Flourish Magazine | Spring 2019 by Trinity School

flourish

SPRING 2019

Mission Statement Trinity School creates a community of learners in a diverse and distinctly elementary-only environment, in which each child develops the knowledge, skills, and character to achieve his or her unique potential as a responsible, productive, and compassionate member of the School and greater community.

Non-Discriminatory Statement Trinity School does not discriminate based on race, color, gender, religion or creed, national or ethnic origin, sexual orientation, or family composition in the administration of our admission and educational policies, in the extension of financial assistance, or other schooladministered programs.

On the Cover Pre-K student McKinley is pictured with Sixth Grader Mackenna after the two read excerpts from civil rights literature in front of the entire student body at a Trinity Together Time celebrating the life and achievements of Martin Luther King Jr. To support Trinity School, please contact: Margaret Douglas Director of Advancement 404-240-9446 | mdouglas@trinityatl.org trinityatl.org/give Please send address changes to: changeofaddress@trinityatl.org Comments? Contact the editor at: nfash@trinityatl.org

Program and Pedagogy Pillars Celebrating the present and preparing our students for the future within a nurturing and caring educational environment, we: • Cherish Childhood Provide joyful experiences that include play- and passion-based learning Ensure developmentally appropriate experiences Design experiences around what is important in the life of a child • Deepen Students’ Educational Experience Develop creative and critical thinking and questioning skills Value both process and product of learning Connect learning vertically, horizontally, cross-curricularly, and globally • Empower Students in Their Learning Foster a growth mindset Cultivate voice, choice, and self-reflection Promote leadership

So that our students: • Build Academic Foundation Establish proficiency in essential knowledge and skills Embrace diverse experiences of a well-rounded education • Develop Character Foundation Exhibit ethical skills, habits, and attitudes of empathy, integrity, and respect Demonstrate performance skills, habits, and attitudes of accountability, persistence, and resilience • Exhibit Continued Curiosity, Creativity, and Confidence Imagine, discover, and experiment independently and collaboratively Adapt to new situations and a changing world

Leadership Team Joe Marshall, Head of School Ken Bomar, Director of Finance Brad Brown, Director of Admissions Margaret Douglas, Director of Advancement Nicole Fash, Director of Marketing and Communications Jill Gough, Director of Teaching and Learning Reginald Haley, Director of Operations Rhonda Mitchell, Early Elementary Division Head Jeff Morrison, Director of Education Technology Ginny Perkinson, Assistant to the Head of School Sarah Barton Thomas, Upper Elementary Division Head Kayleen Whitmer, Director of Extended Programs

2018–2019 Board of Trustees Bill Jordan, Chairman Matt Bartelt Mark Bell ’88 Robert Campbell Jason Chambers ’89 Elena Chang Susan Churchill Richard Courts Robert Cunningham Chris Gabriel David Genova Scott Hawkins Anne Hennessy Florida Huff ’79 Molly Jamieson Jenny Latz Tish McDonald Brand Morgan Charlie Ogburn Leslie Patterson Veena Reddy Tina Roddenbery John Shepard ’68 Farah Spainhour Ann Speer Mary Watson Ellen Wiley

Contents 4

Features

News

Letter from the Head of School

Trinity School Wins 2019 Top Workplace Award Trinity has been recognized as a Top Workplace by The Atlanta Journal-Constitution.

Faculty and Staﬀ Milestones Enjoy this new section that celebrates the personal milestones of our faculty and staﬀ.

Highlights 12

Trinity Tidbits Read highlights from the fall at Trinity and learn about the expertise of our faculty and staﬀ as they lead professional development around the country.

Trinity Traditions Take a peek at the recent traditions that reinforce Trinity’s identity, curriculum, and values.

A musical path to better language acquisition and literacy skills Explore the rich connection between music and improved literacy skills.

Exploring science at Trinity Trinity’s science program instills confidence and a sense of wonder in our students.

Pantry Pals: Empowering the young service learner Students and teachers discover the true meaning of service learning.

Leading learners to level up Learning progressions provide diﬀerent pathways for students to reach or surpass their learning targets.

Lights, camera, action! The spotlight is put on TTV, a highlight of the Sixth Grade leadership year.

Spotlight on Art 2019 Celebrate with us as we look back at Spotlight on Art throughout the 2018–19 school year.

Alumni 50

The ABCs of self-regulation Learn about how to help children develop the self-regulation skills they need to flourish.

Young alums have passion for service work Age is not a factor for three alums who have a passion for serving others and making a diﬀerence in the world.

Coding: It’s not child’s play Coding Blue-Bots helps students uncover rich mathematics and provides context for the standards for mathematical practice.

Flexible seating empowers students Flexible seating allows students to be more in control of their educational environment so that they maximize their learning ability.

Alumni Events Alumni events throughout the 2018–19 school year are featured in this fun spread.

56 Class Notes

Editor

Contributing Writers

Photographers

Nicole Fash

Nicole Fash Jill Gough Marsha Harris Joe Marshall Rhonda Mitchell Khette Plyler Abbie Shaw Phyllis Sommer Rebecca Stewart Paul Ward

Michie Turpin Paul Ward

Art Director and Design Cheryl Beverly, Ridge Creative, Inc.

Associate Editor Margaret Douglas

Flourish magazine is published bi-annually by the communications department at Trinity School and mailed to parents, alumni, grandparents, and friends of Trinity. 3

Head of School Joe Marshall, Upper Elementary Division Head Sarah Barton Thomas, Early Elementary Division Head Rhonda Mitchell, and Stripes the Tiger teach the entire school a new dance at a Trinity Together Time.

Dear Trinity Community, Every five years, Trinity seeks re-accreditation through SAIS (Southern Association of Independent Schools). One of their key criterion of school success is evidence of a school’s commitment to continuous improvement. I am sure you’ll agree that a distinguishing quality of Trinity is that we never rest on our success and always strive to further hone and enhance our program and each student’s educational experience. We are also committed to our teachers and their lifelong learning. We pride ourselves on being a preeminent elementary school committed to innovation and time-tested best practices in education. While continuous evaluation and future enhancement are vital to any school, it’s also important to celebrate the present and the joyous, meaningful learning our students experience every day. Think of the familiar metaphor of the glass of water: Is it

half full or half empty? As we look to enhance Trinity, we focus on what can be added. Yet we also need to fully appreciate how full the glass already is! Our school mantra is, “Celebrate the present as we prepare our students for the future.” At Trinity, our glass is simultaneously overflowing as it awaits more. This issue of Flourish is dedicated to how full our glass is: celebrating the distinction of being named one of the 2019 Top Workplaces by The Atlanta Journal-Constitution, honoring important school traditions, and highlighting faculty innovations that further inspire our students as inquisitive learners. The life of an elementary school student is precious and enriched by traditions such as the Pre-K Olympics, the Early Elementary Division’s Halloween Parade, and the Fifth Grade performance of The Nutcracker. Younger students look forward to experiencing these events and older students and alumni fondly remember

when they participated in them. These traditions are important rites of passage and help students develop self-confidence as well as a sense of community belonging. In addition to the countless traditions so meaningful to our students and their parents, our faculty are eager to implement new ideas into classroom projects, activities, and teaching methods. Trinity TV, a.k.a. TTV, has become a hallmark of the Sixth Grade year, and service learning throughout the school helps our students understand individual and collective responsibility in improving our local, national, and international communities. Youâ&#x20AC;&#x2122;ll also read how learning progressions provide students a scaffolding to facilitate both deep learning and self-reflection and assessment.

continue to build upon this foundation for the next generation of our students, parents, faculty, and staff. Trinity will never rest on its laurels, yet we are ever grateful for the present and celebrate the now! Sincerely,

Joseph P. Marshall Head of School @JosephPMarshall

To me, every issue of Flourish is a celebration of Trinityâ&#x20AC;&#x2122;s past, present, and current successes. I deeply appreciate how we benefit today from the foresight, imagination, and inspiration of those who came before us at Trinity. And I hope that we

News

First Grade Lead Teacher Julianne Schaaf â&#x20AC;&#x2122;81 taps out sounds during a dictation exercise with her students Shan, Jackson, Ansley, and Clara.

Trinity School wins 2019 Top Workplace award Trinity School has been awarded a Top Workplaces 2019 honor by The Atlanta Journal-Constitution. The award is based solely on employee feedback gathered through a third-party survey administered by AJC research partner Energage, LLC. The anonymous survey measures several aspects of workplace culture, including alignment, execution, and connection, to name a few. “Top Workplaces is more than just recognition,” says Doug Claffey, CEO of Energage. “Our research shows organizations that earn the award attract better talent, experience lower turnover, and are better equipped to deliver bottomline results. Their leaders prioritize and carefully craft a healthy workplace culture that supports employee engagement.” “Trinity is not just a school; it is a community in every sense of the word,” says Head of School Joe Marshall. “Our leadership constantly desires and requests feedback from all of our teachers and

staff, and I am honored by the results of this most recent survey. The Top Workplaces award shows the world what we already know: Trinity School is a magical place for not only our students and families, but also our faculty and staff. We attract and retain the most qualified and enthusiastic teachers and staff because we are intentional about creating a dynamic and nurturing environment that promotes lifelong learning for all. At Trinity, our teachers and staff, as well as our students, flourish.” More than 4,300 companies were nominated or asked to participate in the 2019 Top Workplaces contest, and 150 companies (20 large, 55 midsize, and 75 small) were selected. Trinity placed in a top 20 spot in the “Top Midsize Workplace” category (150–499 employees). “Becoming a Top Workplace isn’t something organizations can buy,” Claffey says. “It’s an achievement organizations have worked for and a distinction that gives them a competitive advantage. It’s a big deal.”

2019

Sixth Grade Language Arts Teacher Kailynn Boomer, STEAM Integration Specialist Kate Burton, and Pre-K Assistant Teacher Kimberly Martin mingle during the Back-to-School Night Diversity Mixer.

Why Trinity School? “After graduating from college in 1993, I went to the National Physical Education Conference in Washington, DC, looking for possible P.E. openings. I met with Roie Shields, who was interviewing candidates on behalf of Trinity School. When I came down to interview and teach a lesson, I was overwhelmed by the warm welcome and caring environment that is Trinity’s hallmark. I knew this was the right place for me. And over the course of my career, I have had the privilege to work under a number of outstanding administrators that have always kept Trinity in the forefront of educational practices and have pushed our faculty and staff to pursue professional development opportunities. The reason that I have stayed at Trinity School for 26 years is simple, the people. I love the School’s quote, ‘Once a Trinity child, always a Trinity child.’ I think the same goes for faculty, staff, and parents. I have formed countless friendships that will last for a lifetime, and I am very grateful for the opportunity to teach at Trinity. My wife, Paige, and I are also proud parents of a Trinity alumnus and a current Sixth Grader.” – P.E. Teacher, Director of Outdoor Education, Sixth Grade Values Teacher, and Trinity Parent Brian Balocki | At Trinity since 1993 “I came to Trinity because I had always been impressed with the Trinity students that I interviewed as an admissions

News

director in my previous school. They exhibited confidence, academic preparation, leadership qualities, and, above all, a knowledge of self that made them unique from other applicants. Now, I love the people. There is collegiality amongst the faculty and staff, support from the parents, and the students are truly special. Furthermore, the professional development opportunities are abundant with numerous opportunities to both lead and learn.” – Director of Admissions and Enrollment Management Brad Brown | At Trinity since 2016 “I came to Trinity because I was looking for a school that provided ample professional development opportunities to help me become a better teacher and provide the most up-to-date teaching techniques. The culture here is unlike any school where I have worked; everyone is so friendly and genuinely happy to be here. I love that Trinity has a connected community and offers a collaborative approach to learning for children. It is an environment where not only children flourish, but also teachers.” – Early Learners Assistant Teacher Holly Brookshire | At Trinity since 2018 “I will never forget when Trinity alumni entered my Seventh Grade class at Westminster. They were well prepared academically, socially, and emotionally. Each Trinity kid displayed confidence as well as a strong sense of identity; they were smart, kind, and fun! When I returned to Atlanta to begin my teaching career in my early 20s, I knew I had to look at Trinity. From the moment I entered the gates, I felt invited, respected, and had a strong sense that my career would be nurtured. The

Sixth Grader Brooks and Fifth Grader Charlie enjoy the after-school Computer Construction class led by Help Desk Support Technician and Extended Programs Teacher D’Marr Sewell.

Trinity community is magical, and I love the people here. Everyone looks out for one another professionally and personally. The amount of empathy, concern, and love shared within this community is amazing. And Trinity has shaped the teacher I am today. From lots of opportunities for professional development to the mentoring from colleagues and administrators, this place has given me opportunities and a voice to grow, try new things, fail, and lead throughout the different stages of my time here. I’m not sure there are many places that provide both the professional and personal support I have found at Trinity.” – Kindergarten Lead Teacher Mary Jacob Harris | At Trinity since 2007 “I enjoy working at Trinity for many reasons, but namely for the culture of collaboration. Being able to have a lead and an assistant teacher throughout the day provides many advantages that we would not have otherwise. We are able to differentiate instruction consistently, build upon each other’s strengths, and work together to facilitate effective and engaging learning.” – Third Grade Lead Teacher Lauren McClelland | At Trinity since 2016 “Trinity’s strong reputation for excellence in education and the enthusiastic recommendations of friends and family are what brought me here. I have stayed here for 19 years because of the immediate and wonderful sense of community and positive atmosphere I feel when I am here. And, of course, it’s all about the children, watching them learn, grow, and succeed. I like feeling a part of that. Those sweet, smiling faces make my day! I enjoy the wonderful

camaraderie amongst faculty, staff, and administration. Working at an elementary school is the absolute best; it keeps you young at heart. My days at Trinity are truly treasured!” – Assistant to the Early Elementary Division Head Nancy Milner | At Trinity since 2000 “Being from Atlanta, I have always heard wonderful things about Trinity. I had many friends who attended the School and spoke very highly of their elementary school experience. I jumped at the chance to apply to work at such a special school. Today, I feel fortunate to come to work each day in a positive, supportive, and collaborative environment that focuses on educating young children in an elementary-only setting. I appreciate the School’s commitment to professional development, showing that it is just as important for employees to continue to learn and grow as it is for our students. I started at Trinity when I was very young and the Office of Advancement was very small. I have been able to grow here in my profession and have felt supported along the way. I greatly appreciate the working environment at Trinity, the families and students, the flexibility when it comes to my own family, the time off, and many other things. It also is a huge benefit for me to be able to work where my children are in school.” – Associate Director of Advancement and Trinity Parent Katie Rosengren | At Trinity since 2003 “I moved to Atlanta from Dallas, Texas. I had been teaching for 17 years, 13 in public school and the last four in private school. I didn’t really want to return to public school, and I was so happy when

Trinity offered me a position to teach Sixth Grade math. I love the community of people at Trinity, from the faculty and staff to the parents to the children who want to learn and be successful. I love that Trinity supports its teachers with wonderful staff development. I am always encouraged to be a better teacher and am given resources to help me achieve that goal. I wouldn’t teach anywhere else in Atlanta.” – Sixth Grade Math Teacher Kristi Story | At Trinity since 2005

Written by: Nicole Fash Director of Marketing and Communications

Master of Arts in Media and Cultural Studies University of Sussex, Falmer, England Bachelor of Arts in Public Relations and Spanish Shorter College At Trinity since 2016 @trinityatl @trinityschool /trinityatl

News

Faculty and Staff Milestones Join us as we celebrate the personal milestones of Trinity School’s faculty and staff in this new feature.

Fourth Grade Lead Teacher Grace Akbari married college sweetheart Austin Akbari on June 30, 2018, at Woodmont Christian Church in Nashville, Tennessee, with a reception following at the Parthenon. The couple then spent their honeymoon in Turks and Caicos Islands.

After a 12-year journey, Instructional Technology Specialist Karen Boykins received her American citizenship on March 26, 2018. A native of Capetown, South Africa, Boykins celebrated by discussing the importance of perseverance with her students. “When you set a goal and reach for your dreams, it’s the hard work and determination that matter the most,” she says. “No matter how long it takes—a month, a year, a dozen years—you can find the drive to reach the finish line.”

Second Grade Lead Teacher Sarah Hanzman and her husband, Jami, welcomed Olivia Charlotte Hanzman on November 1, 2018. She joins proud big brother Jack.

First Grade Lead Teacher Christina Tankersley and her husband, Lake, welcomed their first child, William Lake Tankersley, on April 16, 2018.

Fourth Grade Lead Teacher Brian Toth married Samantha Bell at Meadow Wood Manor in Randolph, New Jersey, on May 25, 2018. The newlyweds then spent half of their honeymoon at Walt Disney World and the other half in Belize.

Director of Extended Programs Kayleen Whitmer, her husband, Mark, and their son, Rowan, welcomed Kai Falco and angel baby Julian John on February 7, 2018.

Fourth Grade Lead Teacher Meggan Hester and her husband, Jaime, welcomed their first child, Owen Hugh Hester, on June 27, 2018.

Security Officer Justin Jackson and his wife, Joy, welcomed their first child, Jonas Russell Jackson, on December 19, 2018.

Fifth Grade Lead Teacher Laura McRae and her husband, Douglas, welcomed Lucy Walker McRae on August 24, 2018. She joins proud big brother Wales.

Pre-K Assistant Teacher Kelly Williams and her husband, Rusty, welcomed Caroline Kelly Williams on August 17, 2018. She joins proud big sister Catherine.

Highlights Trinity Tidbits Dreambox Learning takes off At the beginning of the school year, Trinity School introduced DreamBox Learning, an adaptive K-8 digital math program. This resource has been positively received by students, teachers, and parents. Dreambox supplements our nationally normed math curriculum, and Trinity Teachers use it to provide rich visuals and interactive support to deepen conceptual understanding. The program provides our students with opportunities to strengthen mathematical fluency and play with mathematical concepts and ideas. The adaptive response within DreamBox provides a learning environment that is just right for children in challenging them and providing appropriate practice.

Blooper stops by On September 4, Blooper made a special visit to Trinity School. Stopping by the second assembly of the school year, the Atlanta Braves mascot put on a show with Stripes the Tiger, mingled with Trinity students, and then went on a tour of the School with Trinityâ&#x20AC;&#x2122;s mascot.

Stripes takes Blooper on a tour of Trinity.

Dr. Reis presents at CHOA In October, Dr. Carli Reis, Trinity’s Consulting Psychologist since 2015, presented “Disruptive Behaviors in Young Children” at Children’s Healthcare of Atlanta to a group of primary-care pediatricians as part of their Continuing Medical Education (CME).

Gough leads sponsored webinar At Trinity since 2012, Director of Teaching and Learning Jill Gough co-led a webinar, “Implementing Tasks That Promote Reasoning and Problem Solving,” in October for Sixth–Twelfth Grade Math and Science Teachers that was sponsored by Texas Instruments.

Burton leads science seminar On October 12, STEAM Integration Specialist Kate Burton presented “Science for Service Learning Success” at a National Science Teachers Association area conference held in Reno, Nevada. She has been at Trinity since 2012.

FBI Ambassador Haley visits Quantico On October 23 and 24, Director of Operations Reginald Haley visited Washington, DC, with his FBI Citizens Academy alumni group to tour FBI headquarters and attend informational sessions. Haley and his fellow FBI ambassadors also spent a full day at the Marine Corps Base in Quantico, Virginia, home to the FBI Academy. They received a firsthand look at cadet training, the arms range, and forensics, and they participated in a Q&A session with local agents after touring the facilities.

Haley is pictured with fellow FBI ambassadors, including Trinity parent and Trustee Farrah Spainhour, at the entrance to the FBI Academy in Quantico, Virginia.

Highlights

Trinity welcomes award-winning author At the end of October, award-winning author Jack Gantos visited Trinity School to speak to students about his books and writing, present teacher writing workshops, and lead a Trinity Together Time. Gantos is the recipient of the prestigious Newbery Award for his novel Dead End in Norvelt. He is also the author of the Rotten Ralph series for younger children and chapter books for older children.

Gantos chats with Fourth Graders after his presentation.

Promoting literacy is key On November 13, Dr. Dipesh Navsaria presented How Promoting Literacy is Key to Early Brain and Child Development at a free parent education event offered by Trinity School. A renowned speaker, Dr. Navsaria is a primary-care pediatrician who works extensively with the American Academy of Pediatrics and an associate professor of pediatrics at the University of Wisconsin School of Medicine and Public Health. He discussed the importance of a high-quality preschool and elementary education for children’s cognitive and social-emotional foundation. According to Dr. Navsaria, “The interactive influences of genes and experience literally shape the architecture of the developing brain. Reading is the fundamental skill of learning.”

Navsaria uses the book Where the Wild Things Are in his presentation on early childhood literacy.

Cahill leads P.E. professional development Trinity P.E. Teacher Justin Cahill, a 12-year veteran faculty member, led two professional development sessions at the 81st annual New York State Association for Health, Physical Education, Recreation and Dance Conference held November 15–18 in Verona, New York. Cahill, who manages an online community focused on “Keeping Kids in Motion,” presented Instant Activities—exploring a wide range of ways to get students moving as soon as they enter the gym—and Keeping Kids in Motion by Keeping Fitness Fun!—providing fun, dynamic, and challenging ways to keep kids moving throughout their P.E. class as well as throughout the day. In addition, he served as a guest judge for an event called “Mission Impossible,” in which four teams were assigned an arbitrary grouping of equipment and had 10 minutes to prepare a two-minute presentation on an activity using all of the equipment.

Holden enlightens peers on air and at GAEYC Early Education Math Specialist Becky Holden, who joined the Trinity faculty in 2015, led a class on “Mathematizing Our Read-Alouds” at the Georgia Association for the Education of Young Children (GAEYC) annual conference held in Alpharetta, Georgia, on October 5 and 6. Her presentation focused on how young students come to understand numbers by having numerous experiences with them and how context, through literature, lets them know what numbers represent and how they relate to each other. In December, Holden was featured on “The 10-Minute Teacher Show,” a five-day-a-week podcast hosted by educator and author Vicki Davis, creator of Cool Cat Teacher blog. Holden discussed best practices in formative assessment in Kindergarten, from notetaking on how knowledge is forming as students are learning to the importance of understanding a child’s learning path.

New flexible furniture in the MPR Thanks to the generosity of the Trinity School Parents’ Association, the School’s Multi-Purpose Room was outfitted with flexible new furniture during the summer of 2018. Students and teachers alike enjoy using the comfortable seating and tables that provide all learners with the ability to configure different learning spaces as they converse, collaborate, and create as well as spread out for individual work. Sixth Graders enjoy utilizing the new furniture in the Multi-Purpose Room as they determine what values are important to them as a leader during Values class.

Highlights

Gangarosa celebrates 12 years of the Georgia Youth Choir Second–Fourth Grade Music Teacher Alyssa Gangarosa co-founded the prestigious Georgia Youth Choir in 2007, the same year she began teaching at Trinity. Under her artistic direction, this highly selective group has around 70 members each year and includes numerous Trinity students. Over the last nine years, the Georgia Youth Choir has been the exclusive choir for all performances of the Atlanta Ballet’s Nutcracker, held at the Fox Theatre in Atlanta. In addition, the Choir has performed in two major motion pictures; on various television shows; with the Atlanta Symphony Orchestra; and for Children’s Healthcare of Atlanta, the Atlanta Hawks, the Harlem Globetrotters, CNN, and other major companies and media organizations. A frequent guest conductor/clinician for choirs, choral festivals, and workshops across the United States, Gangarosa previously served as Assistant Director of both the Indianapolis Children’s Choir and the Columbus Indiana Children’s Choir. For 10 years, she also served as choral director for the annual Junior Academy of Music at the University of Michigan-Flint. A certified Kodály instructor, Gangarosa is past president of the Indiana Kodály Educators and a founding board member of the Kodály Educators of Georgia. She is a member of the American Choral Directors Association, American Eurhythmics Society, and the Organization of American Kodály Educators (OAKE), for whom she has written numerous reviews of choral literature for their national scholarly publication, The Envoy. Gangarosa earned a Master of Music in Education from Florida State University and a Bachelor of Music Education from Augusta State University.

Trinity Choir brings holiday cheer The Trinity Choir, comprised of Third through Sixth Grade students, was featured at Post Riverside’s First Annual Holiday Lighting Event on Friday, November 16. Free and open to the public, the event featured a DJ, balloons, face painting, artists, vendors, games, gift card giveaways, and other fun activities that led up to the Trinity Choir performance and holiday lights being turned on.

The Trinity Choir performs during the Holiday Lighting Event at Post Riverside.

Rowan is pictured with his grandparents, Devaki and Promod Jossy, who encouraged him to submit his story to The Rising Nepal.

Fifth Grader published internationally On January 4, 2019, an adventure story that Fifth Grader Rowan wrote during his Fourth Grade language arts class was published in The Rising Nepal, Nepal’s oldest English language newspaper. The 3,760-word piece, originally titled “Eighteen Years,” follows the journey of a young man who begins dreaming of climbing Mount Everest at the age of 12 and the perilous turn his dream takes when he attempts the climb at age 30. Rowan’s mom, Reema, is from Nepal, and he was encouraged to submit the story by his parents and his grandparents, who still live in Nepal. “We were in our Realistic Fiction unit, and I just read a book called Hatchet,” says Rowan. “I was inspired to write something about survival within my culture, my mom’s homeland, that has many other terrains: mountains, jungles, and plains. I decided to write about a boy around my age, I was 10, and have him go on a trip with his family and finally decide to climb Mount Everest when he was older. I enjoy writing because I can write about all of my interests; I love history and learn so much about it from travels with my family.”

Stewart presents at social studies conference At Trinity since 2012, Sixth Grade Social Studies Teacher Javonne Stewart presented “Taking a Stance: Teaching Perspective and Civic Engagement Through Classroom Debates” at the Georgia Council for the Social Studies annual state conference held in Athens, Georgia, on October 11 and 12.

Written by: Nicole Fash Director of Marketing and Communications

Registration is now open! www.trinityatl.org/summercamp

Choose your own adventure at Trinity School

Summer Camp!

Trinity School Summer Camp offers a variety of academic, specialty, and sports camps— including Coach Brian Balocki’s popular Atlanta Sports Camps—for children ages 4 to 13. Choose your child’s summer adventure from our camps that will run Monday–Friday from June 3–28 with limited offerings available from July 29–August 2.

Please contact Kayleen Whitmer, Director of Extended Programs, at kwhitmer@trinityatl.org for more information.

Trinity Traditions Trinity School’s rich history began in 1951. While the campus has moved twice since its founding and the School’s programming is enhanced every year, Trinity also maintains numerous gradelevel, division-wide, and school-wide traditions that reinforce the School’s identity, curriculum, and values. This section is dedicated to highlighting some of the many special events that our students look forward to every year.

First Day of School The first day of school is important for all students, but there is something special about the Sixth Graders’ carpool caravan.

Catching the Gingerbread Man At the beginning of the school year, Pre-K students once again found the runaway Gingerbread Man while becoming acquainted with all of the faces and places at Trinity.

Pirates Week In September, Early Learners wrapped up Pirates Week and their Shapes unit of study with a real-life treasure hunt!

Nursery Rhyme Parade In September, Pre-K students dressed up as their favorite characters and recited nursery rhymes during the Nursery Rhyme Parade.

Fun Run/Walk In October, faculty, staff, students, and their families ran with Tiger pride during the 15th annual Trinity Fun Run/Walk.

Fall Festival Trinity’s campus was transformed during the School’s annual, fun-filled Fall Festival.

Grand Day In the fall, students enjoyed having their grandparents or special friends on campus for a welcome reception and time in the classrooms.

Halloween Parade Early Elementary Division students and faculty donned fantastic costumes and put the Trinity community in the Halloween mood by throwing the annual Halloween Parade.

Patriotic Performance To honor Veterans Day, Fourth Grade teachers and students invited friends and family members who serve or previously served in the military to join them for a special Patriotic Performance during Trinity Together Time (TTT).

Thanksgiving Program All of the grades came together and celebrated the Thanksgiving season during a special time of musical performances.

Native American Trade Day At the annual Trade Day, Second Graders celebrated the end of their Native American unit by coming together and representing various tribes to solve a common problem.

The Nutcracker Hosted and performed every year by Fifth Graders, the muchanticipated annual performances of The Nutcracker were set to Tchaikovsky’s classic score and included singing, dancing, elaborate costumes and set design, and epic battles.

Christmas Holiday Program The Upper Elementary Division students put everyone in the holiday mood by presenting a special musical performance at Trinity Presbyterian Church.

All traditions occurred during the first half of the 2018–19 school year.

Highlights

3 20

2 1. Pirates Week 2. Christmas Holiday Program 3. First Day of School 4. Catching the Gingerbread Man 5. Fall Festival

5 21

Highlights

6. Nursery Rhyme Parade 7. Native American Trade Day 8. Halloween Parade 9. Grand Day 10. The Nutcracker

10 23

Highlights

12 14

11. Thanksgiving Program 12. Fun Run/Walk 13. Patriotic Performance 14. Halloween Parade

13 24

Features Engine, Engine Number Nine, Going down Chicago Line If the train should jump the track, Do I get my money back? Yes, no, maybe so!

A musical path to better language acquisition and literacy skills This familiar chant, originally a nursery rhyme, is incorporated into lesson plan number one for Early Learners in the Early Elementary Division music program. We chant the words while patting or stepping the beat. We climb a “high mountain” or “zoom down” at slow or fast tempos. Soon we can drum the steady beat together around the gathering drum. In Pre-K, the students can easily recognize this chant just from hearing it clapped as a “mystery chant,” and they can play the word rhythm on individual tom-tom drums. By Kindergarten, it will be recycled to initiate an understanding of division of the beat, thus laying the groundwork for introducing quarter and eighth notes. Finally, in First Grade, the students can identify, read, and perform it from seeing

EED Music Specialist Phyllis Sommer leads Pre-K students Emily, Alisha, J.P., and McKinley as they synchronize the steady beat around the gathering drum.

Features

Pre-K students McKinley, Jack, Layla, and Carter maintain a steady beat on rhythm sticks while reciting Engine, Engine Number Nine.

Pre-K students Vanya, Christopher, Emily, and Chase drum the steady beat on the floor tom-toms.

the actual rhythmic notation. All this from one simple, yet playful chant! The various skills that Trinity students learn in the music classroom are part of the School’s carefully crafted music education curriculum, and emerging evidence suggests that these same skills are positively impacting the children’s overall learning potential and specifically improving their reading and verbal skills. In June 2017, I had the professional development opportunity to attend Sound Health: Music and the Mind, a collaboration between the National Institute of Health (NIH) and the Kennedy Center for the Performing Arts. This workshop brought together renowned neuroscientists, the National Symphony Orchestra, opera singer and Kennedy Center Artistic Advisor-atLarge Renée Fleming, and NIH Director Francis Collins, among others. The purpose was to explore the intersection of science and music and to present recent evidence on how music impacts brain function. “Using new imaging technologies, scientists have documented how early musical training produces actual anatomic changes in the brain,” says Collins in a media announcement. “And a growing number of reports are appearing where music therapy has provided benefit to individuals with medical conditions as diverse as autism, chronic pain, and stroke.” It has been established for some time that the areas of the brain that respond to music and speech each occupy distinct but overlapping places. FMRI and PET scans show that the motor, visual, and auditory cortices all light up and are uniquely engaged by music, which results in stronger neural connections in the corpus callosum, the brain’s bridge between the right and left hemisphere. Dr. Nina Kraus of Northwestern University was a presenter at the workshop and one whose research I have

followed for about five years. She and her team in the Auditory Neuroscience Lab research how the brain processes speech and music and, specifically, how musical involvement can build our capacity to turn sound into meaning, a task we take for granted as adults.

Pre-K student Alisha places hearts to show division of the beat.

Music requires that we make sense of sound. For example, discerning the difference between a cello or a flute playing the same note requires a huge amount of sensory processing and integration. Likewise, the pitch, timing, and timbre of sound all play a role in helping children differentiate one sound from another, like a “b” versus a “p.” In the September 18, 2014, issue of the Journal of Neuroscience, Kraus provides evidence linking the ability to keep a steady beat and the neural encoding of speech sounds. The association between reading and synchronization of the beat were shown to have a common basis in the auditory system. Finally, exposure to the rhythmic patterns that make up music, be it simple chants or more complex songs, is heightened with early music education. “Rhythm is an integral part of both music and language,” Kraus says. “And the rhythm of spoken language is a crucial cue to understanding.” In the EED music classroom, our definition of beat is that it is the “heartbeat of music” and rhythm is “the way the words go.” From Early Learners through First Grade and beyond, Trinity students are keeping the steady beat in a multitude of ways, decoding word rhythms, playing the Orff instruments and recorders, and listening to musical excerpts from the Composer of the Month, seemingly effortlessly. All the while, an ever-strengthening musical path is joyfully building neural connections in their brains that will improve reading and language skills for the rest of their lives! Viva la Música!

Written by: Phyllis Sommer Early Elementary Division Music Specialist

Bachelor of Music Degree in Voice Performance and Teacher Certification Capital University Level I and II Kodály Certification with additional training in Early Childhood Music Education At Trinity since 2013

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Exploring science at Trinity Trinity School’s science program instills in students a sense of wonder about the world and cultivates the confidence and skills necessary to seek the answers to their questions. Through an integrated approach, teachers guide students to question, explore, and discover the world around them and to value and apply science in all areas of life. Through an extensive variety of hands-on and trialand-error experiences, each student builds upon and implements scientific process skills while thoroughly exploring engaging content themes.

Designed with intent Trinity’s curriculum is carefully and intentionally aligned so that our students’ learning journeys and experiences are relevant, innovative, and based on cutting-edge research and national standards for best practices in education. As administrators and teachers, we are given the opportunity to specifically design what we know is essential learning and what is best for our unique community. Through committee work, research, and professional development, we map out our curriculum vertically between grade levels and horizontally between classrooms. We design and select our materials so that our students continue to be engaged and have the desire to be lifelong learners. Trinity Teachers have the opportunity to serve on a teaching committee and develop a strong understanding of not only what they need to teach, but also what students need to learn. Our curriculum is organic and changes based on the expertise of the teachers and the interest of the students in their care. This school year, the Curriculum Committee has analyzed the trajectory of science throughout a student’s

educational journey at Trinity. We began by mapping our work to check for balance within the three sciences. A balance of earth, physical, and life sciences provide a variety of experiences for students to explore, hypothesize, and test as they develop process skills specifically related to science. “Taking an in-depth, critical look at our science curriculum enables us to stay current, ensure that we are honing in on valuable content, remain balanced between different sciences, and seek a balance of science and other subjects in the base classroom,” says Fifth Grade Science Teacher Becky Maas, a member of this year’s Curriculum Committee. As part of the committee’s work, new grade-level science kits were created this year to help teachers introduce new units of study. The kits have increased student engagement by providing more hands-on opportunities for learning. In addition, since all classrooms receive the same materials in the kits, students receive consistent instruction across the grade level. “Adding new content and materials to our First Grade science curriculum gave the students hands-on experiences with magnets,” says First Grade Lead Teacher Rebecca Stewart. “Using nonfiction texts and creating experimental stations involving various types of magnets enhanced our study and the children had a blast. As the students tested out the push and pull of the poles using magnets of all shapes and sizes in a small group setting, they made real-life connections to refrigerator doors, whiteboards, purses, and toy trains.”

Standing out in our community As an elementary-only school, we find it natural to build a strong academic foundation through science. Deep learning requires intentionally connected experiences that provide students with the opportunity to focus on the process

as well as the product of knowledge. Students are naturally curious about the world around them and learn to think critically about how things work. Science lends itself to engaging in characterbuilding activities that empower students to be resilient and persistent while developing empathy for the world around them. Developmentally appropriate playbased learning fosters opportunities for students to collaborate and cooperate while also tackling real-world problems. “Experimenting in science teaches us something new in a fun way because we get to do projects with partners,” says Third Grader Emily. “One of my favorite lessons was when we got to build our own mountain to see how rainfall affected the mountain.” Science is everywhere! It’s in social studies, art, literacy, math, physical education, and on the playground. Our teachers think through the lens of a scientist in their classrooms. They are finding ways to integrate their core subjects and make connections across the disciplines. The newly added STEAM Integration Specialist position is making science even more visible for all learners. STEAM integration is not the only focus of our science curriculum, and we are uncovering science in unexpected content areas. For example, when Kindergartners take a “trip around the world,” they uncover the teachings of Galileo and learn about volcanic eruptions in Italy, they practice the Mayan number system in Mexico, they discover how pigments are combined to produce Aboriginal artwork in Australia, and they study Newton’s work with light and prisms in England. The intentional design of our curriculum provides our students with extraordinary learning experiences that demonstrate how all disciplines are connected.

First-Fourth Grade Science Teacher Lauren Kane watches as Third Graders Owen and Lola Gray mine for gemstones during an in-house field trip with Diamond Delâ&#x20AC;&#x2122;s Gem Mining Adventure.

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Learning outcomes We want all of our students to learn to apply the essential life skills of the scientific process: observing, sorting and classifying, inferring, predicting, experimenting, and communicating their findings. We want them to take risks and be critical thinkers while they investigate the unknown. Our students are innovators, designers, and builders.

The biology, chemistry, and engineering skills that they are learning in Trinity classrooms are helping students create unique and innovative solutions to problems that are relevant to them today and providing them with the tools that they will need to find solutions to challenges in the future.

Fourth Graders Mary Everett, Modupe, August, Theo, and Harris utilize tools from a classroom science kit to learn about the phases of the moon during their Mystery Science unit.

The three sciences at Trinity Life Science

Physical Science

Earth Science

From learning about life cycles and the classification of living things to learning about healthy habits and their changing bodies, students study the core functions of biology and begin to understand how living organisms thrive.

Asking questions about gravity, friction, and magnets allow students to formulate how and why things move and change with energy and force. They are not only engaging in hands-on experiments, but also learning to write lab reports to support their findings.

Landforms, rocks and minerals, dinosaurs and fossils, weather, and our solar system begin to demonstrate the complexity of our environment and how it has evolved over time.

Written by: Marsha Harris Director of Curriculum

Master of Education in Instructional Technology Lesley University Bachelor of Arts in Elementary Education University of Windsor, Canada Bachelor of Arts in Drama in Education University of Windsor, Canada At Trinity since 2008 @marshamac74

During grade-level science teaming at the Early Learners Science Fair, Dylan, Wanying, and Parker experiment with â&#x20AC;&#x153;snowstorm in a jar.â&#x20AC;?

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First Grader Myers chats with her pen pal.

Pantry Pals: Empowering the young service learner When I set out to help my fellow First Grade team clear a storage closet for a new learning space, I had no idea that the product would be the beginning of a service-learning project that would benefit not only a Title 1 school, but also our First Grade students. Prior to the following experience, I was unclear of the true meaning of “service learning.” I did not understand the difference between it and community service. What I discovered was the mutual benefit, growth, and learning of two schools coming together, incorporating literacy, science, and reflection. During the summer of 2018, a small group of First Grade teachers and I embarked on a mission to create a learning space out of our shared storage closets between the two classrooms. Bins of leveled books, school supplies, and more were removed to convert the crowded space into a cozy “Book Nook.” When the cleanout was complete, the hallway was filled with boxes of books and supplies we were eager to donate, but to whom?

First Grader Max meets his pen pal.

First Grade families donated supplies to kick-oﬀ the Sawyer Road Elementary School food pantry.

A conversation with a family member soon led me to Jessica Strickland, a First Grade teacher at Sawyer Road Elementary School in Cobb County. She and I connected over the summer, and soon, Sawyer Road was the recipient of the 11 boxes of books and school supplies leftover from our closet clean out. We kept in contact, as Jessica reported how thrilled the students and teachers were to have our books and supplies to help fill their classrooms. She also told me that after seeing multiple families without guaranteed meals when they leave school, she and her colleagues set out to clear a classroom and create a food pantry to provide aid to those in need.

in healthy non-perishable foods to donate to Pantry Pals. Our students then placed them in boxes organized by food groups.

As school started and talk of the gradewide community service project began, I had a thought, What if our First Grade families could help Sawyer Road Elementary School fill its food pantry? What if we could connect our curriculum to this community service project and the children could learn and help others along the way? I also thought about how this experience could connect to Trinity’s six pillars. With these thoughts in mind, I discussed it with my First Grade team, and we got to work on what would be called “Pantry Pals.”

“As a Title I School, 100 percent of our students are eligible to receive free breakfast and lunch at school every day,” says Jessica Strickland. “For some of our kids, these are the only warm meals they have each day. Our school saw a need to begin a food pantry to support the families in our school community. With the amazing help and donations from the Trinity School First Grade families, we were able to jumpstart our food pantry and get it up and running!”

During the months of November and December, First Grade families brought

“I looked at the foods that were in the boxes and dropped my food in the ones that matched the food groups,” says First Grader Rebecca. “When we took them to the school [Sawyer Road], I had a can from each box in my bag, so they were going to get healthy food from each food group.” Building their academic foundation, the students connected their background knowledge of the food pyramid to the healthy foods donated to Sawyer Road, and they were able to sort the foods accordingly so that families would have bags containing multiple food groups.

In order to make a personal connection to the school and the students we were helping, we partnered with four First Grade classes at Sawyer Road. We gave

First Grader Sierra meets her pen pal.

each Trinity First Grader one or more pen pals. Reminiscent of the letter writing we do weekly in the First Grade tradition of “Newsbook,” First Graders wrote to their pen pals about their favorite teams, Halloween costumes, and more. Not long after, our Trinity students received letters back from their pen pals. Connecting literacy to the project through letter writing empowered our students in their learning, promoting student voice, choice, and reflection. Our First Graders gleefully read their pen pal letters and noted multiple connections. “My pen pal’s name is Saul,” says First Grader Parker. “When I got a letter back from him, I noticed that we both like to read books a lot and football and that he was in First Grade like me.” By the culmination of our service-learning project in mid-December, we had filled seven large boxes with healthy foods, and we were ready for a field trip to Sawyer Road! Each Trinity First Grader carried a bag of food into the school, and we were greeted with smiles from teachers, administrators, and students. Our students were led to an atrium where they sat and listened to the Sawyer Road Elementary School chorus perform a vivacious medley of holiday songs. From there, our classes were lined up and matched with their pen pals! The pen pal pairings were grouped together and led by a Fifth

First Graders Thomas, William, Max, and Kavan share a holiday treat with their pen pals.

A Sawyer Road Elementary School Fifth Grade Ambassador reads to First Graders Jake and Shan and their pen pals.

Grade ambassador to the library, where they were able to listen to stories and get to know each other better. My fellow teachers and I observed smiles, friendly games of arm wrestling, and laughter among these First Graders, despite their various family backgrounds, cultures, and socio-economic statuses. When it was time to go, several of our Trinity students asked, “Do we have to leave?” “When can we write and see our pen pals again?” “Can we please see pictures of the new pantry?” Connections had been established. We boarded the bus back to Trinity with full hearts and big plans for a “next time.” Pen pal letters would surely be written soon. What I learned is that service learning emphasizes mutuality. The students at both Trinity and Sawyer Road benefitted, learned, and grew from this experience. Reflecting on the project, I see that Pantry Pals fostered curiosity, creativity, and confidence as our students adapted to a new situation in their ever-changing world. They wrote, met, and made connections with fellow First Graders from different backgrounds, who attend a different school than their own. It is my hope that Pantry Pals will continue as the First Grade service-learning project as a way to connect with both our curriculum as well as a different school community.

Written by: Rebecca Stewart First Grade Lead Teacher, Yearbook Advisor

Master of Arts in Teaching Mercer University; Bachelor of Science in Child and Family Development University of Georgia Orton-Gillingham, Associate Level At Trinity 2012–Present, 2004–2008 @rebatalie1st @rebatalie1st

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Kindergartners Beckett, Henry, and Bailey work together to count the number of poly spots that their group was able to earn during a cooperative throwing game in P.E.

The ABCs of self-regulation Self-regulation is a set of critically important skills that has shown to be a better predictor of academic

achievement in math and literacy than a childâ&#x20AC;&#x2122;s IQ. It is the ability to recognize oneâ&#x20AC;&#x2122;s thoughts and feelings at any given moment, make rational sense of the information, and take appropriate actions. The level at which children execute these critical skills impacts them socially, behaviorally, and academically.

The term self-regulation includes a broad set of skills that has been creatively summarized by Sesame Street as the ABCs of Self-Regulation.

A is for the Affective component of

self-regulation. It is the childâ&#x20AC;&#x2122;s ability to recognize and make sense of how he or she feels before acting. We often talk

about a child’s ability to control his or behavior, but the first step to controlling a behavior is recognizing the feelings behind it and having the ability to reframe thoughts and feelings in a way that leads to a productive action. As an example, a feeling of frustration about not winning a game of soccer at recess becomes determination to improve skills through practice rather than angry spitefulness.

B is for the Behavior component of

self-regulation. This is what adults often focus on, because it is the observable outcome of a child’s feelings. This is the child’s ability to practice self-control or delayed gratification in response to the emotions they are feeling, so they are able to follow through with a thoughtful and appropriate reaction. We see an example of this working successfully when a child is able to wait their turn, not blurting out or seeking negative attention with tactics such as silliness. When a child is having difficulty in this area, they may be able to explain the appropriate and expected behavior but regularly act in a way that does not reflect that understanding.

C is for the Cognitive component of

self-regulation. This is often referred to as executive function and likened to an air traffic control room in the brain, because its job is to simultaneously control attention, organize, plan, and make decisions using a constant flow of information. Children with well-developed skills in this area generally follow direction and work at age-appropriate levels of independence, accurately monitoring their progress and checking in for support as needed. When a child is having difficulty with executive function skills, it can reveal itself as inattention or inconsistent attention, disorganization of thought or materials, variable performance, or challenges with following directions. No one is born with self-regulation skills fully intact. They begin forming at birth, continue developing through early adulthood, and are shaped through life experiences. Like academic and athletic skills, self-regulation skills grow with intentional practice, feedback, and reflection. Children of all ages benefit from

opportunities to engage in activities that support self-regulation skill development, and the adults that support them can help by being aware of their importance and providing opportunities for growth. So, how do we help students develop the self-regulation skills they need to flourish? According to Harvard’s Center on the Developing Child, there are three main ways adults help children develop self-regulation.

Practice Playing games that require focus, taking turns, and planning help develop selfregulation skills. At home, family board games and card games are great. At Trinity, students develop these skills with teacher coaching while playing games in P.E.; while playing games like Red Light, Green Light walking to a specials class; and while participating in songs that require shifting attention between the lyrics and hand motions in music class.

to intentionally reflect aloud and offer examples about how they have felt and managed their emotions. This is a powerful strategy to use at school and home to work through friendship issues and build perseverance for learning new concepts. Trinity has a long history of focusing on the development of the whole child, including the underlying skills needed for academic and social-emotional growth. Now, we know more than ever about how the brain develops, and the research is clear about the importance of self-regulation for academic and social achievement. Our deep experience teaching preschool and elementaryaged children, our intentional practices, and the strong relationships we have with our families allow us to build a solid foundation for learning.

Scaffolding Beginning at infancy, adults help children develop a critical sense of safety, security, and belonging by responding to their needs and attempts at communication. Response to needs also includes providing routines and structures that allow children ageappropriate ways to practice attending to and following directions, making plans, and following through on a plan. Scaffolding can be anything from routines for getting ready for bed at night to writing activities in class. At Trinity, scaffolded tasks provide teachers with opportunities to build students’ skills by offering feedback and sharing strategies for accomplishing goals.

Written by: Rhonda Mitchell Early Elementary Division Head

Master of Education in Early Childhood Education The University of Georgia Bachelor of Science in Economics Spelman College At Trinity since 2007

Modeling Research has shown that one of the most important ways adults can help children develop self-regulation is by modeling healthy self-regulation skills and making their thinking visible. The saying, “Do as I say, not as I do,” does not suffice. At Trinity, teachers make it a practice during academic and social teachable moments

Allison Williams left a lasting legacy with the founding of Trinity School in 1951. Allison and his wife Jo’s vision of Trinity serves as an inspiration that should encourage each of us to follow in their footsteps and create our own legacy at Trinity.

Make the gift of a lifetime Members of The Allison and Josephine Williams Legacy Society have included Trinity in their wills or estate plans. Their gifts provide financial support that is critical for the School’s future. Trinity relies on planned gifts to grow and flourish now and in years to come. Our physical campus, named professional development funds, and endowed scholarships all benefit from the generosity of The Allison and Josephine Williams Legacy Society members. Planned gifts continue our readiness for opportunities and challenges ahead and help Trinity remain a leading elementary-only institution. We are grateful for these thoughtful donors because their unique financial support ensures that the School will be prepared for the future and for future generations of Trinity students.

Planned Giving at Trinity It is easy to leave a lasting legacy at Trinity through a planned gift. • Wills and Trusts: make an important impact on Trinity that doesn’t cost anything during your lifetime and will only take effect after your other obligations are fulfilled • Life Insurance Policies: create a long-term gift that won’t draw funds from your estate • Retirement Plan: name Trinity as a beneficiary of your retirement plan, and leave less-taxed assets to family • Stock and Appreciated Assets: take advantage of appreciated securities without incurring a capital gains tax • Donor-Advised Fund: make Trinity the final beneficiary of your existing fund

Contact Maggie Carr at 404-760-4407 or mcarr@trinityatl.org to speak further about including Trinity in your future plans or let us know if they already include Trinity. Additional information can be found on Trinity’s Planned Giving website: http://trinityatl.plannedgiving.org

Pre-K Teachers Claire Cagle, Tiki Norris, and Harvey Ross program Blue-Bots alongside Mike Flynn.

Coding: It’s not child’s play

young children that help teach counting, sequencing, estimation, directionality, and problem-solving. Students use the command keys on the back of the robots to program them to move forward and back and left to right.

On September 24 and 25, Mike Flynn facilitated professional development sessions at Trinity School on Engaging Students in the Standards for Mathematical Practice through Robotics and Programming. Flynn is the director of Mathematics Leadership programs at Mount Holyoke College, where he runs the Master of Arts in Teaching Mathematics program and leads a wide variety of professional learning opportunities for teachers, teacherleaders, coaches, administrators, and staff-developers. This professional development opportunity was possible because of a three-year grant Trinity received from the Goizueta Foundation.

“Since the Blue-Bots can be programmed by hand and they immediately go, our students can instantly see if they programmed them to move correctly,” says Jill Gough, Trinity’s Director of Teaching and Learning. “This allows for immediate formative assessment, which is a big benefit for students. The intentional design offers students the opportunity to take one action at a time, see the result, then move forward and refine their thinking, helping them build their understanding. The Blue-Bots also allow students the opportunity to program the entire sequence, see where it is successful, and where they need to re-draft or refine. This iterative process is important for deep learning.”

During Flynn’s interactive professional development program, 70 Trinity Teachers explored why robotics provides powerful and relevant opportunities for young students to actively collaborate and problem solve. In particular, teachers uncovered how our students can code the School’s Blue-Bots to uncover rich mathematics and provide context for the standards for mathematical practice. Blue-Bots are fun, colorful, easy-tooperate robots designed for use by

While the robots and the associated programming tools are designed specifically for preschool and elementaryaged children to be inviting and engaging, the math, the programming, and the logical reasoning required are at a much higher level. “My first thought when I saw these particular robots, these Blue-Bots, was that they were simplistic robots that

preschoolers can use,” Flynn says. “The more familiar I became with them, the more I realized that there is so much complexity to them beyond moving them around. After observing students use them to problem solve, utilize spatial reasoning, conduct mathematical modeling, and run programs, I saw how these robots were really sophisticated and could be used at any level. Ultimately, I want to get teachers excited about using robots in the classroom that are accessible, scalable, and that students are eager to use.” From specials and base classroom teachers to administrators, participants walked away from Flynn’s professional development excited about applying what they learned in their teaching. “Mike’s sessions were enjoyable and thought provoking,” says Early Learners Assistant Teacher Charlotte Maguire. “His discussion about a hands-on approach to STEAM being critical to stimulate and encourage positive learning and to promote critical thinking skills for all ages and both genders really resonated with me.” “I like that Mike emphasized that it is important to use technology as a tool and not as the reason for our kids to engage in learning,” says Makerspace Specialist Paul Pileggi. “Identifying a problem that can be solved by the Blue-Bots is a great place to start.”

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“Mike brought such enthusiasm to our session and opened my mind to so many different ways that I can use the BlueBots in my classroom,” says Pre-K Lead Teacher Claire Cagle. “From counting and sequencing to problem solving and just having fun, the possibilities are truly endless!” “I really enjoyed how hands-on and engaging the professional development was,” says First–Fourth Grade Science Teacher Lauren Kane. “I was excited to learn about a new type of technology that has so much potential in a science classroom. There are numerous ways that I can see using the Blue-Bots to enhance learning across all grade levels.” Third Grade Lead Teacher Caroline Dwight says, “My main takeaway is how to make lessons more about inquiry and how to place the learning in the hands of the student.” “I’m excited that you can integrate BlueBots into any core concept to demonstrate understanding, and it’s an opportunity for formative assessment while the students are engaged in a different way,” says Director of Curriculum Marsha Harris.

professional development that focuses on day-to-day teaching practices.

Blue-Bots in action

“When our teachers learn as a team, the team can practice what they learned together and offer each other support, “ says Gough. “In addition to influencing our instructional practices, the reason this work with Mike has been so important is that it has shown us that what we have been doing at Trinity connects to problem solving outside of our gates. We have taught coding, but we are now connecting coding to the standards for mathematical process. We want every student to see themselves as a mathematician, a scientist, a reader, a writer, an artist, a musician, a historian, an explorer. We want our students to see themselves and their futures as open as possible. We want them to accept obstacles as challenges and think and reason themselves into productive solutions. Coding the robots simply offers another vehicle in which to practice those habits.”

Since Flynn’s professional development sessions and the introduction of the Blue-Bots, Trinity Teachers have used their creativity to design tasks and challenges that require the students to code, observe, and analyze the movements of the Blue-Bots in order to complete them. Our teachers are connecting the robot challenges to all areas of Trinity’s curriculum, from children’s literature and reading to gaming for word and sound identification to geometry and attribute identification in math.

Flynn was impressed with the faculty’s enthusiasm for teaching and learning as well as the School’s facilities. “I absolutely fell in love with Trinity,” he says. “You have spaces that are dedicated to 21st century thinking and work, and you have teachers that are engaging kids in those ideas. I was so impressed at the innovation here. “Working with the teachers, I was also impressed with the high level of engagement and intellectual curiosity they displayed,” Flynn continues. “There’s really this love for what they do, and they are dedicated to their own professional learning and growth so that they can help their students in turn learn and grow. That type of passion is infectious! It’s obvious that Trinity has a culture in which everyone is a learner and everyone supports each other.” Professional development is a hallmark of the Trinity teaching experience, and the School focuses on job-embedded 38

Written by: Nicole Fash Director of Marketing and Communications

“Mike Flynn reminded us that, as educators, we have the opportunity and the responsibility to help our

students become technology creators rather than technology consumers. I was inspired to use Blue-Bots in my classroom to integrate social studies and literacy instruction with STEAM learning. In October, my students explored with Blue-Bots in the Idea Lab during our Fairy Tales unit. They worked in teams to program Bots to find their way to a fairy tale castle. In January, Director of Curriculum Marsha Harris brought Blue-Bots into our classroom for a literacy lesson related to the book Pete The Cat: I Love My White Shoes. After sequencing the story, students enjoyed directing Blue-Bots to Pete’s different colored shoes. In addition, after finishing our Pre-K Olympics unit,

students programmed Blue-Bots to travel from the USA to France, to the United Kingdom, to Jamaica on a world map!” -Pre-K Lead Teacher April Patton “Using Blue-Bots in the classroom incorporates hands-on critical thinking techniques and has been very engaging and beneficial for my students. Use of the robots increases students’ spatial awareness as they use logical reasoning to work together to solve a problem.” -Second Grade Assistant Teacher Katherine Spits “We collaborated on an end-of-unit activity for Fourth Graders’ Space unit.

After learning about different ways of studying planets and specifically about some of the landers on Mars, the students were challenged to work in ‘mission teams’ to program a Blue-Bot, now Mars rover, to first pick up tools, then to travel to different locations to ‘conduct’ the tests. The final challenge took place on a room-sized mat and all six mission teams had to navigate to one point on the mat without interacting with any other Blue-Bots and while avoiding other ‘hazard’ areas.” - STEAM Integration Specialist Kate Burton and First–Fourth Grade Science Teacher Lauren Kane

After working together to program the Blue-Bots, Second Graders Graham, Elle, and Ajay excitedly wait to see if the robots make it to their desired destinations without running into each other.

After sequencing Pete the Cat: I Love My White Shoes, Pre-K students Henry, Baker, Gianluca, and Roxanne used the Blue-Bots in a cooperative learning activity, in which they communicated ideas and waited to take turns.

Fourth Graders in Brian Toth’s classroom program their Blue-Bots during their Mars Rover mission.

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Flexible seating empowers students “The most dangerous phrase in the language is, ‘We’ve always done it this way.’” - Rear Admiral Grace Hopper Flexible seating is a new approach to the classroom learning space that allows students the opportunity to be more in control of their educational environment. I first learned about flexible seating while working at a previous school and witnessed students benefiting greatly in a variety of areas from having the option to choose their seats throughout the day. This year, my co-teacher, Julianne Schaaf, and I decided to pilot this idea in our classroom. The purpose of flexible seating is to maximize our students’ learning ability. I have found that children are more motivated and invested when they have some choice in their learning environment. Students are also gaining awareness of themselves as learners when faced with a decision to choose a “good-fit spot” to do their best learning. The process for opening up flexible seating in the classroom is a gradual one. We methodically introduce a variety of seating options over a period of several weeks and give students the opportunity to try out all options before offering free choice seating. Rolling out the options gradually allows students a chance to understand the expectations of each seat and to reflect on how each seat is working for them. We have seen that through the trial period, students are able to use the information they gained to help decide if a particular seat would be a good-fit spot for them the next time. In our classroom, good-fit spots encourage individual and group learning. They range from sitting

in chairs to stretching out on the classroom rug. The benefits of flexible seating can be summed up in four main areas: community and collaboration, movement, choice, and comfort. When students share a space with others, they are more likely to strengthen social skills. Students have the opportunity to choose who they sit next to each time, which leads to sitting with new people. The ability to pair up with a new partner or small group for collaborative conversations is more easily achieved when they have the chance to sit in a variety of locations. I have witnessed new friendships blossom as a result of flexible seating. Movement is an important factor in why flexible seating is so successful. There is no question that children love to move and need to move often. From bouncing and twisting to leaning and kneeling, there are stationary options as well as several seats that allow for wiggles without distraction. This simple movement can help to increase oxygen flow to the brain and blood flow throughout the body and improve core strength. When students are unable to move, they can be distracted easily, and the movement keeps young minds more alert and focused. The opportunity to exercise some control over their environment empowers students and builds confidence. Making a decision about where they can work best invites them to think about what they need as learners. When they are involved in this process, their ability to selfmonitor improves. In our classroom, we encourage our students to find a good-fit spot. During the gradual rollout process, we discuss the importance of finding a seat that will help them be the best learner and away from any potential distractions. Students also have the opportunity to change their seat as needed.

When students are uncomfortable, they tend to be more distracted and less productive. Flexible seating allows students to find a seat that works best for them. Comfort plays a role in their decision. For example, oftentimes a variety of our students choose to sit in the library with a clipboard and pillow to complete their math or writing. When students are comfortable, they tend to be calm, focused, and, most importantly, productive. After researching flexible seating and observing the immediate benefits, I have seen firsthand how our students are flourishing from this new model. I am always seeking the best ways to reach my students, empower them as learners, and deepen their educational experience. Flexible seating has enhanced this initiative in our class this year, and I look forward to watching our students continue to develop their curiosity, creativity, and confidence in their learning.

Written by: Abbie Shaw First Grade Lead Teacher

Master of Arts in Teaching Walden University Bachelor of Arts in Communications Georgia Southern University Orton-Gillingham, Associate Level At Trinity since 2017 @julabbie

First Grade Lead Teacher Julianne Schaaf â&#x20AC;&#x2DC;81 has a one-on-one conference with First Grader Sophie during read-to-self time.

First Grader John enjoys his good-fit spot, where he builds reading stamina.

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Early Education Math Specialist Becky Holden and First Grade Lead Teacher Ali Avery react to First Grader Kweku leveling up in his learning.

Leading learners to level up We want every learner in our care to be able to say, “I can make sense of tasks and persevere in solving them.” But what if they think they can’t? What if they are stuck? What if they feel lost, confused, or discouraged? Learning progressions provide a clear trajectory to guide student progress, questions, and aspirations. Developing learning progressions helps our teaching teams identify learning targets—what is essential to learn—and at least one pathway for students to reach or surpass this target. This method of vertically aligning curriculum offers a way to identify plateaus and gaps in the curriculum as well as the humanity of learning. Visually displaying learning progressions helps our learners grow their understanding, independence, and confidence. Much like Google maps, learning progressions orient students to their current location and provide ideas on next steps to guide them along the learning journey. For example, a learning progression on “I can make sense of tasks and persevere in solving them” looks like this: • Level 4: I can find a second or third solution and describe how the pathways to these solutions relate. • Level 3: I can make sense of tasks and persevere in solving them. • Level 2: I can ask questions to clarify the problem, and I can keep working when things aren’t going well and try again. • Level 1: I can show at least one attempt to investigate or solve the task.

Often when learners are stuck, they just need a push in the right direct, not someone to do the thinking and work for them. We ask our students to see their attempt. More often than not, the act of showing an attempt helps. Sometimes “blank paper fright” stops learning. In their book Make Just One Change: Teach Students to Ask Their Own Questions, authors Dan Rothstein and Luz Santana say, “We want more students to experience the burst of energy that comes from asking questions that lead to making new connections, feel a greater sense of urgency to seek answers to questions on their own, and reap the satisfaction of actually understanding more deeply the subject matter as a result of the questions they asked (p 151).” Learning progressions empower students to calibrate expectations with their teachers, self-assess where they are, and decode their questions and problems to ask for help using common language. Using “I can” statements puts the primary focus on learning (what the student can do), so that teaching becomes more responsive. Using data to know what the learner can do motivates and inspires teacher action. According to Mark Church, Karin Morrison, and Ron Ritchhart in their book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, “If we want to support students in learning, and we believe that learning is a product of thinking, then we need to be clear about what we are trying to support (p 5).” Learning progressions build a collaborative environment within a classroom, school, and community. When the target is clear and there is at least one path to success, all learners are able to say, “I know where I am; I recognize where I need to go. Can you help me get there?”

Learning progressions naturally convert to formative assessment opportunities. If students know where to go, can they show that they are on a path to getting there? If teachers find that students are off course, can they help them make course corrections before it is too late? Learning progressions offer students locator feedback (you are here) rather than judgmental feedback (you are this). This method of assessment offers actionable feedback based on data, and students are able to level up in their learning progression using this path of success.

Ritchhart, Ron, et al. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: JosseyBass, 2011. Print. Rothstein, Dan, and Luz Santana. Make Just One Change: Teach Students to Ask Their Own Questions. Cambridge, MA: Harvard Education, 2011. Print.

Written by: Jill Gough Director of Teaching and Learning

Master of Combined Sciences in Mathematics and Computing Science Mississippi College Bachelor of Science in Mathematics Mississippi College At Trinity since 2012 @jgough

Growing

bright, young minds

All of the School’s resources are dedicated to supporting our young learners. And the results? Well, they’re pretty magical. Children thrive at Trinity as they develop into responsible, productive, compassionate school leaders, and we hope that you will help grow the annual fundraising effort that supports their growth: The Trinity Fund. Your gifts to The Trinity Fund support student learning, including: - curricular upgrades - classroom improvements - technology - need-based financial assistance - faculty salaries

Continual growth of this critical fundraising effort allows the School to continually grow our programs, enhancing each student’s Trinity Experience every year. To make your gift, please visit trinityatl.org/give or contact Maggie Carr, Director of The Trinity Fund and Major Gifts, at 404-760-4407 or mcarr@trinityatl.org.

Sixth Graders Pierce, Campbell, and Hutch operate the soundboard during a recording of TTV.

Lights, camera, action! Started in 2004 by former Trinity Teacher Jaime Weingart, the studentproduced Trinity Television (TTV) has consistently broadcasted the news of Trinity School. Members of the Sixth Grade Leadership Class write and produce fun features and regular segments that students and faculty alike enjoy. What has evolved since 2004 is the recording space and the technology used to broadcast the news. In 2014, thanks to the Growing Leaders campaign, Trinity opened the newly renovated Lewis H. Beck Production Studio. This 1,260-square-foot space includes an A/V classroom, control

room, and studio that boast stateof-the art lighting, sound equipment, teleprompters, and cameras. Then in 2017, with the advent of video streaming and the online video revolution, the segments and episodes have been formatted for sharing on the TTV YouTube channel. Under the direction of Trinity’s Production Studio Manager and P.E. Teacher Jedd Austin for the past 11 years, Trinity School Sixth Graders ride the waves of technological change and learn how to work in front of and behind the camera: directing, producing, reporting, leading interviews, operating lights, writing scripts, rehearsing, setting up microphones, running the teleprompter and sound boards, collaborating with others, and managing projects from inception to completion.

“I see the Trinity TTV program as a culmination of the leadership skills that our Sixth Graders have been preparing for,” says Austin. “Each TTV team of students assigned to an episode shares in the responsibility of how their episode will turn out. They have to learn to collaborate with others that may not be in their normal circle of friends; accept roles on a production team; and utilize their writing, reading, and oral presentation skills.” From interviewing the Head of School to starring in fitness videos set on the Trinity Track, Sixth Graders enjoy participating in a multi-media program that is a unique aspect of the Leadership Class experience. Filming takes places all over Trinity’s campus and students from other grade levels are regularly asked to participate.

Features

Production Studio Manager Jedd Austin films Sixth Graders Randall, Milan, Ethan, Amanda, and Trevor as they perform a Fitness for Fun segment.

Regular TTV segments and features include: What Is That?, Word of the Week, Fitness For Fun, ANFSCR (And Now For Something Completely Random), EnviroTips, Book Babble, Question Time, Be Better, and Courage Corner. You can view the last few years of TTV broadcasts and individual features by visiting the Trinity TV YouTube Channel at trinityatl.org/ttv. You can also follow all the TTV fun on Instagram and Twitter @trinity_tv.

“TTV is a fun way for the students to enjoy something different than regular school activities, and then they can return to their classrooms more excited to learn,” says Amanda. “My favorite segment is ANFSCR, because it is just fun.”

Current members of the Sixth Grade Leadership Class offered insights into what it is like to be part of Trinity TV and how it contributes to the community. “TTV is a great way for Sixth Graders to create something the entire community can enjoy,” says Ethan. “Last year, there was a student from France that came to Trinity. With an informative segment on TTV, his story was told to the entire community, and it was really cool. It is also a fun way to tell the community about events coming up, like Spotlight on Art or Celebration of Cultures.” “When students do Word of the Week, they can learn vocabulary,” says Milan. “It also makes the kids happy. My favorite segment is Fitness for Fun because I am an active person and l like getting up to do things.”

Written by: Paul Ward Associate Communications Manager

Bachelor of Arts in Business Administration Christian Brothers University At Trinity since 2015 @trinityatl @trinityschool /trinityatl

Alum ﬁnds passion through TTV At 22 years of age, Keller Austin ’09 has already gained 11 years of experience in the broadcast journalism career he is pursuing. After graduating from Trinity and then The Westminster Schools, he completed a Bachelor of Arts from the University of Georgia in Journalism and will soon complete a second degree in Sports Management with a Sports Media Certificate. “I first experienced being on camera and behind a microphone while producing TTV at Trinity with Coach Austin,” says Austin. “After additional experience at WCAT [the student-produced broadcast station at The Westminster Schools], I knew I was going to pursue broadcast journalism. Trinity taught me how to prepare my projects, and this carries through to how I prepare everything now in my journalistic work. I am constantly finding new storylines, trends, and statistics to make for better stories.”

SPOTLIGHT ON

Celebrating its 38th year, Spotlight on Art had a very successful succession of art events, from the Pop-Up Gallery at Neiman Marcus in the fall to the annual Gala and Auction in February. Ever year, this premier art series in the Southeast showcases new, original works by established and emerging artists. Led by new Director of Spotlight on Art and Special Events Leisy Ruddock and managed by a group of more than 100 volunteers, Spotlight welcomed thousands of attendees, from avid collectors to casual buyers, to its events throughout the 2018â&#x20AC;&#x201C;19 school year.

Features

Pop-Up Gallery at Neiman Marcus The season opened with the Spotlight on Art Pop-Up Gallery at Neiman Marcus. Held from September 29–November 3, 2018, the event included thoughtfully curated artwork from 25 select artists that served as a preview of the much-anticipated Artists Market held at Trinity School. All work was available for purchase.

An Evening at Neiman Marcus On November 1, a group of 75 Trinity parents enjoyed An Evening at Neiman Marcus, an intimate Spotlight on Art event in partnership with sponsor Neiman Marcus. Held at Neiman’s at Lenox Square, this sold-out affair featured a fall fashion trends presentation by Public Relations Manager of Neiman Marcus Rebecca Brodnan, Founder and Editor of Born on Fifth Emily Hertz, and renowned Jewelry Designer Mignonne Gavigan; an exclusive runway show; and shopping, light bites, and bubbly.

Pop-Up Shop at Trinity School Spotlight on Art opened a PopUp Shop during conferences on November 5 and 6. This event featured works by several artists exhibiting at the Artists Market. In addition to unique art, the Pop-Up Shop included Trinitybranded items for purchase.

Artists Market A truly unique experience, this year’s Artists Market was once again housed in the Allison Williams Activity Center (AWAC), which was transformed into a beautiful 6,000-square-foot gallery space. The work of more than 350 artists—from contemporary to realism, whimsical to jewelry—was featured during this event that ran from January 28–February 2. An ever-changing inventory brought attendees from around the Southeast back for multiple shopping trips, and an average of 1,000 pieces sold daily.

During the Artists Market, Spotlight hosted the Opening Night Celebration on January 28 and Cocktails and Canvases: Meet the Artists on February 1. Open to the public and free of charge, these signature evening events allowed attendees to meet the Market artists while enjoying beverages and hors d’oeuvres and browsing one-of-a-kind art.

Gala and Auction To cap off the Spotlight season, the School hosted its annual Gala and Auction for the Trinity community. Hundreds of parents, faculty, staff, and special guests came together on February 23 for an evening of fun and philanthropy! Held at the Atlanta History Center, the event included a delicious seated dinner catered by Dennis Dean, cocktails, a silent auction, a fast-paced live auction by Ahlers & Ogletree Auction Gallery, dancing, and music by Tron Jackson. It was an evening to remember!

2019 Nonprofit Beneficiary: Furkids Continuing Spotlight’s service-learning tradition, the Trinity Sixth Grade Leadership Class selected Furkids as this year’s nonprofit beneficiary to receive proceeds from Spotlight on Art. Furkids, Georgia’s largest no-kill animal shelter and rescue organization, received not only a monetary gift from Spotlight on Art, but also a gift of community service hours from our Sixth Graders.

Children’s Art Project This year’s Children’s Art Project (CAP) utilized the photography skills of Trinity’s Associate Communications Manager Paul Ward. He took photos of students using their bodies to form the individual letters of words that represent their Trinity Experiences. The resulting words were displayed on nine grade-level specific canvases that were part of the Gala’s silent auction.

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Alumni

Emily Bronstein ’16 used her Bat Mitzvah to help girls in southern Africa, Emily Grace Fuller ’15 recognized that she could use her connections to help the homeless, and Reyn Owen ’16 turned four concussions into an opportunity to help others.

Young alums have passion for service work Trinity School’s mission has always included developing young learners to become compassionate members of the School and greater community. We believe that serving our community begins with our youngest students and evolves as they grow and mature. In the case of three of our young alums, all of whom are in their mid-teens, they prove that age is not a factor when it comes to serving others and making a difference in the world!

Tell us about your nonproﬁt work. What is it? How did you get started with it? Bronstein: I was first introduced to Global Sojourns Giving Circle, an organization that has created clubs in southern Africa in order to mentor atrisk girls living in extreme poverty. Many of the girls have limited family and lack strong support networks. These girls are extraordinarily bright, yet they face many challenges that limit their access to a bright future. Strong female role models called “Aunties” lead the clubs. Aunties help the girls navigate the most troubling issues they may face, enforcing the importance of self-esteem, confidence, education, and hygiene. Inspired by what I saw, and in honor of my Bat Mitzvah, I started The Seraphine Project (TSP) to raise awareness for these girls. I wanted to make an impact and engage with girls my age, and I set a goal to fund one club for a year. So, in lieu of gifts for my Bat Mitzvah, I asked people to make a donation to TSP. Thanks to an abundance of support from extended family and friends, I raised more than my goal, and in 2018, TSP funded two clubs. Traditionally, following a Bat Mitzvah, you celebrate with a big party. My family decided to celebrate differently;

we traveled to Africa to meet some of The Seraphine Project girls. While in Zimbabwe, we had the opportunity to visit a number of the clubs and spend time with the girls and their Aunties. Seeing this firsthand provided me with a better understanding of the lives the girls live and the impact these clubs have on them. Currently, the clubs meet in open classrooms in their schools, and after time there, I realized the pressing need for a confidential, safe space within the clubs for Aunties to meet one-on-one with the girls. My current fundraising efforts go toward funding a safe space to be used for confidential meetings, educational resources, internet, and storage of hygiene supplies. Fuller: I was involved in the Scholars In Service program through the Covenant House of Georgia. Covenant House is a nonprofit homeless shelter for runaway and trafficked youth and operates shelters in 31 cities around the country. They have a full two-year rehabilitation program for their teen residents and have so much to offer the kids that end up at their facility. I went through an application process and was one of a group of Atlanta-area students chosen to participate in the Scholars program. Owen: After sustaining my fourth concussion, I had to take a break from the sports I had grown up playing. I had previously gotten involved in Service Council at Westminster and had been very involved with the HEADstrong Lacrosse Foundation, so I knew I liked helping others and especially liked helping young people. My love for sports has always been a big part of my life, so it almost seemed natural that the two interests would come together. I saw a problem where young people were not able to experience the benefits of athletics and exercise because of the high cost of the equipment, I also saw communities where there was an abundance of used sports and exercise equipment with lots of life left in them sitting around in closets and garages. I worked to develop a way to gather that equipment and supply it to

Emily Bronstein ’16 is currently in Ninth Grade in Park City, Utah, and is most proud of the way that she has been able to turn a passion of hers into something bigger that directly impacts girls her age on the other side of the globe. She is looking forward to returning to Africa to spend more time with the Seraphine girls this year. To learn more about The Seraphine Project, visit https://theseraphineproject.com/.

Emily Grace Fuller ’15 is in Tenth Grade at Phillips Exeter Academy, a boarding school in New Hampshire. Because her experience with the teen residents at Covenant House was such a positive and personal journey, she didn’t mind putting in the long hours required to be successful in her fundraising. This newfound passion has led Fuller to aim toward a career that is service based. She would like to one day run a nonprofit, possibly for homeless teenagers or families.

Reyn Owen ’16 is a Ninth Grader at The Westminster Schools, who enjoys being outdoors. He is most proud that he is able to help young people overcome obstacles that may have otherwise prevented them from experiencing the amazing life lessons and benefits that come from sports and exercise. To learn more about his Play It Forward Foundations, visit www.playitforwardfoundations.com.

Alumni

organizations serving at-risk youth with the needed equipment in urban and rural communities around Atlanta. I set up equipment drives in local schools, churches, and businesses to collect the equipment and established relationships with community organizations focused on helping these young people. Now, as a registered 501(c)(3), I am able to give tax deductions to anyone who makes a donation to my foundation, Play It Forward Foundations (PIFF). Currently, I partner with Boys and Girls Club of Metro Atlanta, Play It Again Sports, Bearings Bike Shop, Youth Football Association, and others. I have also partnered with numerous business leaders and athletic professionals around the city. In addition, I have created a foundation at the Shepherd Center for any money PIFF raises through individual and corporate donations. PIFF helps fund recreational rehab for adolescents who have sustained life-altering brain or spine injuries that isnâ&#x20AC;&#x2122;t otherwise covered by insurance. Recreational rehab includes things like trips to restaurants, sporting activities, and field trips as adolescents first begin to experience what life will be like after their injuries.

Did Trinity School help to foster your path of service? Bronstein: It definitely instilled a sense of caring for others. Trinity also gave me the confidence to believe in myself as well as the organizational skills to turn an idea into a full-fledged program.

Fuller: Trinity definitely fostered my love of service. We often had grade-wide service projects, whether it was visiting a nursing home, helping out at another school in need, or even clearing paths and planting trees. It was one particular project at Trinity that really affected me though. It was a drive to collect toys and supplies for a homeless shelter daycare in downtown Atlanta, and I had the chance to be a part of the group that delivered the items and toured the facility. Seeing families in that situation really stuck with me and I sought out other opportunities to volunteer. I also chose to center my Trinity Sixth Grade Capstone Project on homelessness and specifically one nonprofit that served the youngest affected by it. I held a drive to collect supplies for Our House, a shelter in Atlanta for families with newborns. I also spent some time at the shelter with the young children the program serves. Owen: Yes, giving toys during Trinity toy drives began my path of service. Charity and giving seemed to be a constant part of Trinity over the years.

Share some of the highlights associated with your time serving others. Bronstein: One of the biggest highlights of working on The Seraphine Project is definitely all that I have learned from the girls in Africa. When we visited in November 2017, I had the opportunity to meet several of the girls, and one of my favorite experiences, hands down, was the time spent with them.

Fuller: Working with Covenant House, I learned about the causes and effects of youth homelessness while getting a chance to make a difference through fundraising and familiarizing friends and family on the great work they do. We also got a chance to learn from leaders in the community who are working with the homeless population and were guided by these mentors in helping us develop our leadership skills. Another highlight was the time spent with residents of the shelter. Most of them were not much older than I am, and to really get a chance to talk honestly about their situation and how they got there was eye opening. It really struck me that we were more alike than different and that unfortunate circumstances was the only reason they were there. We were also challenged to individually raise money for the shelter and a specific scholarship program. I sent emails and letters to family, friends and some businesses and ultimately raised $10,000. As the student who raised the largest amount, I was honored to receive a $2,500 scholarship myself and got to present another $2,500 scholarship to one of the teen residents at Covenant House. Throughout this program, I learned so much about others, but also about myself. It confirmed for me how this is truly a passion of mine, and I am most happy when Iâ&#x20AC;&#x2122;m doing work like this. Owen: There have been tons of highlights so far. I have enjoyed building a business from nothing. My parents have made sure I am the one doing

the work and building this company. I had to fill out and submit all the legal documents to form the corporation. I also am responsible for all of the IRS filings and accounting. I went to a local SunTrust branch and set up a small business account. I have regular meetings with grown-ups and professionals to discuss Play It Forward Foundations and partnerships and sponsorship opportunities. I have also begun writing grant applications for additional funding opportunities. Another highlight was that I was selected as one of 48 nonprofits companies nationally to have a professional website designed and built for me through the 48in48 project. I worked with a team from IBM iX in Manhattan and a team from London to build my site.

What advice would you give Trinity’s students who may be interested in service work or starting their own nonproﬁt? Bronstein: First, find something that you are passionate about. Then contact organizations that focus on that cause to better understand how they are making an impact and to get ideas about how to potentially help. From there, think about key priorities, like how to build a network and what it takes to raise awareness and tell your story. It’s also important to have a specific goal you are working toward and, if you achieve it, understand what impact you will have.

Fuller: My advice is to research opportunities or organizations that need volunteers in your area. There are many that do appreciate children as volunteers. Even taking the time to work on a one-time or one-day event can give you a good idea of where you’d like to focus going forward and any amount of time you have to offer is typically very much appreciated. You don’t have to start with a big commitment, doing something here or there until you find a special connection is fine. Whether it is at your local food pantry or a dog shelter, take a few hours out of a weekend and just participate. Find something you enjoy working on and if you can’t find a specific shelter or organization of interest, don’t be afraid to create your own project that centers on your most passionate cause. Owen: The most important part of starting a nonprofit is finding something that both inspires you and serves a necessary purpose. Find something you are really passionate about because that passion is going to be your motivation, inspiration, and reward a lot of the time. Starting a nonprofit is a lot of work and not something you can just quit whenever you want. There are a lot of people who count on you. I would also advise that you focus on not only identifying a problem, but also coming up with a realistic and effective solution to that problem.

Written by: Khette Plyler Director of Alumni Relations and Assistant Director of The Trinity Fund

Bachelor of Science in Dietetics and Nutritional Sciences The University of Vermont At Trinity since 2012 /Trinity-School-Alumni-Association

Alumni

Alumni Seventh Grade Reunion In October, our youngest alums took time out of their busy Seventh Grade schedules to put their elementary hats back on. The Class of 2018 was invited back to Trinity School for their first official reunion. The group played on the playground, in the Gaga pit, and on the track; enjoyed a pizza dinner; and caught up with their former classmates.

From left: Claire Markwalter ’18, Elizabeth Hodges ’18, Sarah Kim ’18, Madeline Wright ’18, Noah Ottinger ’18

Events Seventh and Eighth Grade Bowling Party Strike! Trinity alums in Seventh and Eighth Grade gathered at Midtown Bowl on a December afternoon for pizza, bowling, and fun with old friends. A good time was had by all!

Spotlight on Art Alumni and Parent of Alumni Cocktail Reception Trinity alumni 21 and older and parents of alumni were invited back to Trinity for an exclusive cocktail hour prior to the start of Spotlight on Art’s Cocktails & Canvases on February 1. Wine and cheese were served in the Idea Lab and iHub as former classmates and former classmates’ parents caught up on life. For some it was the first time they were seeing Trinity’s “new” campus, and for others, it was the first time they were able to spend time in Trinity’s makerspaces. From left: John Shepard ’68, Peggy Shepard, Lisa Haverty ’66, Former P.E. Teacher and Parent of Alumni Roie Shields

Matthew Coggins ’06 and his guest confer with Head of School Joe Marshall as they work on a STEAM project in the Idea Lab.

Alumni Night at Trinity School In November, the Trinity Alumni Association hosted the second annual Alumni Night at Trinity School. Alumni 21 and older were invited onto campus to hear a “State of the School” update from Head of School Joe Marshall. Afterwards, alums received a STEAM lesson from STEAM Integration Specialist Kate Burton. They had a blast turning boxes into buildings, boats, bobsleds, and chariots while enjoying dinner and drinks catered by Nuevo Laredo. 55

Alumni

Class Notes In Memoriam Owen Green ’03 passed away on February 16, 2019. An Atlanta native, he lived in Aspen, Colorado, and was promoted to group sales specialist for Snowmass Tourism in 2018. Athletic from a young age, Green became an All-American lacrosse player and team captain during his time at The Lovett School. He went on to play Division I lacrosse on athletic and academic scholarships at Jacksonville University in Florida, where he earned a bachelor’s degree in marketing and management. In his free time, he coached the Aspen High School lacrosse team and enjoyed fly fishing, mountaineering, and snowboarding. Green is survived by his parents, Travis and Patricia; his brothers, Eamonn ’99 and Kyle; his paternal grandmother, Janet; and his maternal grandparents, James and Eileen O’Grady.

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Clay Prickett ’96 and his wife, Ali, welcomed their first child, Griffin Denver Prickett, on September 27, 2018. Louis Battey ’99 and his wife, Keller, welcomed their first child, Louis “Ford” LeGarde Battey IV, on January 12, 2019, at Piedmont Hospital in Atlanta. Ford was 6 pounds, 7.5 ounces.

Margaux Black Gray ’00 was recently inducted into The Westminster Breithaupt Athletic Hall of Fame, in recognition of her fast pitch softball excellence. She also pitched for Harvard University, where she was a National Fastpitch Coaches Association Scholar-Athlete and named to the All-Ivy League second team. Gray is currently finishing her pediatric residency at Stanford Medical School. In addition, she and her husband, Tommy, welcomed their first child, Ella James Gray, on November 6, 2018.

4 Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

Reeves Henritze ’01 married Robert McCall, of Winston Salem, North Carolina, on December 8, 2018, in Boca Grande, Florida, surrounded by her family and friends, including several Trinity alums: Porter Hamilton ’19, Morgan Henritze Hamilton ’91, Hunter Henritze ’95, Porter Henritze ’98, Terry Smith Henritze ’67, Tyler Henritze ’93, and Parker Henritze Morse ’99.

Alumni

5 7 Image provided by Penn State Athletics

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Dessie Woodall Stowe ’02 is running a cheerleading camp held on The Marist School’s campus. This is her second year running the camp for girls ages 5-12 years. They do cheers, dances, and arts and crafts.

Isabelle Babb ’08 was recruited to the U.S. Naval Academy as a rower on the women’s crew team and graduated in May 2018 with a degree in Systems Engineering. She was then commissioned into the U. S. Navy as a Naval Aviator. Stationed at the Naval Air Station Pensacola and training to become a pilot, Babb has top security clearance.

Blake Gillikin ’10, a punter for the Penn State Nittany Lions, earned a spot on the Google Cloud Academic All-America Division I first team as selected by the College Sports Information Directors of America. Gillikin has a 4.0 grade-point average as a kinesiology major. In addition to his Google Cloud Academic All-America and All-District honors, he is a two-time Academic All-Big Ten choice and a 2018 Big Ten Distinguished Scholar. On the field, Gillikin ranks second in the Big Ten and 26th nationally in punt average. His 43.3-yard punting average ranks second on Penn State’s single-season chart. For his career, Gillikin sits tied for number two on Penn State’s career punting average charts. He has 36 career punts downed inside the opponent’s 10-yard line. Gillikin is the only

player in program history with five punts of 65 or more yards and is just the fourth player in Penn State history with two 70-plus yard punts in his career.

Hadyn Jolly ’11, a sophomore at the University of Portland in Oregon, spent last summer as a camp counselor at Kanakuk, a Christian summer camp in Branson, Missouri. She will return for another season this summer.

In February, Donovan Mitchell ’13 and his 200m freestyle relay team took first place in the Georgia High School Association State Meet with an All-American time for the race. Eliza Normark ’13, Peter Bernot ’14, Kate Gryboski ’13, and Mary Claire Anderson ’16 also swam and placed in several events on the state championship team.

Oliver Babb ’12 graduated from The Westminster Schools in May 2018. In summer 2017, he was selected as one of 40 men on the Junior National Rowing Team and competed in the World Rowing Championship in Trakai, Lithuania. Babb was recruited by Columbia University as a rower on the men’s crew team and is enjoying his freshman year in New York City. When he is not studying or rowing, Babb is composing electronic music and playing his guitars.

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information. 59

Alumni

A senior at Atlanta Girls’ School, Elinor ‘Ellie’ Munson ’13 has traveled to Honduras for the past five years to help doctors with medical exams. She has also volunteered with the Georgia Epilepsy Foundation, Leukemia and Lymphoma Society, Children’s Healthcare of Atlanta Explorer Program, and Decatur Youth Council. Cole Walker ’13 was named a semifinalist at the regional History Bee & Bowl held at Jackson High School in Jackson, Georgia. His finish in the History Bee qualifies Walker for the National History Bee & Bowl, which will be held in Washington, DC, in late April.

Zelle Westfall ’13 is on the short list of finalists for the Sony World Photography Awards in the youth category. Westfall was also a finalist in The New York Times teen photo contest. Please see one of her entries displayed on the next page.

Aidan Mahoney ’16 was selected to perform in the Georgia Music Educators Association (GMEA) All-State Senior Men’s Chorus in February 2019. He was previously selected to perform in the GMEA All-State Middle School Mixed Chorus in both 2017 and 2018. After two years at Woodward Academy, Mahoney is now at The Galloway School, where he runs cross-country in addition to participating in chorus. He recently returned from a two-week service trip to Puerto Rico.

Davis John Hollis ’17 recently finished a successful season as captain of the Woodward Academy Middle School swim team.

Ella Shutze ’15 recently authored a book of poetry and prose titled Lightning Struck Me Twice. The book relates to her deep work of self-inquiry in Woodward Academy’s Ethical Dilemmas and Decision Making courses.

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

Reilly Cullen ’17 and Will Overstreet ’17 are teaming up once again on the big stage! They appeared together as Don José (Overstreet) and Escamillo (Cullen) in Trinity’s 2017 production of Carmen, and have just been cast as Donkey (Overstreet) and Shrek (Cullen) in Whitefield Academy’s middle school rendition of Shrek the Musical. Performances will be May 3 and 4. On the next page, they are pictured with fellow Carmen cast members after their 2017 performance at Trinity. Left to right: Heather Frisch ’17, Will Overstreet ’17, Katherine O’Brien ’17, and Reilly Cullen ’17.

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