Reading at Trinity... and Beyond
Volume 22 • Fall 2012
Jessica Masanotti, Trinity Voice
I
t all started when I ventured out to Jamie’s Courtyard to catch up with our middle schoolers at lunch. I walked up to a table of eighth-grade girls as they talked. Expecting to hear gabbing about Justin Bieber, boys or fashion, I was immediately struck by the actual conversation happening at the table. The topic commanding their attention was not “girl talk”, but a discussion over their class reading of To Kill a Mockingbird. In fact, the impact of the reading has eighth-graders Anna Low and Oriana Cardarelli now considering the path to become lawyers.
...and whoever does the reading, talking and thinking is doing the learning. - Emily Rietz, MS Language Arts As I sat at the lunch table, I reflected on my own middle school years. I cannot remember ever having a deep discussion with friends that was so focused, intentional and uninitiated by a teacher. Now in my fifth year at Trinity, I find myself constantly, though not surprisingly, impressed with our students. That tenacity and excitement for learning, seen in our students, is a direct reflection of the commitment of our exceptional teachers and the student-centered model they use in the classroom each day. Before Trinity was founded, a group of educators gathered with a common vision for a school that could break out of the traditional teacher-focused model of teaching and adopt one of hands-on, experiential learning where students not only see and hear, but do - participating in and building their own knowledge. Reader’s and Writer’s Workshop have been the backbones of our language arts program since 2000. Studentcentered, differentiated instruction is the norm as we
aim to produce proficient, enthusiastic readers and writers. Using curriculum units of study from the Teachers College Reading & Writing Project (Columbia University), our students immerse themselves in “just right” books and write stories from the heart of their own experiences and noticings. Reader’s Workshop helps our children at Trinity develop strong reading skills through the use of a mini-lesson, read aloud, independent & paired reading and literature response. Providing a supportive environment, Reader’s Workshop involves students in authentic reading experiences that focus on the strengths and needs of the individual reader.
Reader’s Workshop in Lower School Our second-grade classes recently launched their unit of study, Characters Face Bigger Challenges. This unit focuses on helping students read their books in ways to support comprehension and engagement with the story’s characters, pushing students to think outside the text. To begin this unit, our students reviewed the basic story elements and got to know their characters by identifying their physical attributes.
Top: Fifth-grader Alaijah Hoskins reads to her second-grade book buddy Caroline Damesek. Bottom: Ms. Lynah leads her second-grade class in a mini-lesson about how readers visualize their text.
“We had a class discussion about how we don’t befriend people because of what they look like,” explained Second-grade Teacher Ms. Liz Lynah. “We get to know our characters first, just like we do with our friends. After the lesson, one of my students said Of course we don’t judge our friends by what they look like, we go to Trinity!” (continued on page 3)
In this issue... > Exceptional, Beyond Our Walls > What is the Trinity Fund?
> Learning by Doing - Q & A
> Alumni News & Notes
> Math Innovations at Trinity Creating Scholars, Nurturing Spirituality and Embracing Diversity in Charlotte’s Center City
The Trinity voice
Volume 22 • FALL 2012
Exceptional,
What is the
Tom Franz, Head of School
Kellie McGregor, Annual Giving Manager
Beyond Our Walls
I just returned from the Southern Association of Independent Schools (SAIS is made up of eleven southeastern states) annual conference in Atlanta. The conference included breakout sessions focused on admission, cultural competency, development, educational law, financial aid, risk management, strategic planning, technology and trends in the independent school world. We heard keynote talks titled Leading for the Future and The Future of Schools and Schools of the Future. The sessions and keynotes were interesting and informative, and yet, I regularly leave these type of conferences feeling I have learned as much from my colleagues at other schools as I have from the formal conference events.
Episcopal school to contact the folks at Trinity to learn how to do it right.” More recently, Trinity has been visited by teachers and principals from around the city to learn more about how we teach reading and writing.
Trinity is a model for how to start an Episcopal school...contact the folks at Trinity to learn how to do it right. -Dan Heischman, Executive Director of NAES
When Trinity opened in 2000, we adopted a workshop model approach to teach reading and writing which is now considered best practice for teaching these crucial skills. Because we have been using this approach for thirteen years and have sent dozens of teachers to train in this method at Columbia’s Teachers College, we are now the experts in the Charlotte area in reading and writing. In addition to learning at conferences and Ironically, we are one of the newest schools from my colleagues, I also gain greater clarity in town, but our teachers are the most about how exceptional Trinity is in the broader experienced in this approach because we have school world from these experiences. When been doing it since our founding and we have I was attending the National Association of been blessed to have professional development Episcopal School conference for new heads funds to train teachers in the premier program. last year, Dan Heischman, the Executive Thank you to all the founders who put this Director of NAES, interrupted me when I school together in such extraordinary fashion started describing Trinity to say something and to all who have supported the school like, “I know all about Trinity because we financially in order for us to provide the best were involved during the early stages of the development of the school. Trinity is a model training for the best teachers in Charlotte! for how to start an Episcopal school, and we regularly tell groups who are planning a new
Subject of Research
Trinity Fund
Created by the Board of Trustees, Trinity Episcopal School’s Trinity Fund, formerly known as the Annual Fund, provides annual operating support to the entire school community. The Trinity Fund makes the difference between having a mission statement and being able to live out our mission. Without the Trinity Fund, we would not be able to give financial aid to the nearly 30% of the students who receive it and our teachers would not have the professional development opportunities that allow them to bring the most effective and innovative ideas into our classrooms. Each year, we ask parents, grandparents, trustees, faculty, staff and friends of the School to make a tax-deductible contribution to the Trinity Fund. Unlike a capital campaign, contributions to the Trinity Fund are used to meet the immediate needs of the School. We are fortunate to have such a generous and giving school community. In addition to being central to Trinity’s culture of giving, participation in the Trinity Fund sends a message to others in our community that we believe fully in the mission of our School and that we wholeheartedly support our students and our teachers with our financial investment. When our staff and volunteers go out into the community to seek financial support from others, we want to say that 100% of our parents, trustees and faculty/staff support what we do and that we are not asking anyone to do something that we ourselves are not doing first. This year, we have shortened our pledge phase to six weeks, wrapping up on November 16th. For those of you who gave last year, we thank you. We hope you consider supporting the Trinity Fund this year and help us reach our $415,000 goal. For your convenience, you can reply with the enclosed pledge envelope or on the ‘Ways to Give’ page at www.TEScharlotte.org. Because Trinity Fund dollars are used in the school year in which they are given, all payments are due on or by June 1.
Chris Weiss, Head of Lower School
Math Professional Development with Curriculum Authors Two years ago a group of teachers and the academic dean began to research math curriculum for the middle school and chose to pilot a relatively new curriculum titled Math Innovations. The following year when the program was officially adopted in grades 5-7, our teachers had the unique opportunity to train directly with one of the authors, Dr. Linda Sheffield, Regents Professor Emerita of Mathematics Education and Gifted Education at Northern Kentucky University. Shortly thereafter we were asked to participate in a 3-year integration and efficacy study via a partnership with the other key author, Dr. Kathy Gavin, Associate Professor of Mathematics and Gifted and Talented Education at University of Connecticut and sponsored by the publisher Kendall Hunt. Trinity, which is in the middle of the second full year of the study, is one of only 10 schools nationally involved in the study.
As part of the study our fifth-grade teachers, Ms. Monica Charlton and Mr. Jay Masanotti, along with our Middle School math team, Mrs. Lilla Clark, Mrs. Linda Castillo and Mr. Josh Thornton, have been able to take advantage of training directly with the authors (three of them spent part of their summer at UConn), as well as sustain direct communications with them when they or their students are faced with questions or challenges. In addition, the authors have helped with long-term planning of the curriculum for Trinity. This partnership has proved extremely beneficial to our students as they delve into this new work.
speaking and writing. Students are required to provide evidence of how they solved the problem AND be able to explain the reasoning behind it.
When asked about her observations of the curriculum over the past two years, Mrs. Clark pointed out the Math Innovations is a coherent, researched and fieldbenefits she is already seeing. “Math Innovations tested curriculum that is aligned to the Common strengthens the foundations of mathematics, while Core State Standards (CCSS) for Mathematics. Its encouraging students to learn how to explain the ways enhanced content encourages students to go beyond they solve the problems,” she said. “The questions mathematical proficiency, to think and communicate posed through this curriculum are leading them to like mathematicians. Math Innovations reflects the know what questions to ask next and further explore CCSS goals, latest research and teaching practices that their mathematical curiosity.” help students gain a richer and deeper understanding As Mrs. Castillo also noted, “What I like about of mathematics. Using a constructivist model for this curriculum is it is a great bridge between our instruction, students are able to build their own understanding around key mathematical concepts and K-5 program (Investigations in Number, Data, and balance those with the learning and practice of strong Space) and standardized high school courses. Math Innovations asks students to use logic and that will... foundational skills. An important emphasis of this (continued on page 3) program is mathematical communication through
The Trinity voice
Volume 22 • FALL 2012
Subject of Research(continued) Learning by Doing benefit them in all types of academics as researchers in their field, not just here, but in a number of and work in the future.” Teachers are seeing parents more involved too because they are intrigued by the methods behind Math Innovations. Particularly in the sixth grade, Mrs. Castillo has been thrilled to discover a group of parents who have a great enthusiasm for the math lessons (see Q & A with the McRaes) coming out of her classroom. “What’s truly exciting about this study is the opportunity to work directly with Dr. Gavin and Dr.
Sheffield, who have visited our school on several occasions to work with teachers, observe and talk to students, and consult with us on the K-8 scope and sequence of our mathematics program. They have consistently commented on the great mathematical knowledge and teaching talent of our teachers and the high-level abilities of our academically diverse student body,” commented Chris Weiss, Head of Lower School. “Both professors are well-respected
international countries, including Korea, Japan, and Singapore. Their feedback and observations are priceless and affirm the teaching and learning philosophy and practice the School has implemented since its founding.” At the study’s conclusion, we we will have research data about the program’s effectiveness with our students, substantial professional development for our teachers, and a carefully planned implementation model for grades 5-8. One additional benefit we hope to see as a result of this study, is an even greater number of students who continue with advanced mathematical courses after graduation. Success in Algebra, whether in Gr. 8 or high school, is key for our students as they matriculate to high school. Enjoying the subject and feeling confident as problem-solvers has always been a goal at Trinity; being a part of this study is allowing us to make that happen even more.
Reading at Trinity (continued) From the physical, the students then begin to identify how their characters act, how they speak and how the narrator describes them. Students learn to recognize when their characters face challenges, analyzing their reactions and how those reactions play into the book’s meaning. As they learn to think critically about their books, students begin developing the habit of supporting their ideas with text-based evidence.
Workshop Continues in Middle School In middle school, the workshop approach to literacy continues in language arts classes as students grow and maintain an independent reading and writing life. “In the end, my hope for our students is that they leave their K-8 workshop experience knowing that reading and writing is the work of life - that reading shows us who we want to be and teaches us how to live well in community,” said MS Language Arts Teacher Emily Rietz. The Reader’s Workshop model moves the teacher from lecturing at the front of the room and allows for large chunks of dedicated, engaged reading time, giving the teacher the opportunity to evaluate each individual reader and help them set personal goals that are rigorous, but within reach. Rietz explains, “Workshop allows for students to have more time than the teacher at reading, talking and thinking...and whoever does the reading, talking and thinking is doing the learning.” Roaming the middle school hallway on the third floor, we asked our middle schoolers “Why Reader’s Workshop?” One student in particular said it best, “Reader’s Workshop showed me a new way of thinking about books. It
Interviewed by Jessica Masanotti
One Family’s Journey Through Math Innovations
The McRaes have been a part of the TES family since 2009. Malik McRae entered sixth-grade this year and like most middle schoolers, was struck by the fast-pace and larger workload. Here’s how they have navigated through our math curriculum:
Q: So Khalid, you’ve had a pretty unique experience with our MS math curriculum... You actually do the homework? A: Yeah I do - it evolved because with children and math, no matter how many times you explain it, they’ll say “I don’t get it” over and over. Instead of getting frustrated with Malik when he would say “I don’t get it” or “I’m just not good at math”, I wanted to understand how he was doing it. I figured the best way for me to understand was to let Malik do his homework and I would DO the homework as well. We’d come back together afterwards and compare our answers, discussing if they differed and why. If he can tell me that my answers are wrong and why, that’s the best indicator that he has a good grasp on the material. Q: Malik, what do you think about your dad doing your math homework too? A: It was weird at first, but I like it now because it’s really helped me understand the things I was missing or getting wrong on homework or my tests. I feel like things are clicking now. Q: Khalid, so what are your thoughts on Trinity’s math curriculum now that you’ve “experienced” it firsthand? A: You always wonder how things are going to work out in the end and I’ll tell you, I’m very excited about the way that Trinity approaches the child and their education. I see, having been at the grassroots level of the math work in particular, that it does work. Having completed higher level, complex math while studying engineering, I would have greatly benefitted from learning the Trinity way of learning. I was always good in math, but I think I would have had a higher level of success if I learned the way Malik is learning now. I’m not looking for 100’s or unattainable perfection with Malik and Jasmine (TES second-grader), all I expect is growth and understanding, taking the time to learn the process.
motivates me to read. Now I read because it’s part of my outside fun activities, not because I have to.” Just then, other students chimed in, “We learn to do by doing, not being told.” “We read because we want to, not because we are forced to.”
“What we do in here, will fill the streets - Passion Band out there.” In the past eight years, more than 600 public and private schools from around the country have adopted the Reader’s and Writer’s Workshop model. Trinity has successfully implemented the workshop model for the last thirteen years, thus being identified as experts in the field. Made possible by annual donations to the Trinity Fund, each year Trinity has sent numerous teachers to attend Columbia University’s Reader’s and Writer’s Summer Institutes. Our teachers bring back the latest research and trends to share with our School community and with our fellow educators in the Carolinas. As stewards in our Trinity community and in our city, we have offered to share the knowledge and expertise gained over the years. Trinity faculty have shared their expertise by leading workshops in Charlotte and beyond. Ms. Lynah recently presented on technology and literacy with her workshop “Revamping Literacy Instruction with iPads in Early Elementary Classrooms” at the Palmetto Reading Council’s September meeting in Rock Hill, SC. She showed how Trinity uses technology in the classroom as a way to support her teaching and her students’ learning. Fourth-grade Teacher Joann York personally worked alongside Lucy Calkins, Founder and Director of the Teachers College Reading and Writing Project, for years. York participated in leadership groups while attending graduate school at Columbia University in 2002 and worked full time with The Reading and Writing
Project in 2005. “Mrs. York joined Trinity’s faculty in 2010 and has been an extremely valuable resource as she has enriched the reading and writing lives of our fourth-graders and has led Reader’s Workshop coaching sessions for our teachers,” said Chris Weiss, Head of Lower School. “The reason workshop is so powerful is that its very structure presents the opportunity for students to learn where they are, while allowing our teachers to guide them through processes that get them where they need to go and be successful,” said York. Ms. Rietz has co-led multiple workshop sessions at the North Carolina Association of Independent Schools (NCAIS) annual conference. Titled “Ready, Set, Read - Life in the Reading Workshop”, Rietz presented the philosophy behind a typical Reader’s Workshop for North Carolina teachers. Our work around Reader’s and Writer’s Workshop continues each day. Trinity takes best practices seriously and enables teachers to spend dedicated time on these components of our curriculum rather than an overabundance of busy-work. As our teachers work to support each individual growing reader, our students are challenged to know themselves as readers, to set personal goals for success and to think deeply, beyond the text. From a simple conversation overheard at the lunch table, I’m convinced our students DO think beyond the text...beyond the text of their own stories. I know they will take those stories beyond our hallways at Trinity Episcopal School and those stories will impact the world around them.
2012-13 Board of Trustees The Honorable David C. Keesler, Chair Philip C. Colaco, Treasurer Elizabeth G. Hobbs, Secretary Robert J. Miller, Past Chair Robert R. Anders, Jr. The Reverend Kevin Brown Ann Blakeney Clark Mary Anne Dickson Martha M. Eubank John F. FitzHugh Claudia F. Heath Elizabeth O. Kiser Albert P. Lindemann III Debra Plousha Moore Anna S. Nelson Joseph W. Pitt, Jr. S. Woods Potts T. Edmund Rast, Trustee Emeritus Stoney D. Sellars Caroline M. Stoneman David R. Tate Frank Toliver, Jr. Ex Officio Thomas J. Franz, Head of School Jessica Solis-Ritchey, PA President
The Trinity Voice is a publication of Contact the Advancement and Communications Office for more information Trinity Episcopal School or to update mailing information. 750 E. 9th Street Trinity Episcopal School admits students of any race, color, religion, national and ethnic Charlotte, NC 28202-3102 origin to all the rights, privileges, programs and activities generally accorded or made Telephone 704. 358. 8101 available to students at the school. It does not discriminate on the basis of race, color, religion, national and ethnic origin in administration of its educational policies, admissions Facsimile 704. 358. 9908 policies, scholarship and loan programs, and athletic and other school-administered www.TEScharlotte.org programs.
Trinity Alumni - News & Notes Gracie Beard (‘04), graduated from the University of North Carolina - Chapel Hill in the Spring and is currently teaching Kindergarten at Memphis College Prep Elementary School in Tennessee. Gracie is a member of the Teach for America Corps and completed her TFA traning this summer.
Beatrice Keyzer-Pollard (‘12), freshman at Providence Day School, performed as the Sea Captain, an officer and the priest in the school’s production of William Shakespeare’s Twelfth Night.
Cameron Little (‘10), junior at St. Mary’s School in Raleigh, recently placed first in the conference golf tournament. Emma Brown (‘11), sophomore at Providence Day School, placed fifth and earned all-state in the North Carolina Independent School State Championships for the 5000m race. Jack Matkins (‘09), senior at Myers Park High School, was elected president of the National Junior Honor Society at MPHS. Grace Bryant (‘09), senior at Charlotte Latin School, won a Gold Key for her mixed media project in the 2012 Scholastic Catherine Salisbury (‘08), college freshman at the University Art and Writing Awards competition. Bryant also served as the assistant coach for the Trinity girls volleyball team this fall. of North Carlolina School of the Arts, was chosen to paint the set of a fourth-year film set. She was also chosen to design the movie’s logo and branding. Marissa Duck (‘10), junior at North Lincoln High School, was chosen to model on various fashion runways such as the 2012 Andy Smithey (‘12), freshman at St. Mary’s School in Raleigh, Charlotte Seen Fashion Week and most recently, the Pink Soles Fashion Event, benefiting Susan G. Komen for the Cure. was elected freshmen class president. Andy will plan and Duck is hoping to continue pursuing modeling and the fashion organize events, run weekly meetings and represent her class in St. Mary’s student government. industry in the future. Beth Thompson (‘04), graduated from the School of Matthias Farley (‘07), sophomore at Notre Dame, has been making headlines as the starting free safety for the #3 ranked Journalism and Mass Communications at the University of North Carolina - Chapel Hill in May. She is currently working as Notre Dame football team. As one of 12 candidates for the a Corporate Communications Intern at Carolinas HealthCare free safety position, Farley quickly made his way to the #1 spot this season. Beyond football, Farley is currently studying System. film, television and theater in the College of Arts and Letters. Mills Whiting (‘11), sophomore at McCallie School in Tennessee, was recently inducted into TEPS, an honorary Alexis Giger (‘09), senior at Charlotte Latin School, recently service organization for students who demonstrate spirit, launched a blog, Ecouturier (www.ecouturieracg.wordpress. service and leadership. com) where she writes about reducing your environmental impact fashionably with DIY tutorials and more. Ross Winston (‘11), sophomore at Woodberry Forest School, was elected co-captain of the school’s Academic Team this Jackson Hill (‘12), freshman at Nauset High School in year. Massachusetts, was placed on the JV soccer team, but after his performance in the preseason, Hill was moved to the varsity soccer team. Send your alumni news & notes to Alumni Relations Manager Jessica Masanotti at jbmasanotti@tescharlotte.org or on our Website, www.TEScharlotte.org/tesalumni.
Upcoming Events
Nonprofit Org. US Postage
MS Musical: Alice in Wonderland, Jr.
November 9-10, 7pm, Florence B. Gunn Theater
All-School Oyster Roast
Saturday, November 17, 6:3010:30pm, Jamie’s Courtyard
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750 E. 9th Street Charlotte, NC 28202-3102 Telephone 704. 358. 8101 Facsimile 704. 358. 9908 www.tescharlotte.org Address Correction Requested
Fall Book Fair
November 13-16 (various times)
Band & Strings concert
Tuesday, December 11, 6:30pm, First United Methodist Church
Chapel: Lessons & Carols
Friday, December 21, 2pm, Gymnasium
Alumni Talk Back
Friday, December 21, 3:30pm
ALUMNI HOLIDAY REUNION
Friday, December 21, 4:30-6:30pm
Family chapel/Epiphany
Friday, January 11, 8am
freedom fete w/Guest Tim Wise, author of White like me
Thursday, January 17, 6:45pm
Creating Scholars, Nurturing Spirituality and Embracing Diversity in Charlotte’s Center City