Spring 2022
In this issue: Honoring Mr. Wilson Leaders of Character Athletic Hall of Fame
The magazine of The Summit Country Day School Spring Magazine 2022 EDITOR Tami McMann MANAGING EDITOR Nick Robbe ART DIRECTOR/DESIGNER Kathy (Hilsinger) Penote ’93 PHOTOGRAPHY Jolene Barton, Robert A. Flischel, Tracy Luiso, Tami McMann, Elizabeth (Walter) Maringer ’89, Rick Norton, Kathy (Hilsinger) Penote ’93, Nick Robbe, Leigh Taylor CONTRIBUTORS Nancy Berlier, Rowan Cosgrove, Tessa Dennemann, Kierstan Diaz, Addie Haury, Emmett Hood, Tracy Law PhD ’85, Tanya Leach, Abigayle Penote, Karen Cruse Suder, Johnny Sumnar SPECIAL THANKS Jen McGrath, Mark Osborne PRINTING Arnold Printing ©
2022 The Summit Country Day School, Cincinnati, OH.
The Summit magazine is published by the Communications Department of The Summit Country Day School. Direct address changes to 2161 Grandin Road, Cincinnati, OH 45208.
Summit News Phone: (513) 871-4700 ext. 291 Email: communications@summitcds.org
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The Summit Country Day School serves students from age 18 months through grade 12 in a coeducational setting. The Summit combines the academic excellence and one-on-one guidance of a top-tier independent school with the servant leadership and character-building environment that are hallmarks of a Catholic education.
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Features
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Our character education program was redesigned in 2021 to focus on three behaviors that contribute to personal development: Serves God, Builds Community, Grows Self. Alumnae donors share what inspires them to give back to The Summit. Meet Terri (Rohde) Tobler ’70, Peggy (Feltrup Becker) Jackson ’49 and Missy (Segal) Fox ’88. Lessons in bioethics weave through our Upper School science curriculum to challenge students as they gain experience in facing real world ethical dilemmas. After a house fire, a Montessori family rose from the ashes with help from the Summit community.
Research backs what we intrinsically know: music plays an essential role in brain development.
In this issue, we honor retiring Head of School Rich Wilson with a look at his 12 years of service to The Summit. From Summit parent to Board Trustee to Head, Mr. Wilson has made an indelible mark on our school. Language arts students in the Middle School pour themselves into poetry and share their love of The Summit.
Student leaders spread messages of hope as the pandemic brings mental health to the forefront for our youth.
Head track and field coach Kim Horning has a surprising alter ego as a crime scene investigator in Cincinnati.
Departments ON THE COVER Students and faculty enjoyed Dress Like Mr. Wilson Day to celebrate our Head’s birthday in October. ON THIS PAGE Braeden Austin ’23 sketches a self-portrait during art class.
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Newsmakers Athletics Alumni In Memory
Correction In the footnote on page 55 of the 2020-21 Annual Impact Report on Philanthropy, the correct dates are June 30, 2020, and June 30, 2021. We apologize for the error.
Head of School Message
Summit Best Practices As my final Head Letter, I share what I’ve learned about a Summit education. After 131 years of educating children, we have developed a system of best practices which is successful and keeps generations of Cincinnati families sending their children here. Best Practice #1 – Our primary job is to give children opportunities to be extraordinary. The student/faculty ratios of the large Catholic high schools are 13, 14, even 15 to 1. Our ratio is 9 to 1. Our average class size is 14. The Summit is not a mass education place. We know our students better. My mantra with the faculty is that we must know, understand, proactively guide and love every child. Best Practice #2 – Hiring great teachers is our first priority. No matter what study you look at about educational effectiveness, they all report the teacher has the most impact on a child’s learning – not technology, not facilities; it’s the teacher. On average, our faculty has 20 years of teaching experience. In fact, we have one of the most experienced faculty in the state of Ohio. Seventy-eight percent have their master’s degree. We invest significantly in faculty development to ensure they are up to date on the latest brain research that has been done on adolescents and how that should inform instruction. Best Practice #3 – Academic preparation, comparable to the best independent schools in the country, is what we aim to deliver. The highly selective colleges in this country know about The Summit Country Day School.
We offer 24 Advanced Placement courses, independent study opportunities and our signature Schiff Family Science Research Institute and Homan Center for Entrepreneurial Leadership programs. Those programs help our students stand out in college admission offices. Our students write more and receive more teacher feedback on their writing than students in larger schools. We’re known in Cincinnati for our academic rigor. This year we have the highest percentage of National Merit SemiFinalists of any Catholic or public school in town. Every three years we survey our graduates and ask them about their Summit preparation for college. They universally say their freshman year in college was easier than their senior year here, and they always note how their professors comment on how well they write. Best Practice #4 – We have learned that coeducation works best in preparing children for their future. Our education takes place in an environment similar to what their experiences will be during the rest of their lives. Coeducation contributes to diversity of thought and point of view. Class discussions are enriched when girls and boys express their intellectual and emotional reactions to what they read. All students are able to express their views openly and assertively. Coeducation contributes to the development of community and respect. Relationships between boys and girls develop in a very natural way in our classroom discussions, advisement, service learning and the arts. Our students work well with one another, and there is a spirit of kindness and caring for each other among our boys and girls. Best Practice #5 – The arts make students better problem solvers. That’s why you’ll find in our mission statement the promise to develop children artistically. In the arts, it’s not about what’s correct or what the rules say; it’s all about judgment. The arts teach children that problems can have more than one solution. The arts celebrate multiple perspectives – there are many ways to see and interpret the world. The arts put us in touch with our feelings. That’s why our art, music and drama programs thrive.
Best Practice #6 – Physically active students learn best. Research on adolescent brains confirms that daily physical exertion helps students focus better when it’s time to study. Our students have taken this to heart. While we have won state championships, that’s not our primary goal. Unlike large schools, we have a no-cut policy. Any student can play on a team. Eighty-two percent of last year’s graduating seniors played a sport. We want our students playing, not just watching. Nine percent of last year’s seniors are playing in college. I’ve also noticed that our athletes develop excellent time management skills that come in handy in college and in life. Best Practice #7 – Formation of faith and formation of conscience happen most effectively during adolescence. If we don’t get the job done during this period, it won’t get done in college or afterward. Our chapel is located at the highest elevation of this part of town, and it is located right in the center of the school. That should tell you how central the spiritual development of students is to us. Each year, the entire Upper School goes off site to various locations around town to focus solely on serving others and developing a closer relationship with God. We call these our “days of grace and wisdom.” All our juniors go through a spiritual retreat called “Kairos.” We want students to graduate from here knowing what they believe and why they believe it. Best Practice #8 – Leadership and character are essential for success. In our view these go hand in hand with faith and conscience. Leadership and character must be taught; they are not in our DNA. Again, because of our size we can provide students with more leadership opportunities than can happen in bigger places. The public speaking and leadership programs in the Upper School are designed to produce students who are articulate and confident in front of a group and who know how to persuade others. The program culminates in the senior year when students may deliver a chapel talk in front of 400 of their peers, faculty and staff. My vision for our students is that they not only leave here with a highly developed intellectual ability, but that they also have the emotional intelligence to work with and influence others. That’s what a leader of character must have to be effective. And finally, Best Practice #9 – Focus on the future. The time horizon of the students we’re
educating is the balance of this century. We are in the process of revising our program in four areas to ensure your children will be future ready: Creative Problem-Solving – Our research among employers clearly indicates the importance of teaching a variety of problemsolving techniques to students, giving them plenty of real-world experiences to practice those techniques, and emphasizing creative, out-of-the-box thinking. Our goal is that Summit graduates have more tools in their toolbox than their peers in college and in life. Character-Based Leadership – Our research highlights the need for leaders who practice ethical decision-making. Given the chaos in the world today, leaders of character will be in great demand in the years ahead. We have identified character-based attributes and developed a framework that we use to explicitly teach, practice and model these attributes. Diversity – We have adopted 20 diversity and inclusion standards and the teachers are writing lessons to those standards now. When students graduate from here, we want them to believe that the best decisions are made when a variety of voices are heard. Our nation is becoming more diverse; Summit graduates need to have the cultural competence to be effective in that world. Technology – We’re currently revising our K-12 technology curriculum to ensure our students are not just competent but technologically savvy. Our Exploratarium is used by students in all grades, and our robotics program is exploding with student interest. We aim to give every child the opportunity to be extraordinary. We’re in the business of transforming children into leaders of character who become the changemakers and peacemakers Christ calls all of us to be. We succeed in this endeavor through our culture of excellence and a personal approach to developing the God given talents of each student. That’s the Summit Way.
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SERVES GOD
GROWS SELF
BUILDS COMMUNITY
LEADERS OF CHARACTER
SERVES GOD Grade 2 • Grade 7 • Grade 11 • Grade 12 GRATEFUL
HONORABLE
Appreciates one’s God-given gifts and those of others and improves the world one inherits
HUMBLE
Holds oneself to high moral standards, stands up for what one believes in, and demonstrates integrity by being trustworthy and “walking the walk” as one works for the common good
REFLECTIVE
Acts in service to a higher power, places the needs of others above oneself, and supports the growth and leadership of others by stepping aside when appropriate
Pauses to pray, assess, see the bigger picture, and draw valuable insights
GROWS SELF Montessori • Grade 3 • Grade 6 • Grade 10 ACCOUNTABLE
CREATIVE
Answers for and owns one’s thoughts, actions, and words
Engages one’s imagination and generates new ideas and original work
CURIOUS Asks questions to deepen understanding and wants to know more
RESILIENT Learns from mistakes, perseveres in the face of adversity, and remains poised under stress
SELF-AWARE Knows oneself well by understanding one’s values, strengths, weaknesses, and blind spots
BUILDS COMMUNITY Grade 1 • Grade 4 • Grade 5 • Grade 8 • Grade 9 COLLABORATIVE Works effectively with others to accomplish goals
COMMUNICATIVE Expresses oneself clearly, confidently, and concisely
EMPATHETIC Understands the feelings, needs, and perspectives of others by putting oneself in their shoes and responding with care and compassion
INCLUSIVE Embraces the gift of diversity and creates conditions that invite and involve others
RESPECTFUL Shows consideration for others by treating people the way they want to be treated
Educating Leaders of Character New framework offers a comprehensive approach to character-based education By Tami McMann As students walked onto campus last August to begin school year 2021-22, they couldn’t help but take note of colorful displays expressing The Summit’s new character education program. From the lampposts to the hallways, from floor to ceiling, the eye-catching blue, turquoise and gray triangles were impossible to overlook. Tailored for children of all ages, Leaders of Character is a comprehensive and scaffolded effort to focus on three actions (“domains”) that contribute to personal development: Serves God, Builds Community and Grows Self. The Leaders of Character framework is the result of nearly two years of research and development led by Assistant Head of School for Academic Affairs, Dr. Kirstin McEachern, with guidance from the Center for Creative Leadership.
“Our Leaders of Character framework identifies the character-based leadership attributes we explicitly teach, practice and model,” says Dr. McEachern. “This intentional sequence for classroom application prioritizes developmental needs. The domains are repeated throughout the years to allow us to reinforce the skills and provide students with multiple touch points to practice and develop them.” Grows Self We educate for life and understand that leaders of character seek continued growth. “Grows Self” is a focus beginning in Montessori and further explored in Grades 3, 6 and 10 where the featured attributes are: Accountable - answers for and owns one’s thoughts, actions and words
Abby Roebel ’34 and Jordan Roebel ’28 work together on a Leaders of Character activity in the Exploratarium.
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children. Recently, artist Jennifer Crowe visited students to articulate her unique art style that expresses stylized animals and figures, abstracted stained glass drawings and collages. Her figures often appear in narrative form, developing a story either before or after their completion on the page. To develop curiosity, children asked Ms. Crowe questions about her artwork and techniques. Then, the buddy groups explored their own creativity with an art project. Serves God Rooted in the tradition of the Sisters of Notre Dame de Namur, we are leaders of character who demonstrate that God is good. As one domain in the framework, “Serves God” is the featured domain in Grades 2, 7, 11 and 12. The attributes we teach, model and practice are: Emmett Hood ’27
Creative - engages one’s imagination and generates new ideas and original work Curious - asks questions to deepen understanding and wants to know more Resilient - learns from mistakes, perseveres in the face of adversity and remains poised under stress Self-Aware - knows oneself well by understanding one’s values, strengths, weaknesses and blind spots Pairing sixth graders with kindergartners, teachers are providing opportunities for their students to develop these positive character traits. For the lessons, teachers Brendan McEachern and Linda Moeggenberg are introducing artists with disabilities from Visionaries + Voices, an inclusive arts organization, to interact with 8
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Grateful - appreciates one’s God-given gifts and those of others and improves the world one inherits Honorable - holds oneself to high moral standards, stands up for what one believes in and demonstrates integrity by being trustworthy and “walking the walk” as one works for the common good Humble - acts in service to a higher power, places the needs of others above oneself and supports the growth and leadership of others by stepping aside when appropriate
“Stone is shaped, wood is carved, cloth is cut and character must be formed.” – St. Julie Billiart, co-foundress of the Sisters of Notre Dame de Namur
Reflective - pauses to pray, assess, see the bigger picture and draw valuable insights Upper School math teacher, Lynette Grypp, is guiding her students to practice their grade-level attributes as they learn advanced mathematical concepts. She adapted her lessons to include more intentional reflection on how learning math relates to being a leader of character. Her Grade 11 honors trigonometry and precalculus students, for example, are spending the year creating their own math books, synthesizing each unit of study into one page of original text and illustrations. At different points in the year, they plan to take on the role of teacher with younger students. “I’m using this project to show students that they can ‘Serve God’ by showing gratitude and giving back to the community, being honorable in their work, practicing humility as they interact with others and reflecting on how they can impact others for good,” says Ms. Grypp.
Inclusive - embraces the gift of diversity and creates conditions that invite and involve others Respectful - shows consideration for others by treating people the way they want to be treated Teachers on the fourth-grade team, including Kristin (Hausladen) Baker ’96, Frances Keller and Pat Seta, are building community by guiding student reporters to produce a Lower School newspaper. The first issue of the monthly news was shared in December after students worked collaboratively on a variety of articles such as new faculty and student profiles, science, history, math, culture, sports, world religions and more. “When we think about the idea of building community in our division, one way to accomplish this is through writing,” says Mrs. Keller, language arts teacher. “We have the opportunity to celebrate each other’s stories with this project while developing every attribute in our domain.”
Builds Community As leaders of character, we create community among those with whom we work and serve. “Builds Community” is the area of focus for Grades 1, 4, 5, 8 and 9 where each student is guided to learn and practice what it means to be a leader who is: Collaborative - works effectively with others to accomplish goals Communicative - expresses oneself clearly, confidently, and concisely Empathetic - understands the feelings, needs and perspectives of others by putting oneself in their shoes and responding with care and compassion
The attributes within the Leaders of Character framework are adjectives that describe what it means to be a Summit Silver Knight. “We want our community members to embody these concepts; rather than merely understanding kindness or gratitude, we want them to be respectful, inclusive and grateful,” shares Dr. McEachern. The teachers featured here, and many others, dedicated time over the summer to prepare brand new Leaders of Character lessons as part of a summer grant program made possible by donations to The Summit Fund. Thank you for supporting and making an impact on students and teachers.
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Four Questions with Dr. Kirstin McEachern As the head of the character education program redesign, Dr. Kirstin McEachern believes the framework benefits the entire Summit community – faculty, staff, coaches, students, parents and alumni. Here, she further explains details of the program. Who developed the program? Dr. McEachern: The design team included students, faculty, staff, alumni, parents and the board of trustees. We worked with the Center for Creative Leadership before recommending the domains and initial attributes, then worked with faculty, staff, the Curriculum Leadership Council and Educational Team to solidify the final framework. Integrating the attributes into The Summit experience through teaching, practicing and modeling is under the care of faculty and staff at each grade level. Why are there three separate domains? Aren’t we always doing all three? A: Of course, we are! When the design team reviewed The Summit’s history, existing programs and what we hope community members embody, these domains emerged as our over-arching themes. Attributes were grouped with co-requisite traits based on the domain under which they best fit and were designed to be developmental, actionable and measurable. Summit students are always called upon to be accountable, inclusive and respectful – to name just a few – but while they will naturally grow in many of these traits every year, grade levels focus on one domain at a time to ensure students learn the developmentally appropriate vocabulary, skills and behavioral outcomes of the attributes for that domain.
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Dr. Kirstin McEachern
Aren’t all these traits within one domain too much to take on in a year? A: The attributes in each domain work in concert with each other, so many can be taught and practiced together, such as accountable and self-aware in “Grows Self,” empathetic, inclusive and respectful in “Builds Community,” and grateful and reflective in “Serves God.” How will student progress be assessed? A: The Center for Creative Leadership offers an assessment, the Leadership Indicator for Students. We are already using the portal and report cards to document students’ progress with the Leadership, Creative Problem Solving and Anti-Bias curriculum standards. In addition, we plan to incorporate digital portfolios that will help capture students’ leadership progress throughout the years.
Dedicated to Summit’s Success Affinity for The Summit inspires alumnae giving
By Tami McMann A school as historic as The Summit, now in its 131st year, is guaranteed to have generations of families among its graduates. Consider the four branches connected to the parents of Terri (Rohde) Tobler ’70. The pair, Bill and Joan (Schulte) Rohde ’47, met in a second-grade classroom at The Summit and made their First Communion together. Somewhere, there’s a photo of the two children on the jungle gym at Summit. Bill and Joan crossed paths again much later, eventually marrying and enrolling their daughters, Terri and Carol, at The Summit. Terri grew up and was married in the Immaculate Heart of Mary Chapel in 1981. Her three children are Summit alumni and she currently has two grandchildren in the Montessori program. Numerous members of her extended family are also among our alumni base. Those are certainly deep roots, and deep roots are often watered by a river of affinity. A love for The Summit inspires alumnae like Terri to both volunteer and use their financial resources to strengthen the school. Terri is a sponsor of the Angel Donor Program and her generosity ensures a seventh-grade girl can attend The Summit just as she did. “It’s important to me that she has the opportunities down the road that Summit provides,” she says. Although she attended Summit from Grades 8-12, Terri first walked through the door as a precocious 3-year-old whose mother had her hands full. “She brought me to Sister Ellen Marie and asked, ‘Will you take my daughter?’” Terri recalls with a smile. “The youngest children [in the school] were 5, but they made an
Terri (Rohde) Tobler ‘70
exception and let me go to kindergarten for three years. I loved it.” Returning in eighth grade, Terri was part of a class of only 36 and remembers Summit as a wonderful, happy place. “We were a spirited group, and I think we drove the Sisters crazy,” she laughs, “but we were very close. I’m still close with my classmates.” At Summit, the opportunities for community service made a deep impression on Terri. “Giving back was always very important to me,” she says. “I was elected to an outreach position and helped the Sisters plan ways for us girls to volunteer. It was very eye-opening to interact with people from different backgrounds.” The experiences influenced her to study social work, sociology and nursing in college. Today, Terri draws on her expertise in planning Summit class reunions to fulfill her role on the Engagement Committee of the Alumni Board, another way she gives back to The Summit. “When I graduated, there weren’t as many opportunities to stay involved with the school, so a lot of us fell away,” she says. “I want to get people involved again. That’s what I like – connecting people.” Summit Magazine 11
As a teenager in the 1940s alongside Terri’s mother Joan, Margaret “Peggy” Feltrup ’49 could not have predicted that she would also become the matriarch of a Summit family legacy. At the time, she was simply enjoying the many friendships blossoming between women of all ages. “Summit was small,” she recalls. “We were friends with our teachers and friends with each other. I had a sense of belonging at The Summit and I still feel at home there.” Upon graduation, Peggy was awarded a full scholarship to Edgecliff College, a small Catholic school for undergraduate women. She recalls feeling well prepared by the nuns and lay teachers at The Summit, and she eagerly pursued dual majors in English and philosophy with minors in history and Spanish. She even had time to work as a switchboard operator in the evening. “I knew I wanted to get married,” she says, “but my dad insisted I graduate from college first. In some ways, we were raised for a world that no longer existed, but we were given the skills to cope.” She would need those skills in the years to come, as it turned out. Today, Peggy Jackson is a kind woman 90 years young whose Hyde Park home is decorated with books, art, photographs and memories of a long and meaningful life. It’s hard to imagine her as a 51-yearold widow raising eight children, someone who relied on her lifelong Summit friends during those dark years. After grieving the loss of her first husband, Flavian Becker SBS ’43, she married her “last husband.” Bill Jackson, 95, is still by her side 35 years later. Documenting decades of philanthropic work, the walls in Peggy’s home office are papered with certificates of recognition from the many organizations she has supported. Among them is Summit’s Mackenzie Sargent Distinguished Alumni
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Peggy (Feltrup Becker) Jackson ’49 holds a Rostrum from her years at The Summit.
Award, an honor she received in 2012 for her dedicated leadership. Over the years, she was president of the Mother’s Association (now called Summit Parents Association) and the Alumni Board, also serving as Alumni Annual Fund Chair. “I’ve made many friends through charitable work, wonderful people who have enriched my life,” she says. “Whenever I’ve given something to God, I’ve received more in so many ways.” A Summit lifer, Peggy enrolled all her children at the school and has watched several grandchildren graduate in their formal attire. She is now a member of the Cornerstone Heritage Society after naming The Summit as a beneficiary in her estate plans to honor the school’s impact on her life and her family. “I truly think Summit is an excellent school and I would like to see it continue,” she explains. “At Summit we were taught a wise outlook on life – that God is so good. It was a tremendous gift. Being a Summit family gave us a good grounding in faith, in scholarship and in life. If I had young children today, I would still send them to The Summit.”
father once employed Rick Cruse ’79, one of those Upper School basketball players she used to cheer for as a child, during summer breaks. Rick, now an attorney, and Missy remain friends today. Like Terri and Peggy, she is still close friends with her Summit besties; her maid of honor was kindergarten friend, Kelly (Evans) Arevian ’88.
Missy (Segal) Fox ’88
Missy (Segal) Fox ’88 gives back to The Summit for a different reason. Another lifer, her parents were friends with Miss Brueggemann, a science teacher in the Upper School, who influenced the family’s decision to enroll at the school. Missy has distinct memories of all-school pep rallies where little kids cheered alongside the “cool, big kids.” Her father took her to the Upper School basketball games in the era of Dexter “Skywalker” Bailey ’80. “They made it to the state championship in 1980,” she says, “and it was a big deal because the school had just opened to boys [in 1972], so the boys’ sports program was still new.” By the time Missy was ready to enter the Upper School herself, the economy was in a recession and her parents were not sure they could continue to afford tuition. Thanks to a generous donor and a merit scholarship from The Summit, she was able to finish high school as a Silver Knight and enjoy activities like tennis and cheer. Missy went on to earn a bachelor’s degree in finance from Indiana University and a master’s in business administration from Xavier University. She now manages 300 rental units for Paradrome Properties, a local business started by her father. Missy’s
As an alumna, Missy volunteers on the Alumni Board and is the past president; she is also on the Board of Trustees and serves on the Development Committee and the Buildings, Grounds and Technology Committee. Her love for The Summit is obvious, but it’s her appreciation for the donor who funded her scholarship that motivates her to give back financially. She and her husband Brian established a scholarship endowment in the Leading the Way Campaign and give yearly to The Summit Fund at the Leaders of Character Society level. “I know that there were opportunities available to me because of my Summit education, and I want to make sure that someone else has that advantage in life,” she shares. Missy knows something about the preciousness of life in the same way Peggy does. When Missy’s first husband, Sev de Iuliis, passed away from leukemia just a week after their wedding, she drew on her resiliency to move forward with her life. Even years later, the emotions from that grim time are never far from the surface. Despite the hardships she’s faced, Missy hopes she is remembered for being a happy person who brought joy to others. To learn more about opportunities to give back to The Summit, contact the Development Office. We would love to hear your story; contact us online at summitcds.org/submityournews.
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Bioethics in the Science Classroom Real world lessons in honoring the dignity of human life By Karen Cruse Suder As students navigate the science curriculum in the Upper School, it is natural for bioethical questions to arise. The term “bioethics” encompasses the social, ethical and legal issues of research stemming from biology, medicine, environmental science, nursing, psychology, public health, political science, theology and philosophy. Examining bioethics helps students engage with scientific content while also gaining valuable critical thinking skills.
in record keeping are mastered while examining how advancements in biotechnology can impact life. Students utilize cases from the Ohio Innocence Project to ascertain whether exoneration is necessary following proper handling of evidence and biological advancements. Students gather the facts and stakeholders’ views to apply biological knowledge to the cases to construct well-reasoned and clearly articulated conclusions. Lessons from CRISPR
When faced with ethical questions, communication, collaboration, integrity and persistence are essential skills in the research process. As students connect biological concepts to bioethical questions, I aspire for them to recognize real-world problems that need to be addressed.
Students are fascinated by the study of genetics and genes. Today, they need to be able to recognize real science, ask questions and propose solutions scientifically and creatively.
A Closer Look at DNA The concept of DNA is both a familiar story and a mysterious fairy tale. Daily, students are inundated by the media with commentary on gene therapy, GMOs, organ transplants, vaccine development and genetic engineering. However, students struggle with the common denominators of these scientific advancements – gene structure/function, protein synthesis and variation – as they relate to DNA. Nearly all students can identify the helical structure of DNA upon arrival in the Upper School, but most cannot explain how or why DNA’s structure correlates to its function and variation among individuals. In other words, “How can DNA be utilized to identify an individual?” Biology students focus on this variation by examining Polymerase Chain Reaction (PCR) and agarose gel electrophoresis. Valuable laboratory skills and integrity
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Lilly Sievering ’25 examines a sample under a microscope.
When the gene editing tool called CRISPR/cas9 (Clustered Regularly Interspaced Short Palindromic Repeats) was discovered by Nobel Prize winners Emmanuelle Charpentier and Jennifer Doudna, it was originally inspired by a mechanism employed by bacteria to defend itself against viruses. Since then, research proposes more uses such as cancer therapies, plants withstanding drought or fungus and potential cures for inherited diseases. Many benefits to humankind have been identified but naturally, bioethical questions arise. To explore these questions, biology students conduct a CRISPR laboratory utilizing Escherichia coli (E. coli). Evaluating the results enables students to explore the ethics of potential gene changes and its effects on an ecosystem, presence or absence of global regulations, varied stakeholders and patent disputes. Science meets justice and equity while students recognize these important attributes applying scientific concepts to life outside of the classroom. The Human Side of Research In 1951, cervical cells were harvested without consent from cancer patient Henrietta Lacks, an African American woman. These cells, known as HeLa cells, were found to grow and divide endlessly in a laboratory, leading scientists to call them “immortal.” For years, scientists around the world have used HeLa cells for biomedical research in various studies; even after her death, Lacks’s family provided additional medical records and blood tests without ever knowing the reason. While this practice may have gone unquestioned in the 1950s, today’s standards prioritize protecting the rights of patients involved in research. To ensure that appropriate steps are taken when utilizing human subjects, internal review boards (IRBs) monitor informed consent, equity in treatments, medical records
privacy and how/when patient samples are used. Students in The Summit’s Schiff Family Science Research Institute are exposed to proper scientific and ethical protocol before commencing research. An IRB composed of science department faculty, division directors and school psychologists reviews research proposals that rely on survey data to ensure the rights and welfare of human participants. Real World Classroom Discussions about bioethics involve complex problems and are not arguments between various opinions. Science is a human endeavor but grounded in reasonable and logical thought. Skepticism naturally arises, but this helps students evaluate information by analyzing the evidence. I strive to offer student instruction and skill building that promotes biological literacy, but also a mentorship that promotes peer leadership and self-discovery. Organically, students pose questions and find problems. We practice respect and empathy when approaching topics such as inherited diseases. I hope that students possess a solid understanding of the nature of science and continue to build critical thinking skills. Biology is more than a textbook. A scientific literate citizen can recognize problems, pose questions, analyze the evidence and draw logical conclusions even when faced with a bioethical situation. Mrs. Suder teaches honors biology and AP biology and is the science department coordinator in the Upper School. With a background in biological anthropology, she brings research into the classroom as a vehicle for guiding students to think critically and solve real-world problems.
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Inspires THE SUMMIT
How giving supports rigor, faith, opportunity and community at The Summit
By Tami McMann The Summit is known for an exceptional program across five foundational pillars, Academic, Physical, Artistic, Spiritual and Social. Focusing our efforts on these areas of growth means Summit graduates are wellrounded young adults who are equipped to be the changemakers and peacemakers needed here and in the world beyond our campus. To develop these leaders of character, we rely on our donors to help inspire rigor, faith, community and opportunity across the school. Summit Inspires RIGOR The Summit is first and foremost a toptier school where our culture balances high impact instruction with extraordinary care to maximize each child’s learning potential. Gifts to the Summit Fund allow our teachers to guide and support students as they challenge them with a rigorous curriculum that propels their pursuit of excellence. Many students live these high ideals during their time at The Summit, supported by donations that allow the school to meet programmatic needs on every level. Meet Jimmy Fraley ’22, Summit Lifer with a Lifetime of Potential
A perfect ACT score. First place awards in the state Latin competition. National awards for writing. If anyone exemplifies rigor, it’s Jimmy Fraley ’22. His advisor, chemistry teacher Shannon Smith, calls him “a true scholar.” With a full load of Advanced Placement classes plus extra course work in the Schiff Family Science Research Institute, Latin Club and Mock Trial team, Jimmy has set ambitious goals for himself. “Jimmy is a well-rounded student who seeks knowledge rather than accolades,” Ms. Smith says. “He does all of this with a positive attitude and while serving as a leader among his peers.” Summit Inspires FAITH From its inception, the essence of The Summit has been our shared belief in the sanctity of the individual, the holiness of life and the living presence of God within each person. Each day, we express those beliefs through the spiritual practices of our students, faculty and staff, work that is supported by The Summit Fund. These include First Communion in the Lower School, Confirmation in the Middle School and Days of Grace and Wisdom in the Upper School, an opportunity for students to reflect on God, self and others. This progressive, four-year experience for our older students is unique to The Summit and nurtures our students to grow spiritually for the challenges ahead. Meet Cooper Schreibeis ’12, Teacher with a Faith-filled Life
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As a transfer student in ninth grade joining the Class of 2012, Cooper Schreibeis was not only new to The Summit, but he also had zero experience in a Catholic community. In typical fashion, Summit students, coaches and teachers welcomed him warmly and those relationships had a profound impact. Mr. Schreibeis’ spiritual journey at The Summit paralleled his academic journey, culminating in
and inclusion efforts positively influence black women to pursue STEM careers.
Cooper Schreibeis ’12
“SRI not only strengthened my application for this program, but also it gave a great foundation for working in a research setting,” she shares. “In my interview, I felt comfortable speaking about the research process. My work now involves reading scientific papers and synthesizing information. These are skills I learned at The Summit.”
both baptism and graduation his senior year. Today, Mr. Schreibeis continues a life of faith as a Summit social studies and religion teacher in the Middle School, coach of the junior varsity soccer team and new this year, parent to a Montessori student. He is now providing his own students with the same community of love and acceptance that he experienced at The Summit. Summit Inspires OPPORTUNITY The Summit Advantage opens doors for our students and graduates to grow, learn, connect and make an impact on the world. Our program depends on the generosity of The Summit community because financial gifts supplement tuition to provide a unique educational experience that benefits students for life. Meet Emily Warden ’20, Alumna with the Mind of a Scientist and Heart of a Silver Knight
As a student in the Schiff Family Science Research Institute (SRI), Emily Warden ’20 made the most of the opportunity to think like a scientist. Her experience working with local professionals to research contagious bacteria inspired Emily to investigate a new topic in a challenging undergraduate research program at the University of Michigan. She is now on a team that is studying whether diversity, equity
Summit Inspires COMMUNITY For more than 130 years, The Summit has faithfully honored the Hallmarks of a Sisters of Notre Dame de Namur education. With financial gifts to the school, we can live the Hallmarks and celebrate The Summit community of children, families, teachers and staff in an environment where all are welcome and accepted. Meet the Diversity, Equity and Inclusion Club
L to R: Rimel Kamran ’23, Airy Barnes ’23 and Maya Hajjar ’23
An active group of student leaders at The Summit works behind the scenes to create a culture of respect and acceptance among their peers in the Upper School. These student leaders recently attended a virtual national conference where they learned actionable ideas for promoting an upstander mindset that builds community (see page 40). Upstanders speak up when they see injustice and advocate for the rights of others. Guided by the Hallmarks gifted to us by the Sisters, The Summit’s diversity, equity and inclusion curriculum continues to grow. Our purpose is to “embrace the gift of diversity” and “honor the dignity and sacredness of each person.” To support this work and help shape leaders of character, select the Diversity, Equity and Inclusion Fund within The Summit Fund when you make a gift of any size.
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NEWSMAKERS
Carter Bibler ’22, Parker Bricking ’22, Irene Calderon ’22, Jimmy Fraley ’22, Mimi McNabb ’22, Keenan Schomburger ’22 and Jennifer Sullivan ’22 were selected as semifinalists in the annual National Merit Scholarship Corporation Program.
Abby Almaguer ’22, Bridget Baker ’22, Nicholas Ciaccio ’22, Benjamin Fearn ’22, Ellie Moran ’22, Mason Perkins ’22, Kira Rackley ’22, Teddy Sumnar ’22 and Tony Zhang ’22 were named Commended Students by The National Merit Scholarship Corporation.
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Abby Almaguer ’22, Benjamin Fearn ’22, Cecilia Hasan ’22, Leo Santamarina ’22, Luis Valencia ’22 and Reagan Sutton ’22 were selected as College Board National Hispanic Recognition Program Scholars. Reagan was also chosen to be a College Board National Indigenous Recognition Program Scholar. Aniya Woodard ’22, Aubrey Jones ’22, Austen Young ’23, Maya Wood ’23, Mila Brusch ’22 and Reagan Heard ’23 were named College Board National African American Recognition Program Scholars.
Irene Calderon ’22 earned a perfect score of 36 on the ACT college entrance exam. Irene is an avid scientific researcher, a self-proclaimed Latin nerd, prolific writer, talented musician, is committed to community service and is a blackbelt in Taekwondo.
The College Board called out 85 Summit scholars for results on Advanced Placement tests taken in May and June 2021. Fortysix students were named to the AP Scholar with Distinction tier, 20 reached the AP Scholar with Honor tier and 19 were named AP Scholars.
William McLane ’23 achieved a perfect score of 36 on the ACT college entrance exam. He took the exam during his sophomore year. It is a rare accomplishment; 0.3% of all students who took the test nationwide in 2020 achieved a 36, which is a composite of the four mandatory tests for knowledge of English, math, reading and science.
Student Newsmakers Danny Bohmer ’22, Siena Cutforth ’22, Mia Rahner ’23, Maya Wood ’23 and Tony Zhang ’22 were selected for the Emerging Artists High School Exhibition at the Columbus College of Art and Design in Columbus. Ana Leyendecker ’23 was recognized as a National Award recipient from Classic Learning Initiatives for her top score on the Classic Learning Test.
Sophia Nery ’25 finished in eighth place at the Ohio Power of the Pen state tournament.
John Trokan ’28 received a $1,000 scholarship from the Ohio Tuition Trust Authority for his science project “Do Hot or Cold Conditions Affect Whether the Black Swallowtail Overwinters or Not in the Chrysalis Stage?”
Katie Dobelhoff ’22 and Johanna Huelsman ’22 presented findings from a summer study to professionals in the medical field at the Advancing Healthcare Innovations Summit. Katie and Johanna worked with TriHealth Cancer Institute to manage and analyze data on cancer patients as well as draw conclusions about tumor genetic profiling. They were featured in the National Association of Independent Schools magazine for their work. Summit’s Latin learners earned top awards and recognition at the virtual National Junior Classical League convention. They submitted videos for the Creative Arts category, sent photos of their Graphic Arts projects, took academic tests through Google Forms and competed “live” via Zoom. Abby Almaguer ’22 placed first in the Upper Level Girls’ “Marathon” and she served as the Treasurer of the Ohio delegation, organizing our spirit cheers and merchandise for sale. Aaron Fraley ’26 earned first place on the Hellenic History and Mythology tests and second on Roman History. Aaron also made up 50% of Ohio’s ninth place Novice Certamen team. Jimmy Fraley ’22 competed on Ohio’s Upper Level Certamen team which placed sixth and also served as the South Gubernator, having previously planned a regional picnic to get students excited and ready for the convention. Wali Khan ’23 placed in nearly all of the Minecraft competitions, earning first place in archery, a Cum Laude distinction in creative building and fifth place in swimming. Mia Rahner’s ’23 Drawing/Painting entry earned the highest Summa Cum Laude distinction. As the outgoing editor of Ohio’s Latin newsletter, “The Torch,” Kendall Richard’s ’22 work earned seventh place in the nation. She is currently the Ohio Junior Classical League’s 1st Vice-President, managing social media and membership for the state. Irene Calderon ’22 was elected to the national board as the 2021-2022 National Junior Classical League Historian. Irene will be responsible for creating and editing the national scrapbook of the organization.
Erin Johnson ’22 raised funds to purchase 25 sets of clubs and bags that were donated to area high schools, surpassing her goal of 10 sets.
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After the Fire: An Alum’s Story of Support and Resilience By Tanya Bricking Leach On the Wednesday before Easter one year ago, everything changed for Erica (Groen) Shadoin ’98 and her family. They were all home in their Northern Kentucky neighborhood of Devou Park. Erica was on the couch flipping through the television. Her husband, Nate, was in his office. Their 3-year-old, Gunnar, was in his bedroom. The older kids, Wes and Madeline, were outside playing. Then Erica heard what sounded like popping sounds coming from the garage. She ignored the noise at first, thinking it was just the kids playing. But when she went to check, something was definitely wrong.
Outpouring of Loss and Love
Front row L to R: Gunnar Shadoin ’35, Wesley Shadoin ’33 and Madeline Shadoin ’32. Back row: Erica (Groen) Shadoin ’98 and Nate Shadoin.
“When I walked out the front door, there were flames pouring out of the garage, and I thought, ‘Oh, my gosh, we need a fire extinguisher,’” she recalls. “And it took me 15 seconds to realize, ‘Oh, no, we don’t need a fire extinguisher. We need to get out.’” 20 20 Spring Magazine 2022
She ran to get Gunnar out of the bedroom. She yelled for her dog to get out of the house, and she and her husband began frantically searching for Wes and Madeline, who were found in a neighbor’s yard. Their house was engulfed in flames. But everyone was safe.
In the moments after the fire, everything stung. Erica says the loss felt devastating. Investigators could not determine the cause of the fire, though they suspected it was electrical. The Shadoins lost their possessions: cars, wallets, clothes, toys. They dealt with insurance headaches and household moves. In the year since the fire, they also have learned to count their blessings.
“That was about the house,” says Erica, whose family now lives in Mount Lookout. “The real story was just how amazing everybody at Summit was. And I really can’t say that enough.”
Soon after the fire, the Summit Parents Association pulled together and sent uplifting notes, emails, prayers, gift cards and clothes. “I had this outpouring of love and support,” Erica says. “It was really overwhelming, in the most positive and beautiful way. People I didn’t even know called us and offered to help in any way they could. I could cry just thinking about it.” Madeline’s first-grade class drew pictures and wrote cards, saying how glad they were that everyone was safe. Administrators reached out. Parents offered playdates and meals. Alums sent gifts. “There wasn’t one faction of The Summit community that didn’t reach out and try to help,” Erica says. “It was definitely the worst thing that’s ever happened to my family,” she says. “I’m a little less carefree than I used to be. It has made me worry about things. I never used to think about fires. Now, in our new house, we have nine additional fire alarms installed.” A Change in Perspective A house fire can be a life-changing thing, even when everyone gets out alive. Erica says they feel changed from the family they were a year ago. She has become more grateful for little things, even simple greetings from people she has known for years. Her children have settled back into the school routine at The Summit. Madeline is in second grade. Wes is in first grade, and Gunnar is in preschool. Their life lesson has been about loss, love and rebuilding their lives. “People still ask, ‘How are you doing? Oh my gosh, it’s so tragic. How are you guys coping?’” she says. “In a lot of ways, I’m freaking great. Because at the end of the day, my whole family made it out of that situation. The story could have been different. In a matter of seconds, you could lose your whole life.” Instead, she’s gained perspective. “The silver lining of all of this was just how amazing people are,” she says. “It has just made me appreciate that part of humanity. Never in a million years would have thought that I would have received that level of support.” 21 Summit Magazine 21
A Job Well Done Allison Kropp to step down as Board Chair By Tami McMann After four eventful years, Allison (Hiltz) Kropp ’93 is stepping down as Board Chair at The Summit following the end of her second term in 2022. During that time, she led the board through the COVID crisis, approval of the Leading the Way comprehensive fundraising campaign and a head of school transition. “In the height of the crisis, we certainly had to think differently about how to do things on the board level,” she says. “It was my privilege to witness the board and the campus leadership rise to the challenge and adapt to new ways of operating. We worked together to get done what needed to be done. I’m very proud of each individual on the board and the skills and expertise they contribute.” Her leadership has been much appreciated. “Allison has been an outstanding board chair for our school,” says Head of School Rich Wilson. “She runs a tight ship when it comes to meetings, which start and end on time. She ensures that everyone has an opportunity to speak, and on important decisions, she will call on each board member to ensure all are heard. “As an alumna and a parent, she knows The Summit well. She has been a valuable sounding board for me over the years. Her advice has been on target without being overbearing. She also is a strong leader. When some board members were skittish about green-lighting the Leading the Way campaign, she was firm with the board that we should proceed. She was right! We ended up raising much more than we expected,” Mr. Wilson notes. “Allison also effectively managed the transition from me to Kelley Schiess,” he continues. “While some wanted a national search, Allison was convinced we had the 22
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Allison (Hiltz) Kropp ’93
right person in our building. She devised a thorough listening process for board members to express what they wanted in the next head. She then organized small groups of board members to meet with Kelley to hear her vision going forward and answer any doubts they may have. The process was thorough, fair and efficient. The board ultimately unanimously agreed with Allison that Kelley would be the best next head.” Beyond her strong governance skills, Mrs. Kropp has played a key role in the fundraising success of the school. She and her husband JB co-chaired the successful Leading the Way campaign and were responsible for obtaining one of the large leadership gifts which allowed the school to add a second intervention specialist in the Upper School. “The school and I owe Allison a large debt of gratitude for a job well done,” says Mr. Wilson. The welfare of the entire organization has been a priority for Mrs. Kropp. “I’ve worked throughout my two terms to shift our focus from ‘The’ Summit to ‘Our’ Summit,” she says, “because I believe it’s important for everyone to feel that this school is our shared gift and our shared responsibility.” As an alumna, Mrs. Kropp feels an added
obligation to steward the organization in a way that secures its continued legacy. “It’s important to me to give back, pay it forward and set an example for my children,” she says. “’To whom much is given, much is expected.’” Mrs. Kropp joined the Summit board as a trustee in 2011. She led the Governance Task Force and served on the Business Affairs Committee, and as chair of the Committee on Trustees before being elected board chair in 2018. In addition to her commitment to The Summit, she is involved with several other organizations in our community, including CISE, the Children’s Theatre and the Cincinnati Museum Center. She is also one of the newest board members at the Holocaust and Humanity Center. A lawyer by trade, Mrs. Kropp also provides free legal counsel to charities through the Pro Bono Partnership of Ohio.
Mr. Neyer adds his gratitude for Mrs. Kropp in considering his future duties as Board Chair.
At a board meeting in December 2021, Board Vice Chair Tom Neyer was named to succeed Mrs. Kropp beginning July 1, 2022. Mr. Neyer is a current parent who is completing his fourth year as a Summit Trustee. He’s served as Vice Chair for over a year and is also the current chair of the Buildings, Grounds and Technology Committee. He participates as well on the Business Affairs Committee, Committee on Trustees, Coordinating Committee and various ad hoc committees.
“I am incredibly fortunate to follow Allison in the role!” he says. “She leaves the position with a Board that is highly competent, caring, engaged and effective. That only happens with consistent, insightful, strong and empathetic leadership. Her stewardship of the Board is a prime example of her incredible dedication to ‘OUR Summit,’ as she names and lives it. I am grateful for her mentorship and deeply honored by her confidence.”
“Rich Wilson’s many years of shepherding have left The Summit in a very strong position,” Mr. Neyer says. “While these are dynamic and uncertain times to be sure, The Summit is well positioned and there is an invigorating set of opportunities in front of us.”
As for the day-to-day matters of running the school, The Summit relies on its Head of School and Senior Leadership Team. The Head reports to the Board, which supports the leadership as requested. Trustees are literally “entrusted” to steward enduring, strategic, philosophical and financial matters to ensure The Summit’s stability, service and relevance to its students, families and community.
Mr. Neyer expects to closely collaborate with and support Kelley Schiess as she evaluates and prioritizes those opportunities. “The Board and I are very enthusiastic about where Kelley will take The Summit, and helping her plot that course forward is an essential, early task.”
Tom Neyer is the new Board Chair effective July 1, 2022.
Speaking on behalf of the Board, Mr. Neyer says, “It is important, exciting work, and we are all grateful for the opportunity to make Our Summit even better!” Summit Magazine 23
Take Note
Music plays essential role in cognitive growth
Music and IGknight teacher Donna Doran instructs students during music class.
By Nancy Berlier Why is it that when you get to the grocery store you can’t remember what you came to buy or where you parked your car, but you can recall all the words to “Itsy Bitsy Spider,” a song you learned as a child? “The songs from our childhoods are deeply rooted memories,” says Donna Doran, an early music education specialist who is in her eighth year teaching at The Summit. “They were learned when our brains were forming neural pathways, when our brains were more flexible. They have a repetitive beat and often have repetitive lyrics which support memory.” Walk into Mrs. Doran’s classroom, and you’ll often hear her use familiar childhood melodies as mnemonic devices to help kids learn, remember and cooperate. “When you practice any form of music at an early age, the neurons and the synapses in your brain become a little bit stronger,” she says. “You’re making your connections in your brain structure, and if you are using both hands, one side of your brain is talking more to the other side of your brain so it’s just wiring your brain 24
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better for success. That affects attention, memory, sequencing skills and language processing which comes into play in almost everything.” The impact of music on cognitive development is not just anecdotal from the experiences of music teachers like Mrs. Doran. This is a hot topic among researchers who are using brain scans and longitudinal studies to assert such things as: Music aids memorization, sequencing, classification and memorization. A fiveyear study at the University of Southern California determined that the brains of children who have music training develop faster. Singing promotes acquisition of receptive and expressive language. Research published in Frontiers of Neuroscience indicated children who have musical training have heightened verbal memory, are more accurate in pronouncing a second language and are better able to read. Playing instruments exercises motor, auditory and visual-spatial areas of
the brain, according to a 2003 study by neuroscientists Christian Gaser and Gottfried Schlaug. In short, many scientists assert there is very little people can do that uses more parts of the brain than playing an instrument. But setting this body of research aside, Mrs. Doran makes a pitch for music’s ability to help children regulate moods. “I can quote some of these studies that talk about the positive affects music has on the brain, but speaking as a music teacher and a mom, I have to say there are other benefits,” she says. “Music can reduce stress and anxiety. Music can be a coping mechanism. I know from my classes that when the kids come in all wound up, I can put on a gentle song and soothe them. Music can reset them emotionally. If they have been competing for a ball on the playground, I can do a mirror activity where the kids are moving the same way to the music and all of a sudden, they’re working cooperatively.” You don’t have to listen to experts to see the common sense in this, she says. “Think about it. You feel better when you listen to a happy tune. You know you just do.”
David Nestler, left, and Emerson Brinkman, right, bang on the drum during Mrs. Doran’s IGknight class.
Musical Notes for Parents Music educators offer these tips for parents: •
recognize melodies and rhythms even if they don’t know the words. •
Sing to children. Setting words to music helps the brain learn words more quickly and remember them longer.
• Mrs. Doran is the music teacher behind the IGknight program at The Summit, a music and motion class for babies that is offered three times each year. A songwriter, she has written or contributed to 12 books published by Heritage Music Press.
Play music for babies. Babies can
Start instrumental music lessons early. Making both hands work to play music develops both sides of the brain and helps a child learn coordination.
•
Take advantage of early childhood school and community music programs.
25 Summit Magazine 25 Mrs. Doran teaches a xylophone unit during one of her Lower School classes.
The Rich Wilson Legacy Leading change with grace and wisdom
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The Early Years By Nancy Berlier For the last decade, this has been Rich Wilson’s daily weekday routine. 5 a.m. Wake up and go for a run or swim. Shower. Eat breakfast. Get dressed. Drive to school. 8:15 a.m. Check in with Administrative Assistant Kim Reed regarding the day’s priorities. 8:30 a.m. to 7 p.m. Begin meetings. Attend every event on campus when possible — Montessori nativity plays, Lower School musicals, band concerts, piano and violin recitals, Middle School capstone presentations and so on. Throughout the day, bounce between board, administrative, teacher and parent meetings and, when possible, make a surprise classroom observational visit. Spend the lunch hour behind closed doors in a luncheon meeting with potential donors or reading about the latest trends in education while eating a tray of food he carried up from the cafeteria. When school is out and most people have gone home, focus on unfinished work. Catch up on hundreds of emails (yes, “hundreds” is no exaggeration) so they don’t carry over into the next day. 7 p.m. Go home or attend Upper School athletic competitions at school (including weekend games). Stay after evening events to help the staff clean up. Ask anyone who has worked with Rich and they will tell you how hard and long he works. “I not only respect his work ethic, but am in awe of it,” says Board Chair Allison (Hiltz) Kropp ’93. Retiring at the end of the 2021-22 school year, it isn’t just the interminable hours day after day, year after year that have defined Rich Wilson’s legacy. It is how he has led and the innovative progress he engendered. “He leads every Senior Leadership Team meeting with a thoughtful and meaningful prayer, often leading me and others to a very personal reflection,” says his successor Kelley Schiess, Assistant Head of School for Enrollment Management and Community Engagement. “He holds himself to high moral standards. He stands up for what he believes in and what is best for those he serves. He has led with grace and wisdom through celebrations, tragedies, successes and failures. The pandemic, coupled with the unsettled political climate, has been challenging for educational leaders. Rich has led successfully by following a very principled approach, staying true to our values while demonstrating patience, flexibility, care and concern for all.” Rich will be remembered for raising the business acumen of the school through his leadership team for the benefit of 27 Summit Magazine 27
L to R: Chris ’08, Kelly ’09, Carol and Mr. Wilson celebrate Kelly’s graduation from The Summit.
Summit students, says Chief Philanthropy Executive Jim Jackson. “He really excelled in establishing business benchmarks and strategies. His focus and intensity on securing The Summit’s long-term future gave him the ability to expand on The Summit’s academics through financial resources and business protocols.” Mission-based Academic Innovation Consider some of the academic advancements since 2010 when Rich took the helm: Two Centers of Excellence – the Schiff Family Science Research Institute and the Homan Center for Entrepreneurial Leadership – were created and endowed. These programs offer college-level experiences students cannot get anywhere else in the city and the endowments ensure their longevity.
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Resource Offices were created in the Middle School and expanded in the Upper School. Math and literacy coaches were added in the Lower School. A counselor was added in the Middle School so every division has a dedicated guidance specialist. “It is really heartening to hand these kids their diplomas on graduation day,” Rich says. “Knowing the struggles they’ve had and seeing them go off to the college they wanted makes you feel good.” The Leaders of Character Program evolved from the decades-old Character Education and Educating for Character programs. It embeds character and leadership teachings in the curriculum and provides related student life experiences. An investment was made in faculty professional development in characterbased leadership, creative problemsolving and diversity, equity and
inclusion. A strategic partnership with the Center for Creative Leadership worked with faculty on program development that includes accountability reviews. A five-story east wing of the main building was constructed, resulting in additional academic spaces. Middle and Upper School science labs with details and equipment that rival those seen in colleges. And a maker space dubbed the Exploratarium was established. He restructured the administration, adding two assistant Head of School positions, created annual awards that recognize good work, developed a series of communications that show how a Summit education is distinctive and extraordinary and focused his leadership team on strategic initiatives that give the school an edge in a very competitive private school environment. $30 Million Growth in Endowment
1998
Enrolled children, Kelly ’09 and Chris ’08, in second and third grades.
While building on The Summit’s rigorous academic offerings, Rich Wilson strengthened the financial model and grew the endowment. At the end of 2009-10, the Summit had a $19.13 million endowment and was $10.92 million in debt. At the end of 2020-21, the endowment had reached $50.13 million and the school was debt free. The increase in the endowment included more than 40 new scholarships, including one Rich and his wife, Carol, established. The annual Summit Fund grew from
2004 to 2010
Served on Board of Trustees. Worked on Dreambuilding Campaign. Chaired the Enrollment-Marketing Committee.
The boys’ soccer team presents Mr. Wilson with the 2016 state championship trophy.
2010
Appointed Interim Head of School. Summit Magazine
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2010-11
World Language Program revamped. Middle School Resources program began. Artificial turf added to baseball field and tennis courts are rebuilt.
Mr. Wilson is known for his commitment to The Summit, appearing at myriad on-campus events and galas.
2011-12
Educating for Character became Character Education Program. Upper School resources program and Homework Start began. First international students enrolled. College Counseling Office revamped. Website software updated. West wing elevator replaced, HVAC replaced in 1920 portion of MS. 90% of all classrooms had ActiveBoards or other projection equipment.
2012-13
Montessori celebrated 50th anniversary. Hosted first annual naturalization ceremony. Chapel pews added, turf field added to LS playground, new bleachers in Flannery Gym. Angel Donor Golf Outing began. 3030 Spring Magazine 2022
$745,306 raised in 2009-10 to a record $1.3 million last year. Assuring the quality of education and putting the school on firmer financial ground required him to carefully balance growths in income and costs of operations. “I witnessed him steer the school toward financial stability while still making decisions with empathy and compassion toward students, parents and staff,” says Business Operations Director Bernadette Lottman, who co-led an affordability initiative with Kelley Schiess to help more families finance their children’s education. “The Summit is thriving now in so many ways.” Growth of the endowment also ensured long-time funding for academic programs like the Centers of Excellence, ongoing professional development and enhancement of buildings and grounds on The Summit’s two landmark campuses. Developing a culture of philanthropy at the school was a key aspect of the growth of the endowment and annual participation in The Summit Fund. “Endowment creates the ability to be a great institution,” says Jim Jackson. “With a healthy endowment and reliable annual fund-
raising, the school can sustain itself through ups and downs of the economy or unpredictable operational costs. A healthy endowment also allows us to recruit quality faculty and staff and make the school more affordable for more families.” Sticking to the Mission While Rich came into the position after a 24-year career and subsequent retirement from Procter & Gamble, he has not been aloof. He is known for a personal approach which is rooted in the school’s mission. His mantra with the faculty is that they must “know, understand, proactively guide and love each child you teach.” Dedication to the mission of the school and delivery of excellence are expectations at The Summit. Rich created The Summit Way and Leaders of Character annual awards to recognize faculty and staff for their hard work and devotion to the school’s ideals. “I think we are living in a period of time when The Summit’s values are even more important than ever,” Rich says. “There’s a lot of frustration and rancor in our country. People are not as kind as they typically are. So it’s very important that we teach and model the values so that the kids behave in a way that would make the founding Sisters proud.” Rich is known for writing personal notes to those who work for him and letters to donors. And the annual
2013-14
Social Skills Program introduced. World Language offered to toddlers. Five-Star Reading and Conceptual Math programs created in LS. MS counselor added. Williams Field new turf, LS new rooftop surface, LS new basketball court, website upgraded to mobile design for mobile users.
2014-15
AC replaced in Flannery Gym, west wing basement waterproofed, US ceiling stabilized, Chapel Cross rehung. Aiming Higher Campaign launched.
2015-16
Gabrielle Martin ’23, left, and Mr. Wilson at the Class of 2023 Scholarship Reception.
Summit’s 125th Anniversary. Five-story east wing addition built, US and MS science labs are renovated, MS office and health space renovated, new HVAC in main building. Curriculum Director position created and Technology split into separate department. Global curriculum assessed. MS Echoes magazine began. 31 Summit Magazine 31
2016-17
New college search programs added. LS emphasis on brain-targeted teaching. SEED program began. New storage building at Athletics Complex, Williams Field locker room renovation, Montessori classroom renovation.
2017-18
Enrollment open to 18-montholds. All-campus conversion to LED lighting. New Eucharistic table, chairs, lectern, pew cushions, lobby tables. Replaced side doors to chapel foyer.
Mr. Wilson, in his trademark ballcap and suit, attends numerous Upper School athletic events during the school year.
mailing of Christmas cards is not an automated process. Rich writes personal notes of gratitude and blessings to every Summit family. “When Rich talks about gratitude and philanthropy, he walks the walk,” says Kelley Schiess. Jim Jackson, who has joined Rich in hundreds of meetings with families, says it is apparent he knows the families and sincerely cares about their children’s future.
2018-19
Robotics Club began. Joseph Family Scoreboard added, MS playground renovation, Exploratarium opened. 32 32 Spring Magazine 2022
“It’s amazing how well he knows the children and so much about them,” Jim says. “He knows all the details as though they were his own kids. It harkens back to just how well centered he is in the mission itself no matter what branch of it he was working on, whether it was academics, athletics, fund-raising or bringing in
new students. He is able to see their circumstances in a meaningful way in the mission itself, and all these parts are building on the mission. He sees himself in the mission. I think he is successful because he’s not chasing money. The money comes as a result of him chasing dreams.” Board Chair Allison Kropp characterizes Rich as a transformational leader who models The Summit values. “We are lucky to have had him as our Head of School for these past 12 years, and I hope that we can all honor him by being just a little more humble and giving of ourselves for the betterment of our entire Summit community.” Rich attributes his successes in large part to his senior leadership team and in particular to Kelley Schiess, who will step into his shoes this fall. “As a leader of character, Rich has contributed tremendously to our culture of excellence as a Catholic, independent school thanks to his extraordinary commitment, tireless devotion, tremendous passion for developing a culture of philanthropy and great care for The Summit,” she says. “He has taught us all about aiming high.”
2019-20
Summit responded to COVID-19 pandemic. Renovated east stairway of main building. Flannery boys’ and girls’ locker rooms renovated. Purchased second bus. Leading the Way Campaign began.
2020-21
Upper School Resources program expanded with addition of second intervention specialist. Leading the Way Campaign raised the most money in history. Chapel AV system installed, Swivl camera system installed for Livestream Learning.
2021-22 Mr. Wilson works the controls of the Robotics Team’s invention with help from team captain, Jack Crane ’22.
Leaders of Character framework introduced. Homan Center for Entrepreneural Leadership opened. New Kyte Theater lights and lightboards. Schiff Family Circle renovated. St. Cecilia Renovation planned. 33 Summit Magazine 33
Honoring Mr. Wilson Middle School language arts students in Grades 5-7 put pen to paper and gifted retiring Head of School Rich Wilson with poetry about him, his leadership and the school culture he has helped create during the past decade.
Leadership By Addie Haury, Grade 5 My head stands tall.
Mr. Wilson Poem By Abigayle Penote, Grade 7 There are many things to do when you
I’m in control,
retire
I guide people
You could learn a new hobby that we will
I am not scared, I am strong and tough I show leadership to the littles, I have respect in all I do. I have empathy for friends and family. I am a leader.
admire You could go around the world and travel Because there are so many cultures to unravel You could try something new like learn to dance You might not be very good at first glance You could try something scary, like
Summit By Kiersten Diaz, Grade 6 The squeak
skydiving Or bring on the school cheer I know that your joy will be forever near
of the freshly cleaned floors. The friendly teachers
Mr. Wilson’s Retirement
The welcoming community
By Emmett Hood, Grade 7
eager to help,
It’s Friday night,
teach,
I’m at the game,
and learn.
I turn around, and who do I see?
Friends at every corner,
It’s Mr. Wilson, filled with glee!
the smell of new books,
Throughout it all,
fun projects and activities.
He’s always there,
Summit is
Win, lose, never filled with despair.
my favorite place
He’s calm, cool,
to be.
He’s served the school. He’s dedicated and respectful, Appreciated and professional.
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He’s wise, Never lies, And throughout everything, He’s reliable, dedicated, And always caring. Mr. Wilson, we will all miss you. And we hope that you will miss us, too. Untitled By Tessa Denneman, Grade 7 If you can dedicate your time to Summit Then you will give kids a great learning experience If you can trust in others Then others will help you If you believe in a better Summit Then you can make it happen If you can meet success and failure You will be successful If you lose you stay calm and collected And come back stronger than before If you believe in the growth of others You help them in every way possible Yours is the Summit and everything in it
Johnny Sumnar ’27
Untitled By Johnny Sumnar, Grade 7 You’re calm, cool, and collected. That is why you were elected. You’re dedicated and driven, And your time and gifts have been given. You’re humble, but not meek, And you are what people seek.
Mr. Wilson Poem By Rowan Cosgrove, Grade 7 If you can lead, then you will be able to help others succeed. If you can trust yourself, then others will trust you. If you have a dream, go after it. If you can meet success and failure, then
You love the Summit and support everyone, Now it’s your turn to spend more time with your daughter, wife, and son. We hope you have a good time in retirement, But remember, you will always be welcome at the Summit.
meet it but stay cool, calm, and collected. If you lose then start again. If your heart can love everyone, then
Special thanks to teachers Meghan Cole, Katy Gallagher and Brendan McEachern for guiding this activity.
anything is possible. If you have respect, integrity, self-control, and excellence, that is the Summit Way! Summit Magazine 35
Hope Squad members are Aniya Woodard ’22, Lulu Murphy ’22, Oscar Loehrer ’23, Owen Kohlhepp ’24, Wes Brokamp ’24, Larkin Woodward ’23, Alaina Fisher ’23, Jerome Goodloe ’23, Lavina Grzymajlo ’23, Ana Leyendecker ’23, Lily Martin ’24, Cate Pilon ’22, Patrick McHugh ’23, Lauren Foley ’22, Leo Santamarina ’22, Nicky Luttmer ’22, Teddy Sumnar ’22, Rimel Kamran ’23, Liam Lakhia ’23, Owen McEachern ’23 and Shannon Dennemann ’23. Not pictured are members Savannah Brizendine ’22 and Mia Cavallo ’24. Advisors are Dr. Law and Mr. Fee.
Fighting the Stigma of Mental Health Hope Squad marks four years at The Summit By Tracy Law, PhD ’85 Describing Hope Squad, Summit’s peerto-peer support group, Cate Pilon ’22 summarizes the group’s purpose with directness and clarity: “Mental health is constantly overlooked because it’s not easy to see, like a broken bone. But 36
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physical and mental health are both important. Hope Squad members are outlets for students in need.” It was 2018, years prior to the mental health crisis blamed on COVID-19, that Upper School counselor Mike Fee brought the Hope Squad program to The Summit.
to use the research-based QPR (QuestionPersuade-Refer) approach to involve an adult. “While it sounds like a heavy responsibility to place upon an adolescent,” Mr. Fee says, “it is important to recognize that these students have likely been doing these tasks already. They are now better equipped to respond. The training is very intentional. This fits us, who we are.” Past Hope Squad member, Jessie Headley ’20, a student at St. Louis University, agrees: “Many adults do not understand what we go through or see the signs of distress as well as we can see in each other.” Equally important in the program is the goal of creating a culture of health and hope. Mia Cavallo ’24 explains: “The overarching impact of Hope Squad on our community is rooted in positivity and striving to better the world we live in.” Cate echoes this adding, “The core value and mission is not exclusive to the squad members because it acts as an example to all students to live out. Everyone deserves love and attention.” Meeting weekly during the school year, the 23-member Hope Squad schedules activities to foster this kind of supportive community, such as the annual Hope Week in the fall. Efforts range from smaller moments such as chalking hopeful messages outside, passing out rubber ducks with inspirational messages, and creating gratitude-oriented hand turkeys, to larger efforts involving speaking to Health classes, outreach to underclassmen, or mentoring small friend-groups. He recognized that for every suicide there are many more adolescents who attempt it. Members of Hope Squad are nominated by classmates as the individuals most seen as empathetic listeners. They receive training on suicide risk factors, mental health education, peer advocacy, how to talk about suicide and depression and how
Savannah Brizendine ’22 organized the most recent Hope Week and says, “It was indicative of how simple it is to show kindness and spread joy. It’s incredibly rewarding to see all our hard work pay off and start to break the stigma surrounding mental health.” Summit Magazine 37
Ana Leyendecker ’23 chalks the sidewalk in front of school during a Hope Squad activity.
As the program marks its fourth year at The Summit, we can witness its impact on the current members and community and on our alumni, like founding member Connor Woodruff ’19. Now a student at the University of Dayton, Connor says, “I learned so many skills such as talking with people and how to listen to those who need a little extra support, which is incredibly useful in college because of how stressful it is. I’ve also used the selfcare exercises we learned to help my own mental health. The Hope Squad program needs to be in every school across the globe. If I could go back in time, I would have tried to get that started when I was a freshman instead of going into my senior year!” Advisors of the Summit’s chapter continue to be inspired by our members’ dedication to talk openly about mental health struggles. What we do best at The Summit is relationships, and this also dovetails beautifully with the Sisters of Notre Dame’s pragmatic approach to social issues. We are better because of the commitment of these young women and men.
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“They have an innate sense of the importance of recognizing and acknowledging the need to affirm and support the emotions of their peers,” says Mr. Fee. “They have a life long skill and those who come into contact with them will benefit from their empathy and benevolence. This gives me HOPE.” Founded in Utah, Hope Squads are now in more than 1,110 schools in 35 states plus Canada. Recent data identifies more than 30,000 trained Hope Squad members in the US, with over 5,000 students having been referred for adult help. Grant Us Hope, the Ohio-based umbrella organization for the state’s Hope Squad program, estimates that there are now 400,000 Ohio high school students with access to Hope Squad support. And the need for organizations like this grows daily. Even before COVID-19 exacerbated the problem, suicide was the second leading cause of death in the US for the 10-24 age group. Dr. Law is a co-advisor of Summit’s Hope Squad chapter and a member of the Upper School faculty. She also serves as campus historian.
“By the time our daughter was 16, she had attended funerals for three young people who died by suicide. These deaths were not the result of a vague mental health crisis you only hear about on the news, but an alarmingly real epidemic happening in our community to our friends and neighbors. “Being part of the inaugural Hope Squad at Summit gave Jessie an outlet for her grief and provided purpose where she once felt helplessness. Her empathetic nature, combined with the training she received, gave her tools and resources to help her peers. We too attended the parent training and were
L to R: Owen McEachern ’23, Savannah Eveslage ’23 and Ben Jacob ’23 participate in a Hope Squad activity during advisement.
educated not only on statistics, but on practical matters of how to recognize suicidal behavior and what actions to take. I have since participated in other QPR trainings because we truly believe everyone—teachers, coaches, friends and parents—has a responsibility to be keenly aware of teens in distress and to never be lulled into thinking it won’t happen in your school or home. “Jessie’s involvement in Hope Squad has given us a voice to speak with knowledge and compassion into an issue that reaches far beyond her time at Summit.” – Rhonda Headley, parent of Jessie Headley ’20 and Katie Anne Headley ’17
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Safe Spaces National conference drives equity in independent schools
L to R: Maya Hajjar ’23, Airy Barnes ’23, Asst. Upper School Director Cliff Pope, Upper School English teacher Gail Rosero ’82, Lower School administrative asst. Andrea (Ross) Bennett ’02, second grade teacher Colleen Kane ’08 and second grade teacher Martha Rich attended virtual conferences hosted by the National Association of Independent Schools. Faculty members attended the virtual People of Color Conference. Students attended the Student Diversity Leadership Conference. Not pictured: Rimel Kamran ’23 and Lower and Middle School Director Mike Johnson.
Summit teachers, staff and students recently attended a virtual conference hosted by the National Association of Independent Schools. The annual People of Color Conference is designed to provide a safe space for leadership, professional development and networking for people of color and allies of all backgrounds in independent schools. After absorbing the words of keynote speakers and participating in breakout sessions and workshops, these Summit representatives came away energized for the work ahead. In their words, here are samples of how this professional development opportunity impacted our community.
“I was inspired to continue to learn and grow through this experience. As leaders of
“It is a constant job to build equity in our
character, it is our responsibility to continue to self-reflect and grow so we can help foster inclusive communities within our school.”
complex work that we will do, but building up
– Colleen Kane ’08, Lower School Faculty
– Andrea (Ross) Bennett ’02,
schools, and it remains some of the most our students and our families will only bring us more success.” Lower School Administrative Assistant
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“Having the opportunity to share my story and voice was refreshing and comforting. I felt heard and complete. I was also reminded of the beauty that exists within community. Community is a critical part of diversity, equity and inclusion work.”
“This work is different for each of us and it’s not linear.
– Rimel Kamran ’23
– Martha Rich, Lower School Faculty
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Our goal as educators is to minimize marginalization while creating equitable and inclusive classrooms.”
Summit Eighth Grader Plans Culture Day for Her Peers Summit students are taught to be the changemakers and peacemakers needed in the world today. Eighth grader Zaina Kamran took that concept to heart when she conceived of Culture Day, an opportunity for students and teachers to share their experiences with diverse cultural traditions. The Kamran family is from Pakistan. “I meet people who are nervous to celebrate their culture because they felt it was too different,” she said. “I want to make them feel comfortable, so they embrace their background.” Zaina’s vision for Culture Day was realized in Summit’s Harold C. Schott Middle School on December 13. For the event, she recruited several students and one teacher to dress in distinct attire, bring a variety of food and make poster presentations with facts about different countries. The goal was to help middle schoolers learn more about their friends and the world around them. “I enjoyed the opportunity to do research and learn more about the Philippines,” says Ava Dona, Grade 8, who partnered with Sydney and Beckett Brinkman for Culture Day. “It’s nice to have other kids from the Philippines here and working on this together brought us closer.”
Zaina Kamran ’26, left, gives a presentation on Pakistani culture during the Middle School’s Culture Day.
Culture Day was entirely student led, one of the latest examples of The Summit’s commitment to its work in diversity, equity and inclusion. Organizers hope to make it an annual celebration of world cultures. Thank you to these Culture Day presenters: •
Van Devendorf, Grade 5, Switzerland
•
Kiersten Diaz, Grade 6, Peru
•
Seynabou Dieye, Summit French teacher, Senegal
•
Ava Dona, Grade 8, Philippines
•
Sydney, Grade 8, and Beckett Brinkman, Grade 6, Philippines
•
Sage Epling, Grade 8, Mexico
•
Lily Fecher, Grade 6, Palestine
Browsing assorted displays and chatting with participants, students enhanced their understanding of global cultures, and they even got to sample some culinary delicacies.
•
Asela Goico, Grade 5, Cuba
•
Ben Hofmann, Grade 6, Germany
•
Gabby Knight, Grade 8, Germany
•
Enya Renfrow, Grade 5, Germany
“I learned a lot about Senegal,” says Nigel Smith, Grade 8. “It shares similarities with New Orleans, since both areas were colonized by the French. I also didn’t know that Mexico has indigenous languages.”
•
Ceci, Grade 8, and Lucia Viveros Valdepeña, Grade 5, Mexico
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Athletic Hall of Fame Inductees 2021 While at Summit, Mercer was a starter on the varsity team all four years and was a captain his junior and senior year. He was first-team all-State and the Enquirer’s Division II player of the year his senior year and a first-team all-city selection by both the Enquirer and area coaches on three occasions. Mercer was a two-time Miami Valley Conference player of the year and threetime all-MVC first-team selection.
J. Mercer Reynolds ’95 The summer before freshman year at The Summit, Mercer Reynolds stepped onto the field for soccer team camp. One session pitted the classes against one another. He and his classmates ended up defeating every class but the seniors. “It showed that there was a lot of new blood in the program,” he says. “My class had a lot of eventual collegiate athletes. It’s nice that, on some level, we helped create the culture and provide a springboard for the program. I’ve watched a few of my son’s games here, and it’s amazing how good those kids are. They are light-years ahead of where we were at that age.” For his contributions to The Summit and the boys’ soccer program, Mercer will be inducted into The Summit Athletic Hall of Fame. 42
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He tallied 67 career goals. In his time, the Silver Knights reached the top of the Division II state rankings, were twotime regional finalists, three-time district champions and four-time MVC champions. The Silver Knights also defended home turf, never losing a match on Williams Field while he was here. “When I look at his accomplishments, he is someone we need to have hanging on our wall (in Flannery),” Summit Athletic Director Greg Dennis says.
Summit, Jack played varsity baseball and basketball and ran varsity track. He continued his soccer career at the University of South Carolina. He won a starting spot his freshman year and started every game except a few because of injury. While there, the Gamecocks appeared in three NCAA tournaments and were ranked No. 1 in the nation at one point. “We weren’t in a conference at that time, so we had to play a difficult schedule consisting of the best teams in the country,” he says. “I played (U.S. Mens’ National Team goalkeeper) Brad Guzan and Clint Dempsey in college.”
Jack Cummings ’00 In 1999, Jack Cummings ’00 scored the only goal in the 71st minute of The Summit’s Division II soccer state championship victory against Gates Mills Hawken. Jack’s marker secured the team’s place in school history. He also secured a place in school history: Summit’s Athletic Hall of Fame. “When I got that call, a lot of memories and experiences, like the soccer state championship, came back to me,” he says. “We had a strong team and an excellent coach. In the state title game, our opponent knew what they had to do, and they dominated the first half. We were lucky to get to halftime with no score. In the second half, we thought if we could hang on and get the game to penalty kicks, we could sneak out a win.” But following a deflection off a throw-in from teammate Karl Pembaur ’00, Jack put a good shot on net and got the score. In addition to his prowess on the pitch for
After college, Jack earned an invite to the MLS Combine in 2004. He continued his career with the Cincinnati Kings before eventually playing professionally in Iceland. “Summit opened a lot of doors for me, and I’m very appreciative of my time there,” he says.
Colin Cotton ’11 “When you cross that (finish) line, don’t have any (thoughts of) I wish I would’ve …” That expectation governs Cotton Family Varsity Summit Magazine 43
he was a state qualifier all four years and he was selected as the Enquirer’s runner of the year on three occasions. He also finished in the top-5 in every high school race except one. While at Williams College, Colin broke his own school record en route to a secondplace finish in the NCAA Division III Championship race in 2014. Colin helped set the stage for The Summit cross country team becoming a powerhouse program locally and at the state level. The boys’ and girls’ teams make frequent trips to the state races and the boys have won the MVC title 12 of the last 13 years and the girls have won 10 of the last 13 years.
Head Coach Kurtis Smith’s program. At Summit, Colin Cotton '11 gave the cross country and track programs everything he had. Now, he can count himself as a member of The Summit’s Athletic Hall of Fame. Colin is a state champion, winning the 2010 Division III race by six seconds and the 3200-meter run in the Division III track meet the following spring. “With 200 meters to go (in the crosscountry race), I was totally in my zone,” he says. “I actually went in the wrong direction, but only for a couple of steps. It would have been more than six seconds. I spent my whole career wanting to win state, and the team also finished in sixth. It was a fantastic result.” Colin helped lead Summit to its first state appearance as a team in school history, and he still holds the fastest cross-country time in school history. Summit won Miami Valley Conference championships in each of his four years, 44
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“When I started, we barely had enough runners to score in a meet,” he says. “It’s been gratifying to see it grow to where it is now.”
SUMM IT
SPORTS Summit placed plenty of its studentathletes on the Cincinnati Enquirer’s 2021 high school Fall All-Stars list.
Three seniors signed to play collegiate athletics: Abby Moore ’22 (field hockey, Miami University), Mila Brusch ’22 (gymnastics, University of Denver), Katie Corrigan ’22 (soccer, Walsh University). Upper School math teacher and varsity girls’ soccer assistant coach Eric Unwin was named Division II Private School Assistant Coach of the Year by the Southwest Ohio Soccer Coaches Association.
Football (Divisions V-VII) Carter Bibler ’22, second team Alex Davis ’23, honorable mention Jake Carrico ’23, honorable mention Field Hockey (Ohio) Abby Moore ’22, Player of the Year; first team Mia Booth ’23, first team Kathleen Corrado ’22, second team Kendall Richard ’22, second team Essa Britt ’22, honorable mention Girls’ Tennis (Division II) Ashleigh Grooms ’23, first-team singles Sadie Joseph ’22 and Maya Hajjar ’23, first-team doubles Boys’ Soccer (Division II) Jack Sheehan ’22, first team Sam Zawaly ’22, honorable mention Izzy Rawlings ’24, honorable mention Girls’ Soccer (Division II) Katie Corrigan ’22, first team Madison Sievering ’23, first team Lauren Foley ’22, second team Volleyball (Division II) Kelsey Foley ’24, first team Georgia Schaefer ’24, second team Elena Stone ’25, honorable mention Girls’ Golf (Division II) Erin Johnson ’22, first team Ellie Moran ’22, honorable mention Cross country coach and religion teacher, Kurtis Smith, was named Coach of the Year by his peers in the Miami Valley Conference. Summit Magazine 45
A Role Model On and Off the Track Coach Kim Horning impacts young athletes By Nick Robbe A phone call. That’s what brought track and field coach, Kim Horning, to The Summit Country Day School. “I’d been in Cincinnati for about a yearand-a-half,” the coach says. “I was renting in Hyde Park and would run by this beautiful school. I missed being involved with a team, so I called (Cotton Family Varsity Head Coach) Kurtis Smith to see if he needed a jumps coach or something like that.” Coach Smith responded by saying he would take any help he could get. After four years as an assistant for track and field, Coach Horning took over head coaching duties in 2015 while remaining an assistant with the cross country and indoor track teams. She’s played a major role in helping Summit’s running programs become a powerhouse. Under her direction, Summit runners, across the sports seasons, make frequent trips to Columbus for state races. “Kim has the great skill of seeing the abilities athletes don’t see in themselves, and she gives them the tools they need to realize those skills and talents,” Coach Smith says. She also knows something about getting to Columbus herself. As a student at Granville High School, Coach Horning was a four-time state qualifier and two-time state champion in long jump and 4x100-meter relay, 46
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respectively. She was also a three-time state qualifier in swimming and played soccer in the fall. She is an inductee in the Granville Athletic Hall of Fame. After high school, Coach Horning attended Miami University on scholarship and ran track there. She was all-conference in long jump and was a team captain her senior year. Despite majoring in political science and journalism during her time in Oxford, a
career in law enforcement always held her interest. “When I was a teenager, I would create murder mystery parties for my birthday,” she says. “I liked that detective work aspect.” After college, she applied to both the Cincinnati and Columbus police departments. Her paperwork with Cincinnati got processed quicker and she joined the police academy. She was eventually transferred to the homicide department and now works as a criminalist, analyzing evidence found at crime scenes. Think “CSI: Cincinnati.” When she comes into work each day, there’s no telling what she will encounter, a facet of the job she enjoys. “Day-to-day in the lab is meticulous,” she says. “I’m analyzing evidence very carefully. At a scene, it can be chaotic. You must think on your feet and do the best you can in that moment to bring the victim and their families justice.” Odd as it might seem, Coach Horning can draw a parallel between coaching and being a criminalist.
“There are days when I have one of the worst jobs, seeing the most negative aspects of our community,” she says. “Then, I come here and it’s one of the best jobs.” Coach Horning also does a lot of the training with the team. When her athletes run, she runs. She believes they appreciate that level of commitment. “Misery loves company,” she says with a laugh. “Everyone on the team either calls her Coach K or Mother, which I think goes to show what she means to us,” senior Reagan Sutton says. “Coach K taught me two lessons. The first is to have an open mind, and the second is to invest in the communities for which you care. She inspired me to ask Coach Smith to be his assistant coach for the Lower/Middle school track and field teams. She is the best possible mentor, and I’m grateful for her constant advice and encouragement.” Coach Smith says, “Kim is a tremendous blessing to our programs and overall Summit community. We are much better because of her presence here every day.”
She competed in and is the coach of a sport where an individual’s success plays a big part in team success. At the police department, her work contributes to the overall success. “It translates so well,” she says. “You gain so much from being on a team. I thoroughly enjoy being part of a unit that has one of the highest solve rates in the country.” Her two full-time jobs, as she considers them, bring balance to her life.
L to R: Head coach Kim Horning, Vanessa Carrington ’24, Hailey Harrell ’21, Khamia Brooks ’22, Maya Wood ’23 and Kennedi Dukes ’23.
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The 2011-12 boys’ basketball team won the program’s first state championship. They were inspired by the passing of Robert T. Hertzel ’81, the father of team member, Holden ’12. Front row, L to R: Tommy Kreyenhagen ’12, Antonio Woods ’14, Jake Rawlings ’13, Armand Walker ’13, David Herring ’13 and Kevin Johnson ‘13. Middle row, L to R: Joey Kreyenhagen ’14, Michael Dorsey ’13, Marshal Sang ’13, Mike Barwick ’14 and trainer Amber Gerken. Back row, L to R: Asst. coach Paul Bain, Asst. coach Pat Cosgrove ’01, Holden Hertzel ’12, Brett Tepe ’13, Matt Fry ’12 and Head coach Michael Bradley.
Time Capsule: A look back at the winning basketball team of 2012 By Nick Robbe On Nov. 11, 2021, a family gathered to remember its patriarch. That’s when a few members of the 201112 Summit boys’ basketball team came together to honor Robert T. Hertzel ’81, 10 years after his passing. Hertzel was the father of senior Holden Hertzel ’12 and the man who inspired their 2012 state championship. Moments such as those allow memories of all kinds to flood to the forefront. “I still remember his funeral service,” Jake Rawlings ’13 says. “There had to be more than 1,000 people there. You couldn’t find a spot in St. Gertrude’s chapel, gym or cafeteria. He had a massive impact. Robby changed all of our lives.”
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In February 2010, Mr. Hertzel was diagnosed with cancer, starting an arduous up-and-down journey. Eighteen months later, when his health took a turn for the worse, doctors determined that treatment would no longer be beneficial. Two weeks before the 2011-12 season’s first tip off, Mr. Hertzel passed. Coach Michael Bradley gave Holden time away from practice and team activities until after the Thanksgiving holiday. “At that point, I decided all my energy would go into the season,” Holden says. “Basketball was therapy, and the guys became a second family. My family and I really needed that. The Summit community was so good to us. I had Montessori teachers and students I’d never met offering prayers and condolences. They had our backs through everything. That’s the Summit way.”
Tommy Kreyenhagen ’12 said the experience was traumatic but it bonded the team together. “We were playing for a purpose,” he says. The Silver Knights took the court armed with their cause and a wealth of talented players. They started the season with a 17game winning streak and held an average margin of victory of 26 points. “I think we knew it was going to be a special season from the beginning,” Tommy says. “We had a lot of natural talent -- guys went on to play professionally overseas and at Division I colleges. We also had a coach who was the 17th pick in the first round of the NBA draft.” Jake adds, “You have to give Coach credit. He took a bunch of competitive guys and got them to set their egos aside for the betterment of the team.” As Tommy put it, the team was used to winning; it was a team with good depth on the bench, and the players knew they had the chance to do something special. The only blemish on the Silver Knights’ season was a loss to Taft. “After that game, things turned for us,” Jake says. “We knew we didn’t want that game to ruin what we had done to that point in the season. We made up our minds that practices weren’t going to be fun anymore. We were going to work.”
“It wasn’t a ‘rah-rah’ speech,” Jake says. “They just impressed on us how much this season meant to them and how important this last game was to their family. After that speech, the game was over before we left the locker room. They had one of the players of the year in the state, but that didn’t matter to us. It was inevitable.” After the tip, Summit built a lead and never looked back, winning 53-37. “We felt relief,” Holden says. “We put so much effort into that season, and everything we did paid off for us.” While the winning 2011-12 season had a massive storyline and a state title to boot, members of the team are also quick to point out the peculiar prominence of the number 11. Mr. Hertzel passed away on Nov. 11, 2011 (11/11/11). In the first game of the season against Reading, Holden scored 22 points on 11 field goals. Kevin Johnson ’13 scored 11 points in the game. In the state championship game, Kevin again had 11 points as did Mike Barwick ’14. The Silver Knights also started the game on an 11-2 scoring run. They played that game in front of 11,000 people. “I don’t believe in ghosts,” Jake says, “but Mr. Hertzel was there that day watching us play. He was there all season long.”
After that setback, Summit was unstoppable and rolled into the playoffs. In the seven playoff games, Summit managed six double-digit victories, the only slim margin coming in the state semifinal game against Bedford St. Peter Chanel. Next was the state championship game against Portsmouth. Mr. Hertzel’s widow, Cindy, and his brother, Chris ’89, addressed the team.
Boys’ basketball players celebrate their new championship.
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Alumni Inspire a Younger Generation By Tami McMann As a teenager, did you know what you wanted to be when you grew up? Choosing a course of study and eventually a career can seem overwhelming for young adults on the verge of high school graduation. For many, their knowledge about the incredible variety of choices is limited; they don’t know what they don’t know. Enter our diverse alumni community. Summit’s Upper School students are being inspired to envision their future careers as alumni from years past return to campus for the “Career Talks” speaker series orchestrated by Mark Osborne, alumni engagement and gifts officer, with input from Upper School administrators and College Counseling Assistant Director, Susan Miller. Every year, the lineup of speakers is carefully curated to represent a wide range of industries and professions. November’s guest speaker was Frank Albi ’01, a Summit lifer and graduate of the United States Naval Academy. He described being in calculus class at the military academy on September 11, 2001, and the impact of the terrorist Frank Albi ’01 attacks on his college experience. He later served in the Marine Corps for eight years, including two deployments in Iraq. Now a lawyer, he works as a staff attorney for U.S. Customs and Border Protection in Chicago. His advice to students? “Whatever you are, try to be a good one.” 50
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Airy Barnes ’23 noted that Mr. Albi gave credit to The Summit for developing his leadership and speaking skills. “He mentioned how important it is to be respectful of others and how the Summit community taught him that.” Complementing Mr. Albi’s presentation was another guest, Summit parent Jaime Carazo, Special Agent in Charge with the US Secret Service’s Cincinnati Field Office. He talked about getting his start in technology and how he came to a career in federal law enforcement investigating financial crimes such as fraud. He urged students to do their research before choosing a major and to work internships while maintaining good grades during college for an advantage in the job market after graduation. Catie Workman ’24 commented that the talk made an impression on her. “I hadn’t considered how important it is to work an internship before you apply for jobs,” she said. “He also made it sound appealing to work for the government.” In January, students heard from Nan (Kohnen) Cahall ’82, the district director for Senator Rob Portman of Ohio. She was joined by Frank Charlton ’03, a sound engineer, who described the trajectory that landed him a job designing wireless home sound systems with Sonos.
Nan (Kohnen) Cahall ’82
“The opportunity to hear from professionals in the field allows students to see the many possibilities available to them,” shares Dr. Nick Accrocco, Summit’s college counseling director. “It’s a great way to inspire our students.”
The last session of Career Talks for school year 2021-22 will bring primary care physician Roshni Shetty MD ’90, and international business executive Brad Fry, a Summit parent, to campus. In past years, speakers have included such notable alumni as Adam Dalia ’06, assistant professor at Harvard Medical School and director of perioperative echocardiography at the Massachusetts General Hospital; Christina Ng ’07, senior producer for Diane Sawyer at ABC News; Melissa Daniell ’08, music creative & production at Netflix; and Mike Daly ’96, assistant general manager of the Texas Rangers.
Elizabeth (Tondow) Jones ’93
Breaking the Office Code ALUMNI, SUBMIT YOUR NEWS Alumni, if you have career accomplishments or personal announcements to share, let us know! summitcds.org/ submityournews Where are Class Notes? Class Notes are now entirely online! Go to the Alumni section of The Summit website and click on Alumni News for the latest updates on your classmates.
Mrs. Elizabeth (Tondow) Jones ’93 kicked off Career Talks in September. The author of “Code of Clothes: A Modern Guide to Catapult Your Confidence, Credibility and Career” and founder/CEO of Code of Clothes, Mrs. Jones didn’t speak in detail about her career per se, but had some professional advice, nonetheless. “She talked about how to dress professionally in the workplace and the dos and don’ts of dressing for a job or school interview,” remembers Keenan Schomburger ’22. “One thing I took away from her talk is to always overdress instead of underdress, but it’s best to research the culture of the company and dress to fit in. She also talked about the importance of body language. Sit openly, face the person you’re speaking with and make eye contact.”
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High Achiever Gets Her Start at The Summit By Tanya Bricking Leach Having traveled and lived all over the world, attorney Alicia Bond-Lewis ’97 finds that her ties to Cincinnati keep tugging her back to the places that shaped her — including right here. The Summit lifer came back to campus in 2011 to marry Dr. Christopher Lewis in the chapel. Sometimes, her professional ties have brought her back to The Summit, including when she won an alumni award in 2012. And her memory brings her back to campus every time she finishes a book. She thinks of Pat Kelly, an English teacher who kept a list of every book he ever read. 52
Spring Magazine 2022
“He would update it every year and hand it out to the students,” she recalls. “I just have this passion for reading. Even now, I look back each year to figure out, ‘How many books did I read?’ I’m never going to get to where he was. But that was very formidable for me. It prepared me for my career.” From Pupil to Partner Bond-Lewis’s journey to becoming a partner at Cincinnati’s Dinsmore & Shohl law firm is a path she can trace back to Grandin Road and The Summit’s mission of educating leaders of character.
From here, she went on to Missouri, where she double majored in political science and Spanish at Washington University in St. Louis (2001). Then, for two years, she served in Washington, D.C., as an adviser for women in the U.S. Congress as part of an organization then known as Women’s Policy, Inc., before she went on to law school at the University of Denver (2006). She started her legal career in New York, working as a legal intern at the United Nations Secretariat and later lived abroad where she was able to use her Spanish vocabulary in Spain, Chile and Argentina. Her love of language started with seventhgrade Spanish class at The Summit. “You never know when your language skills are going to come back in, when you’re going to need them,” she says. “Part of my work with Dinsmore was working as a prosecutor for the city of Blue Ash, one of the municipalities that we represent. If we had Spanish-speaking defendants who needed assistance before we could give them a translator, I was able to communicate with them and explain their rights.” A Passion for Children Everything Bond-Lewis ever really needed to know doesn’t fall far from her formative years here, either. She still remembers the values community service taught her in high school. “I worked at Beech Acres Parenting Center,” she recalls of one summer in the 1990s. “It helped spark my passion for children. That’s been a continual theme throughout my life and with my community involvement.” She’s been on the board of March of Dimes and is a trustee at Cincinnati Children’s Hospital. She’s on the board of United Way. She’s helping to run a community initiative geared toward making children in Cincinnati the most
thriving in the nation. A few years ago, she was named one of Cincinnati’s “Forty under 40.” She’s a wife and mother of two girls. She’s been part of several leadership programs, and she was part of Cincinnati Mayor John Cranley’s economic development reform panel. “I’m continuing to fulfill my purpose and continuing to evolve just as a person to have an impact on the people around me and the community I live in,” she says. A Cincinnatian at Heart Today, Bond-Lewis, 42, is part of her firm’s commercial litigation practice. She regularly represents banks and other financial institutions in federal and state courts. While at Dinsmore, she has served as the prosecutor for the City of Blue Ash and the Village of Silverton. She is cochair of her firm’s recruiting committee and is dedicated to creating an inclusive community. “No matter what I’m doing, I try to make sure there’s that touch of inclusivity,” she says. “Whether it’s within Dinsmore, where I’ve helped to create a pro-bono partnership with our African American Chamber of Commerce, or just making sure others have opportunity. I think that just goes back to the values that come from Summit.” She’s also a foodie who loves cooking, yoga, hiking, exploring and learning more about the Queen City that keeps her grounded. “I enjoyed living in a variety of big cities,” she says. “It was great for where I was in life. But now I enjoy being back in Cincinnati with the family, and just the quality of life that you can have here. We have so much going on here — our thriving arts community, our foodie town, just that urban feel that’s been cultivated. You’ve got the best of both worlds.”
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2021 College-Aged Alumni Survey Every four years, The Summit surveys its most recent graduates to learn how our program prepared them for college life. We use a survey tool available from the National Association of Independent Schools and compare our graduates’ responses to a benchmark of their independent school peers.
Responses from Classes of 2018, 2019, 2020 & 2021
93%
92%
90%
88%
The Summit prepared me “Very Well” or “Well” for college. Benchmark: 88%.
Yes, I would recommend The Summit to others.
My collaboration skills are “Well Above” or “Above” average compared to my college peers. Benchmark: 83%.
My overall academic ability is “Well Above” or “Above” average compared to my college peers. Benchmark: 75%.
SUPERIOR SKILLS I am "Very well" or "Well" prepared when comparing myself to my college peers.
SUMMIT ADVANTAGES What were the most valuable aspects of your Summit experience?
Reading and comprehension 93% Benchmark: 90% History 88% Benchmark: 84% Science 86% Benchmark: 78% Writing 84% Benchmark: 74% Math 78% Benchmark: 71% Interpreting math/science concepts 78% Benchmark: 72%
Conducting research 76% Benchmark: 73%
I’m attending my first-choice college.
My abilities are “Well Above” or “Above” average when comparing myself to my college peers. Writing 92% Benchmark: 86% Analysis 85% Benchmark: 79% Study and organization 83% Benchmark: 74%
Summit
Benchmark
My college choice is the right match for me.
Leadership 79% Benchmark: 74%
87%
83%
Summit
Benchmark
Self-confidence 73% Benchmark: 64% Public speaking 72% Benchmark: 67% 54
Spring Magazine 2022
In Memory: Jaden Woodard ’18 The Summit community grieved the loss of young alumnus Jaden Woodard ’18, who passed away on September 12, 2021, at the age of 21. He was the oldest of four siblings belonging to Betty and Chris Woodard. At the time of his passing, he was a senior at The Ohio State University Fisher College of Business. Jaden had a heart transplant just before enrolling as a freshman at The Summit in 2014. Though he was new to the school, fellow students, teachers and parents rallied to support him and his family. Jaden became an active member of our school community, beloved by all who knew him. The Woodard Family is closely tied to The Summit. Betty is an educational assistant in the Montessori program and leads our Extended Day Program. Jaden’s sister Bry graduated in 2021 and his other sisters are still enrolled: Aniya ’22 and Sasha ’26. You can find Chris in the stands whenever the girls are competing. We give thanks to God for Jaden’s life here on earth and the promise of eternal joy and peace in the afterlife.
In Memory: Mr. Bob Gorey Retired Upper School Science Teacher and Schilderink Chair for Distinguished Teaching The entire Summit community mourned the loss of Mr. Bob Gorey, who passed away on December 14, 2021. Mr. Gorey had a fire in the belly for teaching and learning. Biology was his area of content expertise, but he was knowledgeable on a wide variety of subjects. He recognized that the effectiveness of a teacher starts with the personal relationship he established with his students. They knew that he cared about them, and those relationships endured long after his students graduated. Mr. Gorey served as the rock of stability in the science department over the 39 years he was there. In 2001 he was awarded the Schilderink Chair for Distinguished Teaching, the highest honor a teacher can receive at The Summit. His students have fond memories of the trips he organized as part of the Adventure Club – trips not only for Upper School students, but for Middle School students as well. He took them skiing, caving, gem hunting, Indian burial mound exploring, etc. The kids had fun and didn’t realize they were learning at the same time. When we say we offer a personalized education, Mr. Gorey is the shining example of that. All of us at The Summit are grateful for his years of faithful service. In an outpouring of love, dozens of Summit alumni shared memories of their former teacher, describing him as “one of the best,” “the reason we came to The Summit” and “an exceptional educator.” Others said he was instrumental in their personal development during key years of their youth.
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Leaders of Character Start Here
The Summit Country Day School invites you to join students from all over the tri-state area for our summer offerings. Programming for ages 3 through high school.
Check out all of our summer offerings at
summitcds.org/summer
