals, and they still keep me on the editorial board of Gait & Posture for unknown reasons. Occasionally my former colleagues drag me into contributing to a manuscript they are working on, and I enjoy mentoring people who have more energy than I do.” David Seres shares, “As I write this, I am two weeks away from retiring from a wonderful academic career in medicine at Columbia University. I have achieved more than I could have possibly imagined, mostly because I was fortunate to have people who saw more in me than I did. But my greatest success has been my marriage to my best

friend and greatest supporter for 45 years. We live in Connecticut, not far from New York. I am looking forward to spending more time playing with her and causing a lot of good trouble. I often think fondly of all my classmates and teachers from Catlin. Middle school, orchestra, summer theater. And I still quote Schauff (‘…as long as a piece of string…’). Wishing you all the best. I will try to do a better job of staying in touch.”

Joe (Bilbao) Sterling writes, “Hello Class of ’76. Quick updates: I’m living in Washington state, splitting my time between Tacoma (near brother Jim Bilbao ’79) and my partner’s acreage in Twisp, a tiny town in the very north of central WA. I’m in good health and attending to the personal development tasks of this life chapter. I closed down my consulting practice that focused on strategy, innovation, and community development after 30+ years. Nowadays my attention and energy are focused on the inter-related topics of (A) tracking/learning AI development and its implications for the U.S. and the world, (B) assembling a flexible and resilient combination of off-grid and urban dwellings, (C) managing a small investment portfolio, and (D) enjoying life with my partner, friends, and family. To get a deeper idea of how I’m making sense of the world these days, you can see my writing at SterlingInsights.Substack.com War m regards, Joe.” Les lie Stilwell reports, “I am working harder than ever before on our little farm in northern Spain, where we have lived for almost 30 years. I spend my time developing good soil, dabbling in water conservation, and following my chickens around to see where they have decided to lay eggs. We are watching the political landscape of the USA in consternation—no, in horror. Living in a country that is still recovering from a 40-year dictatorship, second only to Cambodia in mass graves, I implore you to take democratic institutions seriously. Best wishes to all.” Jane Zalutsky writes, “Hi CG ’76 friends. I am on the verge of wrapping up many decades of work in the Seattle community—most recently as Executive Director of the Seattle Center

Foundation for the last 10 years. It’s a little hard to believe this phase is morphing into the next, which will include more travel, golf, and time with family and friends! My husband Mark Kantor and I are officially snowbirds—we spend six months in Rancho Mirage, CA and six months at Tumble Creek at Suncadia, loving the pink sunrise on the San Jacinto mountains and the beautiful sunsets over the Cascades! Wishing you all a happy and healthy 2026, and cheers to making it to this big milestone!”

1977 CLASS REPS: Laura Bachman, lbachman413@gmail.com and Paula Podemski, ppodemski@hotmail.com

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Gaë tane Leusn sha res, “I hope everyone is doing fine! Here life goes by, sometimes just too fast. We are now grandparents of six grandchildren, enjoying every minute (also the minute the parents are picking them up :-) ) with the little ones. We also learned that life is too short to get upset with people who aren’t worth it! So stay happy and enjoy life.”

1978 CLASS REPS: Ken Naito, kennaito@comcast.net, and Peggy Schauffler, schaufflerp@catlin.edu

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Bill Polits rep orts, “The classes of 1977, 1978, and 1979 Reunion Bash was a smashing success in its third iteration, concurrent with Alumni Weekend 2025. Social events at Skamania Lodge, the Chart House, and on campus were highlighted by a music festival at Langdon Farms featuring Jamey Hampton’s Brothers Jam, the Dan Schauffler Quintet, and—straight from CG Talent Show 1979—Sterling Cruiser. Search YouTube for ‘Sterling Cruiser Reunion Bash’ to catch a glimpse!” Kirstine (Tinne) Rosenmeier writes, “Hi Friends, I miss you. I took early retirement from theater teaching prior to the pandemic and have found a variety of avenues to keep myself out of trouble. Mostly. I’m still acting, most recently playing Countess Rosillion in ‘All’s Well That Ends Well’ in the parks

in and around Minneapolis/St. Paul. I also serve as an evaluator for high school musical productions all over the state; I often recall the backstage energy we shared during ‘ HMS Pinafore ’ and grin with the familiarity of the glee and energy. My husband, Jon, will retire from nursing next spring, and between that and our daughter’s recent engagement we’re rather pleased with life. We’ve got two cats, eight backyard urban chickens, and strong shoveling muscles. Gonna be a snowy one here in MN.” Peggy Schauffler writes, “Thank you to Ken Naito for hosting an incredible reunion for ’77, ’78 and ’79 (plus other years). Many friends gathered for three incredible events that included an evening with music from the original Catlin band Sterling Cruiser, Danny Schauffler Jazz Band, and Jamey Hampton’s Brothers Jam. Dinner at the Chart House, picnic at Catlin, and a gorgeous feast at Skamania Lodge Pavilion were gathering points as well. Ken , Bill Polits , and I, with great help from many CG alums and Rebecca Allen, searched for over 100 Catlin folks and family to participate in some serious and meaningful fun. Thank you, Ken, and all who pitched in to help! On a personal note, I’m enjoying partial retirement from Catlin Gabel and many different schools for over 40 years, having taught art to K-college students. So grateful to my students and colleagues for sharing years of joy in a meaningful occupation. My next chapter finds me joyfully employed at the Schnitzer Collection as the Ed Coordinator. Come visit!”

Kim Crawford rep orts, “Still living in NY with my family. Spent the day with Julie Iverson in NYC when she was in town for a Doctors without Borders conference. Recently joined the board of the Worldwide Fistula Fund as Treasurer. This meaningful nonprofit supports women in Africa who are living with devastating birth injuries.”

1983 CLASS REPS: Traci Rossi, traci.j.rossi@gmail.com, and Adrienne Wannamaker, adrienne@wannamaker.com

86

Kat ie Weinstein writes, “ I’v e been happily working with youth and pets for over four years as Education Director at Oregon Humane Society. It’s wonderful work and I’m still immersed in summer camp life! My husband, Jess, and I are busy with lots of pets, grown kids, travel, and music. I’m currently spending free time supporting schools with my whistle, helping to be a watchful eye for bad actors and supporting the Portland Frog Brigade.”

1990 CLASS REP: Pippa Arend, pippaa@gmail.com

1992 CLASS REP: Melanie Novack Piziali, melaniepiziali@yahoo.com

93

Aaron Rhodes sha res, “After ten wet, wild, and wonderful years up in Seattle, my family and I have moved back to Marin, CA, just north of San Francisco. It was fun to reconnect with the PNW and meet up with classmates Julie Rajartnam (Knoll) and Maya Kaneyasu a few times over the years. Seattle was amazing, AND it’s also great to be back in our home in Cali. Professionally, I lead a team of engineers and developers building next-gen sports visualizations using real-time game engine technology—who would have thought I’d be doing this back in ’93.” Mariah Stoll-Smith Reese reports, “This year I have been busy working on restoring totem poles at the Lelooska Cultural Center that belong to the Port of Kalama that were carved by my late uncle, Chief Lelooska. It has been a great experience getting to work alongside my children, sister, and Dad. After spending so many years as Executive Director, I had not realized how much I missed creating art with my family.”

1996 CLASS REPS: Daniel Karlin, danielkarlin7@gmail.com, and Trace Hancock, tjhancock@gmail.com

1997 CLASS REPS: Katey Flack, katey.flack@gmail.com, and Phoebe Wayne, phoebevwayne@gmail.com

1998 CLASS REP: David Shankar, david.shankar@gmail.com

98

Lyl a Bashan writes, “Af ter 19 years of diplomatic service, I was fired along with all of my colleagues when USAID was sadly closed—ironically, while I was on a long-planned sabbatical traveling in Asia for a year with my family. It was a difficult moment, but also one that reshaped my sense of purpose. I am now living in Hawai’i and building my own consulting company, Bashan Impact Solutions, where I help companies expand responsibly into emerging markets through strategic social impact. What began as an unexpected ending is turning into a new chapter of possibility, adventure, and meaningful work.”

2000 CLASS REP: Alex Youssefian, ayoussefian@gmail.com

2001 CLASS REP: Tyler Francis, tyler.p.francis@gmail.com

2004 CLASS REP: Hannah Aultman, hannah.aultman@gmail.com

04

Dan ielle Marck rep orts that she and JP are in their third year in Scottsdale, AZ. “Olivia is three and started PreK. She has a cat named Pepper—a rescue from Fountain Hills—walks with a limp. JP has been operating, doing mostly epilepsy surgery, launching cell and gene therapy trials, and running the Device-Based Neuroelectronics Lab. They are looking for novel ways to stimulate the brain to prevent seizures in people with epilepsia.”

2005 CLASS REP: Donna Canada-Smith, donna.canadasmith@gmail.com

05

Mat t Lundeberg recently celebrated five years owning and operating Oregon Autism Evaluations LLC, his psychological practice. Additionally, he continues to grow his collection of Lilo & Stitch figurines with the collection now in excess of 100 pieces.

07

2007 CLASS REP: Rob Kaye, robert.e.kaye@gmail.com

Rob Kaye and his wife Divneet continue the adventure of parenting with daughter Babiha in SE Portland. He is enjoying working remotely as a Product Manager so he can flex time to be with his daughter, and they all host a myriad of friends and family as they show off the food in their neighborhood off of Hawthorne.

08

Han nah Kornbrath writes, “I’ve been living in Vancouver, WA and enjoying working for Columbia Land Trust for two years now. I recently was able to help monitor sandhill cranes at the land trust’s Cranes’ Landing restoration site. Since I started bird watching in Mr. D’s ornithology class, I’ve added 627 bird species to my life list. I’m looking forward to future birding trips to reach my goal of 1,000 birds.”

12

Liz zie Medford mar ried college sweetheart Bob Owlett in La Jolla, CA on November 1 surrounded by family and friends.

2013 CLASS REP: Alexandra van Alebeek, alexandra@vanalebeek.com

2014 CLASS REP: Chris Park, parkcgs@gmail.com

2019 CLASS REPS: Miles Asher Cohen, milesashercohen@gmail.com; Layton Rosenfeld, sparkyrosenfeld@gmail.com; Sydney Nagy, sydneycnagy@gmail.com; and Helene Stockton, hlfstockton@gmail.com

2020 CLASS REPS: Annika Holliday, annika.holliday@icloud.com, and Eamon Walsh, eamonreedwalsh@gmail.com

2023 CLASS REP: Ben Rosenfeld, benro@stanford.edu

Sid Eaton

january 27, 1933-september 16, 2025

Sid Eaton’s life and legacy are deeply woven into the fabric of Catlin Gabel School. For over 30 years, Sid served the community in ways both visible and quietly steadfast, always guided by a profound respect for students and a belief in the power of education to shape lives.

Sid held many roles during his time at Catlin Gabel: seventh-grade English teacher, Director of Admissions for the Middle and Upper Schools, Middle School boys soccer coach, baseball assistant coach, and, at pivotal moments, acting Middle School Head, Upper School Head, and Head of School. Early in his tenure at Catlin Gabel, he was energized by a jogging fad and began collecting refundable cans while trotting around Portland. He used these refunds to found an endowment at the school that became legendary under the name “Candowment.”

In the classroom, on the field, or in leadership, Sid had a way of making people feel seen and supported. The baseball field that bears his name stands as a lasting reminder of his dedication and the many hours he spent guiding students with care and integrity.

Sid’s life at Catlin Gabel was inseparable from that of his wife, Meg Patten Eaton ’58,

who preceded him in death in 2022. Meg was a vital force in the school community in her own right as an English teacher, devoted volunteer, Catlin Gabel’s first Alumni Director, and a member of the Alumni Council. In recent years, she worked in the archives, preserving the photographs and artifacts that tell the story of the school. Through Meg’s hands, Catlin Gabel’s history was honored and safeguarded, reflecting her deep love for the institution and its people.

Together, Sid and Meg raised their sons, Stuart ’85 and Bruce ’86, within the Catlin Gabel community that meant so much to them. Their shared commitment to the school created a legacy that spans classrooms, playing fields, and alumni connections.

As we remember Sid, we do so with gratitude for a life of service marked by humility, warmth, and unwavering dedication, and with appreciation for Meg, whose partnership and contributions enriched the school in lasting ways. Catlin Gabel is stronger because of them both, and their presence will continue to be felt in the community they so lovingly shaped.

in memoriam

The Caller is honored to print In Memoriam notices for alumni and family members. Notices may be submitted at any time through the online submission form at catlin.edu/inmemoriam.

Hester Francis Nau ’52

Child of Frances Hinsdale. On October 26, 2025, Hester Francis Nau ’52 passed away at the age of 91, leaving behind a profound legacy within the Catlin Gabel community and the city of Portland. After graduating from Vassar College in 1956, Hester returned to her roots to lead the family business, Galvanizers Company. As majority owner and president, she was a pioneering force in the industry for many years. Hester’s leadership extended far beyond the office; she was a tireless advocate for the organizations she held dear, serving on the boards of Planned Parenthood and the Red Cross. A constant, welcoming presence at Catlin Gabel events and the annual Gala-Auction, Hester was more than a generous donor—she was a cherished friend and a pillar of our community. We will miss her dearly.

Maria Clark-Grant

Parent of James Grant ’78

Sid Eaton

Husband of Meg Patten Eaton ’58, parent of Stu Eaton ’85 and Bruce Eaton ’86, former 7th-grade English teacher, Director of Admissions for Middle and Upper School, Middle School boys soccer coach, acting Middle School head, acting Upper School head, acting Head of School, and baseball assistant coach.

Bill Hale

Parent of Stephanie Kullberg ’84

David Kim ’16

Sibling of Grace Kim ’11 and Holly Kim ’12

Allie Kuniholm ’18

Peter Lovely

Parent of Sarah Wolf ’07

Barbara (Wessinger) Newton ’68

Sibling of Nancy Kline ’65, Charlie Wessinger ’68, Katie Withers ’70, and Henry Wessinger ’72

Penny Prigmore Nilles ’56

Quincy Rumsfeld ’20

Sibling of Mia Rumsfeld ’22

Mary Sewall ’54