The magazine for friends and family | Fall 2016
Statement of Philosophy Trinity School is an independent, co-educational school serving preschool and elementary-age children. Founded in 1951 by Trinity Presbyterian Church and grounded in the ethical framework of the Christian faith and its Jewish heritage, Trinity accepts children of diverse backgrounds and provides experiences that foster mutual respect, trust, and cooperation among students, faculty, and parents.
Mission Statement The mission of Trinity School is to create a community of learners in which each child can acquire the knowledge, skills, and attitudes to achieve his or her unique potential and become a responsible, productive, and compassionate member of the expanding global community.
Non-Discriminatory Statement The 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 aid, or other school-administered programs.
Flourish Magazine is published bi-annually and mailed free of charge to students, parents, faculty, alumni, grandparents, and friends of Trinity School. For more information about Trinity, please call 404-231-8100 or visit trinityatl.org.
Contents
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TRINITY WELCOMES NEW DIRECTORS OF ADMISSIONS AND MARKETING AND COMMUNICATIONS Brad Brown and Nicole Fash join Trinity as the Director of Admissions and Director of Marketing and Communications.
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SUMMER CAMP SUCCESS LEADS TO NEW OFFERINGS FOR 2017 After a very successful first summer camp program, Trinity is excited to announce that Atlanta Sports Camps will join Trinity Summer Camp.
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WHY WE SCRIBE: THE VALUE OF DOODLING Doodling in class was once given a bad name. At Trinity, this is not the case.
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TEACHING COMMITTEES DRIVE VERTICAL ALIGNMENT Trinity creates an environment in which teachers are empowered to grow and lead our school academically, based on research and best practices in education.
WHAT ARE YOU LEAVING TRINITY WITH? Members of the Class of 2016 reflect on their Trinity Experience and how the School has prepared them to flourish in secondary school and beyond.
EDITOR Nicole Fash
ASSOCIATE EDITOR Margaret Douglas
ART DIRECTION AND DESIGN Ridge Creative, Inc.
CONTRIBUTORS Jennifer Allen Brian Balocki Maryellen Berry Kathy Bruyn Kerry Coote Ashley Crow
Margaret Douglas Nicole Fash Jill Gough Reginald Haley Marsha Harris Becky Holden Brooke Kelly Lauren Kinnard Julia Kuipers Ali Kusky Joe Marshall Carol Meadows Sarah Meurisse Carrie Peralta
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Michelle Perry Khette Plyler Gina Quiñones Lauren Rose Katie Rosengren Javonne Stewart Kristi Story Alice Trahant
PHOTOGRAPHERS Billy Howard Paul Ward
Celebrating the Present, Preparing for the Future At Trinity, students get to savor their childhood while also acquiring a deep academic foundation and developing responsibility, leadership, and a strong sense of self. Everything we do is designed to help children ages three through Sixth Grade flourish. Trinity School is a magical place. Come see for yourself.
Trinity School Open House Dates: 2016 November 15 | 9:30 AM December 8 | 9:30 AM 2017 January 18 | 9:30 AM
Reserve your spot today: 404-231-8118 or trinityatl.org
success. When schools contain more than one of these divisions, it’s inevitable that one of them, usually the one with older students, receives more emphasis and resources. I distinctly remember from my time at another school how disappointed my Eighth Grade boys basketball team was when our scheduled middle school practice was canceled for the varsity team that needed “additional practice before a big game.” Trinity’s focus on one division means that every student, in every grade level, is given equal value and support.
“As an elementary school, we focus on preparing our students for the future while also savoring the wonder, magic, and innocence of childhood.” During my 36 years in education, I have taught in schools with different grade configurations, including K–12 and preschool–8. Since joining the Trinity community three years ago, I am frequently asked: “Why an elementary school?” I chose Trinity School specifically because of its steadfast dedication to providing an elementary-only education to children ages three through Sixth Grade. I strongly believe in separating the three traditional divisions of school—elementary, middle, and high. I’ve taught in all three and know firsthand that students of different ages have particular needs—in terms of learning spaces, daily schedules, teachers, and more—that require unique attention in order to optimize growth and
From a research perspective, early development of healthy habits and skills is essential to subsequent success and happiness in school and life. A recent study found that three key practices and skills support future school success. One is the importance of a strong academic foundation. This includes proficiency in literacy and numeracy and exposure to experiences and content knowledge in other disciplines, such as science and art. Over the past 20 years, there has been much research into how children learn and how to make content knowledge “stick,” meaning it is well stored and easily retrieved from long-term memory. While today’s digital age provides easy access to factual knowledge, “new learning” is built upon prior knowledge and understanding. Another important skill is the ability to focus and attend to a particular task. Experienced teachers know that self-control in students is as important as cognitive ability for academic success. The final key practice encompasses the development of positive peer relationships and the ability to work with others collaboratively and cooperatively. Additionally, other studies show how important elementary school years are in developing students’ intrinsic motivation, another important factor in determining future success and happiness. Extrinsic strategies like rewards and incentives may work in the moment but do not motivate children—or adults—in the long run.
the best opportunity for future success and happiness. As an elementary school, we focus on preparing our students for the future while also savoring the wonder, magic, and innocence of childhood. We design and provide learning experiences that build upon children’s natural curiosity and allow for exploration, including playbased discovery for our youngest students. We maintain a culture that has the ideal balance of challenge, nurture, structure, and choice. One that fosters belonging, acceptance, and community; emphasizes achievement and progress through hard work and effort; and stimulates, inspires, and engages young minds and attitudes. When I taught middle and high school students, I learned the importance of their formative years in elementary school. Since Trinity’s founding in 1951, we have been committed to an education that builds strong academic and character foundations in our students and encourages continued excitement and engagement in learning. Through Trinity’s guidance and influence, our graduates flourish not only during their secondary school years, but also throughout their lifetime! Sincerely,
Joseph P. Marshall Head of School
Research confirms what Trinity has always believed: a learning environment designed around the unique needs and interests of young learners gives students 3
SCHOOL NEWS
Trinity Welcomes
New Director of Admissions and Director of Marketing and Communications
Director of Admissions Brad Brown and Director of Marketing and Communications Nicole Fash have hit the ground running at Trinity School. No strangers to independent schools, these two new members of the Trinity community bring years of experience and fresh perspectives to the School. In June, Brad joined Trinity from The Walker School in Marietta, Georgia, where he served as Director of Admissions from 2012 to 2016. An alumnus of Walker, Brad also served the school as Assistant Director of Admissions for 12 years, Director of Multicultural Affairs, a coach, a Spanish teacher, and an Alumni Board member. He holds a Master of Arts in Teaching a Second Language from Bennington College in Vermont and a Bachelor of Arts in Spanish Culture and Civilization from Furman University in Greenville, South Carolina. “It has been a privilege to get to know my new colleagues, our students, and the many families that make up our 4
community,” says Brad. “There is a unique energy and warmth here that has quickly made Trinity feel like home.
relations firm in Atlanta, and served as Herman Cain’s press secretary during his 2003-04 bid for U.S. Senate.
“I have seen our curriculum jump to life as I participated in various classroom activities across all grade levels,” he continues. “I have experienced the palpable enthusiasm of our students as they celebrated this year’s theme of Unity presented by our Sixth Grade Leadership Class. And I am grateful for the support I have received from current parents as I prepare to share the Trinity Experience to prospective families. I am honored to tell your story.”
“The first time I entered Trinity’s campus, I could see and feel the magic of this place. The School’s focus on early childhood and elementary education captured my attention, and our emphasis on building a deep academic foundation while savoring every moment of childhood captured my imagination,” says Nicole. “It is a joy to share the story of Trinity, one of the Southeast’s most influential and innovative independent schools. I have been honored by the very warm welcome I have received and look forward to continue learning more about our community and people.”
In May, Nicole joined Trinity from Mount Pisgah Christian School in Johns Creek, Georgia, where she worked for more than three years, first as Director of the Annual Fund and most recently as Director of Advancement Services and Communications. Prior to working at Mount Pisgah, Nicole worked in the advancement office at Woodward Academy, was vice president of a public
Nicole holds a Master of Arts in Media and Cultural Studies from the University of Sussex in Brighton, England, and a Bachelor of Arts in Public Relations and Spanish from Shorter College in Rome, Georgia.
New Website Design If you have visited the School’s website since June 1, you will have noticed its fresh and intuitive new design. Cleaner pages, more images, an expanded layout, and faster load times are among the features of the redesigned TrinityAtl.org. Not only does the site capture the School’s unique brand, but also it provides visitors quick and easy navigation to important information. After months of planning and development, the website was strategically divided into the following six sections – About, Admissions, Learning, Campus Life, Support, and Alumni. In addition to its easily navigable layout and beautiful new look, the site is also a responsive
design, adjusting to screen size when accessed from your smartphone, tablet, laptop, or desktop computer. We are especially excited about the site’s capability to showcase our students, teachers, and the compelling happenings at the School every day. News headlines, events, social media feeds, and video vignettes of the School are featured on the site’s homepage. There is easy access to a directory of faculty and staff in the About section. News features and photos also appear throughout the site, giving visitors a real taste of the Trinity Experience.
SCHOOL NEWS
Improves Online Experience for Prospective and Current Families
Additionally, the newly redesigned website houses MyTrinity, a secure, passwordprotected portal for resources used by Trinity School parents, faculty, staff, and Trustees. This unique feature is laid out in a bulletin board style and provides easy access to program log-in pages and information such as School-Pass, PowerSchool’s Class Pages (formerly called Haiku), The Overend Learning Commons resources, Trinity This Week and Trinity TV archives, photo and video libraries, the lunch menu, uniform guidelines, and family directories.
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SCHOOL NEWS
Welcome,
New Board Members! By Margaret Douglas, Director of Advancement
Chris Gabriel
Molly Jamieson
As the proud parent of Trinity alum Ellie ’17 and current Fourth Grader Reed, Chris Gabriel is excited and honored to join Trinity School’s Board of Trustees. In their eighth year at Trinity, Chris and his wife, Courtenay, have embraced many different volunteer roles, including Trinity Fund Class Callers, Grade Captains, and Parent Fund Chairs as well as TSPA Grade Level Representatives. Most of all, Chris has enjoyed special opportunities in his children’s classrooms, serving as the mystery reader and the guest math game coach.
Trinity’s Board of Trustees welcomes long-term parent volunteer and supporter Molly Jamieson. Molly and her husband, John, have a Trinity graduate, Julia ’16, and a current Third Grader, John Henry. From serving as a Room Parent to a Grade Level Representative, from Spotlight on Art Market Chair to Spotlight on Art Chair, from Parent Fund Class Caller to Parent Fund Grade Captain, Molly has been involved with Trinity in many ways and brings incredible value and insight to the Board of Trustees.
“Trinity is an amazing place,” says Chris. “The prospect of supporting the School in offering the finest elementary education available anywhere is humbling and exciting.”
“Both of our children have benefited tremendously from the dedication of the faculty and staff of Trinity School,” says Molly. “The School’s focus on the individual child and providing creative and engaging age-appropriate opportunities for our kids to grow and learn has absolutely fostered a love of learning in our children.” For these reasons, Molly is honored to serve on the Board of Trustees. Molly believes the faculty and staff at Trinity are the School’s greatest assets, and their dedication to all individual Trinity students is why she chooses to volunteer and serve at Trinity in every way she possibly can.
Within his broad financial advisory practice that serves families and institutions, Chris specializes in “philanthropic enabling.” He helps to integrate charitable planning into clients’ overall wealth management goals. He likewise works with nonprofit organizations to have productive donor conversations and to raise and steward resources effectively. His personal and professional interests have led Chris to found “The Generosity Project,” a charity devoted to promoting giving in society as a whole. He hopes to publish a related book next year. Chris also serves as a member of the City of Refuge Board of Directors and the Georgia Boy Choir Board as well as a volunteer for Children’s Healthcare of Atlanta, Boys and Girls Clubs, Shepherd Center, Cub Scouts, and Peachtree Road United Methodist Church. 6
Currently active on committees at The Children’s Museum of Atlanta, Trinity Presbyterian Church, and National Charity League, Molly has also worked in various nonprofit marketing, fundraising, and special event roles at both private schools and consulting firms.
Tish McDonald
Ann Speer
The School is fortunate to have Trinity parent Tish McDonald join the Board of Trustees this year. She brings a wealth of experience to the Board, having provided legal advice over the years to colleges, universities, and foundations and to the recognized accrediting agency for higher education in the southern states.
A member of the Trinity community for many years, Ann Speer adds incredible value as a returning member of the Board of Trustees. Previously serving three different times on the Board, Ann is also a former Trinity parent and a current grandparent. She has been Vice-Chair and Secretary of the Board and chaired the Governance Committee. Ann assisted with Spotlight on Art in its early years and has held numerous other volunteer roles at the School, including Room Parent, Grandparent Fund Chair, and Girl Scouts volunteer.
Trinity has proved to be an excellent fit for Tish’s daughter Abby, who is currently in the Fourth Grade and a Trinity “lifer,” having started in Early Learners. Tish is thrilled to serve the greater Trinity community and help ensure the School’s continued success well into the future. She has been impressed by the commitment of Trinity’s teachers to its mission of “creating a community of learners in which each child can acquire the knowledge, skills, and attitudes to achieve his or her unique potential and become a responsible, productive, and compassionate member of the expanding global community.” Tish is a partner at King & Spalding in the law firm’s Business Litigation practice group, and she is married to Bill Muller. Outside of Trinity, Tish serves as a member of The Atlanta Women’s Foundation Board, the Atlanta Bar Foundation Board, and the State Bar of Georgia Board of Governors.
SCHOOL NEWS
Trinity’s Board of Trustees has four new members this year. We welcome each one and thank them for their commitment to Trinity’s mission and vision for the future.
Ann is looking forward to seeing the new and expanded programs that have been initiated in the two years since leaving her last Board tenure in 2014, especially those utilizing the new and remodeled spaces. Her grandchildren talk with excitement about the new Overend Learning Commons, motivating Ann to explore those spaces. She says, “New people and new ideas have always been a hallmark of Trinity, and I welcome being a part of that again.” Being at Trinity more often also gives Ann the great opportunity of running into one of her five grandchildren in the hallways, which is fun for the whole family. This year, she will have grandchildren participating in the Opera, Nutcracker, Wagon Train, Colonial Day, and Pre-K Olympics – Trinity traditions that are all talked about for years. Ann also continues to serve on various task forces and committees at Trinity Presbyterian Church and enjoys travel, reading, family vacations, and weekends spent at Lake Burton.
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SCHOOL NEWS
2016 Grant Recipients By Katie Rosengren, Associate Director of Advancement
Trinity’s most valuable asset is our exceptional faculty and staff. In order to best support this vital group, the School’s Administration encourages and provides for many professional development opportunities and strives to offer competitive salaries to attract and retain teachers and staff who are truly passionate about educating young children. While supporting our employees remains a top priority, the School is limited by what the operating budget can sustain. Generous philanthropic support from the community allows us to further recognize and thank those who are most dedicated to advancing the mission of Trinity School. Through generous gifts to the endowment over the years, the Academic Leadership Team was able to celebrate excellence in service by presenting grant awards to fifteen esteemed members of the faculty and staff in August. Controller Wynn Hickam, Administrative Assistant to the Early Elementary Division Head Nancy Milner, Learning Specialist Michelle Perry, Sixth Grade Lead Teacher Kristi Story, Registrar and Administrative Assistant to the Upper Elementary Division Head Debra Swann, and Security Systems Administrator Anthony Taylor were honored with Rollins Quest for Excellence grants, which recognize employees who embody excellence, dedication, and loyalty to Trinity. These grants, which include a stipend to be used for personal and professional growth and renewal, were made possible by a very generous gift to the Growing Leaders campaign from the Gary W. Rollins Foundation and are a meaningful way to recognize outstanding service to Trinity School. Established through the Growing Leaders campaign in 2013, The Childress Family Fund for Faculty Excellence supports faculty members in their professional growth and development. Awards presented each year give teachers the opportunity to pursue an innovative program to increase awareness, knowledge, and proficiency or insight that will be applied in the classroom and shared with Trinity colleagues. Second Grade Assistant Teacher
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Kerry Coote and a team of six teachers representing Trinity in the Atlanta K12 Design Challenge (AK12DC) – Fifth Grade Lead Teacher Thomas Benefield, Art Teacher Nina Chamberlain, Pre-K Lead Teacher Erin Collini, Engineering Specialist Kevin Howard, Science Teacher Becky Maas, and Science Teacher Lauren Rose – received awards from The Childress Family Fund for Faculty Excellence this year. In addition to the award she received with her teammates, Erin Collini was presented with an individual Childress award. Nina, a member of the AK12DC team, which builds capacity for design thinking to drive innovation in schools, greatly appreciates this opportunity. She says, “We believe we are doing great work to enhance the students’ learning, and I can’t wait to continue our work in the coming school year.” P.E. Teacher Brian Balocki and Media Specialist Meredith Burris were also honored at the reception for receiving a grant from the Teacher Opportunity Fund. Established in 1994, the Teacher Opportunity Fund is an endowment fund set up to honor excellence in teaching. The fund grants awards of $2,500 annually to faculty for exploration and curriculum enhancement. Meredith, whose grant will allow her to travel to Prague, Salzburg, and Vienna, says, “It was an honor to receive the Teacher Opportunity Fund grant this year. I hope to explore aspects of music and art in order to bring back ideas for collaboration with our art and music departments.” Lastly, Becky Maas was recognized with the inaugural award from the Stephen G. Kennedy Fund for Faculty Excellence. Established through the Growing Leaders campaign to honor previous Head of School Stephen Kennedy’s 11 years of service to Trinity, this award and stipend honors a faculty member using innovative best practices to foster Information Age skills. Becky, described as “a natural design thinker” and “an innovative practitioner for and with her learners,” truly embodies the qualities highlighted by this esteemed award.
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SCHOOL NEWS
STUDENTS
Playground
Enhancements Keep Students Active By Reginald Haley, Director of Operations
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STUDENTS
The Story of Trinity’s Gaga Ball Pit By Maryellen Berry Upper Elementary Division Head
Supporting an active lifestyle is a priority for Trinity School, and we are always looking for new, fun activities to keep our students of different ages and abilities moving. This summer, we enhanced our playgrounds with additional equipment. An Explorer from Kompan, a company that specializes in innovative playground equipment specifically for young children, and Mountaineer Ropes were added to the Early Elementary Division playground. Students can scale the climbing mound using the new Mountaineer Ropes and the Explorer’s marine theme inspires roleplaying games and travel adventures. Also, thanks to Trinity’s Class of 2016, we added a Gaga Ball Pit to the Upper Elementary Division Playground. Twenty feet in diameter, the Gaga Ball Pit is an octagonal court in which various activities, including Gaga Ball, can be played.
This court’s growing popularity is due to its signature game and usability, and its flexibility is perfect for physical education classes, recess, after-school programs, and summer camp activities.
Key benefits of Gaga Ball • Develops agility, hand-eye coordination, and running, jumping, striking, and dodging skills • Fun for all athletic abilities • Enjoyed by children beginning in elementary school • Fast-paced and high-energy to keep everyone active and involved • Anyone can win • Easy to learn
Each year, members of the Sixth Grade Leadership Class meet in the spring to determine possibilities for their Class Gift and vote on the one or two items that they feel will have the greatest impact on the School. The Class of 2016 earned $10,000, so they had some important decisions. They chose to have a large portion go to the outdoor classroom and the rest go to building a Gaga Ball Pit. A safer version of dodgeball, Gaga Ball is played in an octagonal court with a soft, foam ball. The object of the game is to be the last person inside the “pit.” Having played Gaga Ball at camps in the summer, the Class of 2016 knew it was a fast-paced game that allowed many children to play. Games are over quickly, allowing high engagement. Last year’s Sixth Graders wanted a fun game for recess that many ages could play and one that would be fun to watch as well. Based on the first few months of the new school year, it is a huge hit! 11
STUDENTS
Trinity Summer Camp Success
Leads to Addition of Atlanta Sports Camps By Carol Meadows, Director of Extended Programs
Held this past summer, Trinity School’s first summer camp program was a huge success. In June, more than 250 campers converged onto our campus to experience a wide variety of learning and athletic activities. From chess to karate and from multimedia to mathematics, there was something for everyone! Campers hiked through Discovery Woods with Ms. Pam Lauer and Ms. Brooke Kelly, learning about creatures that live there and even capturing and releasing a few in the process. Our young scientists learned about colors, water, and chemistry with Ms. April Patton. Using huge Lego sets, campers built large creations with Ms. Samantha Osby. Fantasy camps led by Ms. Kimberly Marchant had children making their own dress-up clothes and pretending to be pirates. Children who were engaged in golf and soccer camps joined together for games of capture the flag. Unique and beautiful works of art were displayed at end-ofthe-week art shows held by our artistic
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campers. Chef Isaiah Thomas taught campers cooking techniques in Shepard Dining Hall. Camper and Trinity Kindergartner Griggs Mealor says, “I wish I could go to karate camp every day forever.” Following this year’s success, the 2017 Trinity Summer Camp promises to be even more exciting with the addition of Atlanta Sports Camps!
Atlanta Sports Camps: We are
excited to announce that Atlanta Sports Camps will find a home on Trinity’s campus. Founded by Trinity P.E. Teacher Brian Balocki, Atlanta Sports Camps will have the same format, energy, and counselors as the camps he has held at other locations but will include the addition of a separate girls’ division. Children can participate in their favorite sports activities: kickball, tag and capture games, ultimate Frisbee, soccer, flag football, hockey, lacrosse, basketball, cooperative challenges, and more!
Atlanta Sports Camp will be available for rising First through rising Sixth Graders. Sessions will run Monday through Friday from 9 AM to 2 PM. Daily lunches will be included and provided by Flik. Please contact Coach Balocki, Founder of Atlanta Sports Camps, at bbalocki@trinityatl.org for more information.
Special Interest Camps: Trinity
will continue to offer Special Interest Camps for our younger campers, with favorite camps returning with new and fun activities. Offered to rising Pre-K and rising Kindergarten students, these camps will run Monday through Friday from 9 AM to 1 PM. Daily lunches will be included and provided by Flik. Please contact Carol Meadows, Director of Extended Programs, at cmeadows@trinityatl.org for more information.
STUDENTS
Mark Your Calendars for Trinity Summer Camp 2017! June 5-30, 2017 Session 1: June 5–9 Session 2: June 12–16 Session 3: June 19–23 Session 4: June 26–30 Atlanta Sports Camps 9 AM–2 PM Rising First-Sixth Graders Special Interest Camps 9 AM–1 PM Rising Pre-K and Kindergarten Students Trinity Summer Camp is open to the public. Registration Registration for Trinity Summer Camp 2017 will begin on February 1, 2017. A Sneak Peek will be available in December, when camps will be offered to Trinity families before opening to the public.
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14 FACULTY
The Value of Doodling
FACULTY
Why We Scribe:
By Ali Kusky, Fifth Grade Assistant Teacher
As we continue to foster creativity and critical reasoning at Trinity, we want to change the way we understand information. Our goal, always, is to increase knowledge and retention. Doodling, or the art of applied visual thinking, is one way for Trinity students and teachers to deeply engage in learning. Sunni Brown, author of The Doodle Revolution: Unlock the Power to Think Differently, says, “Tracking content using imagery, color, word pictures, and typography can change the way you understand information and also dramatically increase your knowledge and retention.” Doodling is one approach to note-taking and brainstorming that makes these activities become more active, personal, brain-compatible, and shareable. During a lesson, we can incorporate symbols and doodles to improve listening, better express ideas, summarize and synthesize learning, and make connections. In the past, I always took notes in the traditional way – using shorthand and bullet points, writing outlines, and copying from the board. To study for a test when I was a student, I would pull out these lengthy pages of notes and attempt to focus long enough to memorize the endless amount of words. I didn’t know there was a different way—perhaps a better way—until I was introduced to doodling last year.
I have never considered myself an artist and most doodlers I know don’t either. When I first attempted doodling last year during the Sentence, Phrase, Word introduction to Fifth Grade, a researchbased approach to visible thinking that began at Harvard, I was doodling very literal images of text. It was a good start, and my style quickly evolved.
more deeply than if I use my traditional way of note-taking, but also it is pleasing to the eye and fun to do. Doodling is very easy to incorporate into the classroom, in all subject areas. Students draw what they hear, see, and feel. We then discuss how their pictures represent what was learned. In addition to reiterating the
“It allows for greater retention and creative problem solving. Doodlers have to use critical reasoning to capture the big ideas.” I learned fast and easy ways to represent people thanks to Jill Gough [Director of Teaching and Learning], and then I began doodling abstract concepts and ideas. I soon realized that I enjoyed this approach to note-taking much more than the techniques I was taught 20 years ago. Also, I didn’t have to be an expert at drawing to do it. By helping me clear my mind and stay in the moment during a presentation, doodling makes me a better listener and allows me to focus on what is important. When I reflect on my doodles, I can recall details around a conversation, piece of writing, or speech better because I now associate it with the images I drew. I doodle because not only does it help me retain ideas, information, and details much
information to students, these discussions around their doodles also provide the opportunity to assess whether a student grasped the lesson’s main themes or focused on side topics. There is no right way to doodle, and for the child who likes to draw, doodling is a great way for them to stay engaged. Like it does for me, doodling helps our students process information and visualize their understanding. It allows for greater retention and creative problem solving. Doodlers have to use critical reasoning to capture the big ideas. By teaching our students that doodling is an option when taking notes and a way to maintain active listening, we give them choice, we embrace their love of drawing, and we continue to foster their creativity, and ours, too.
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Teaching Committees FACULTY
Drive Vertical Alignment At Trinity, our faculty members are the driving force of voice, choice, research, and collaboration. As teachers, we have the unique opportunity to be part of a community of learners that grow and lead our school academically, based on research and best practices in education. To that end, representatives from each grade level serve on academic committees focused on STEAM (Science, Technology, Engineering, Art, and Mathematics), Literacy, and Math. Every year, the committees set goals for their learning areas in order to strengthen each program’s vertical alignment and research and discuss best practices, conduct peer observations, and report back to grade-level teams on findings. These committees help facilitate a culture of shared purpose, communication, and reflection on teaching and learning by responding to the needs expressed by all grades and academic programs at Trinity. Our passion to deepen learning experiences for the children in our care drives our teaming and professional learning. Our hearts compel us forward to study, implement, and analyze our practices. How will we learn and grow together while working to serve our young learners? We play. We write. We read. We share. We connect. Today and every day, we are readers, writers, mathematicians, and scientists.
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The STEAM Committee By STEAM Committee Co-Chairs: Second Grade Lead Teacher Kathy Bruyn, Pre-K Assistant Teacher Brooke Kelly, Science Teacher Lauren Rose STEAM has become a “buzz word” in the education community over the past several years. It is an educational approach to learning that is integrated, providing students with opportunities for inquiry, critical thinking, and dialogue with others. Research shows that STEAM education inspires innovative thinking and improves the ability of students to become better problem solvers, to more deeply understand concepts, and to work cooperatively in diverse teams. Providing students with opportunities to test and then redesign helps reinforce the idea that it usually takes many attempts before one achieves success. This leads to a higher level of learning. The primary goals for the STEAM Committee this year are to create awareness, encourage teachers to take risks, and to share successes and challenges with others. Our STEAM faculty leaders plan learning challenges for our teachers to create a sense of purposeful play, which you can see on Twitter. Following #TrinitySTEAM on social media offers glimpses into playing and learning together at Trinity. Our faculty can be seen attempting STEAM challenges one afternoon after school, and then, our students can be seen taking on the same challenges over the following week. At Trinity, together we learn, we play, and we share.
FACULTY
The Math Committee
The Literacy Committee
By Math Committee Co-Chairs: Second Grade Assistant Teacher Kerry Coote, Math Specialist Becky Holden, Sixth Grade Lead Teacher Kristi Story
By Literacy Committee Co-Chairs: Third Grade Lead Teacher Ashley Crow, Learning Specialist Michelle Perry, Sixth Grade Lead Teacher Javonne Stewart
The Math Committee’s goals include continuing to work on vertical alignment from Early Learners through Sixth Grade; expanding our knowledge of best practices for mathematics teaching; sharing work with each grade level to grow our community as teachers of math; raising the level of teacher confidence in math; and deepening, differentiating, and extending learning for all of our students in the classroom. The math and growth mindset research of Stanford Professor of Mathematics Education Jo Boaler inspires us to develop flexibility in numeracy to deepen understanding, confidence, and competence. Our math faculty leaders teach and lead by example as we implement Number Talks with our young learners to empower them to show what they know in more than one way.
The overall goal of the Literacy Committee for this school year is to focus on the architecture of the mini-lesson in Reading and Writing Workshops. Our committee members support the School by inviting colleagues into our classrooms for peer observations. Our goal is to create a community of teachers as learners by receiving and offering constructive feedback on our craft. We strive to strengthen our teaching and learning by going deeper rather than covering more content.
We know learners seek relevance, challenges, and opportunities to succeed. Following national best practices, Trinity students are engaged in active learning, confidently sharing their solutions with others in order to add to the learning of all. For example, participating in Number Talks is a daily routine that provides students with ongoing, meaningful practice in computational fluency. When children engage in Number Talks, they look at the relationships between strategies, which allows them to have the opportunity to be flexible, construct arguments, and communicate to reveal their understanding.
Lucy Calkins, Founding Director of the Reading and Writing Project at Teachers College, Columbia University, says, “If our teaching is going to be an art, we need to remember that artistry does not come from the sheer quantity of red and yellow paint or from the amount of clay or marble, but from the organizing vision that shapes the use of those materials. It’s not the number of good ideas that will turn our teaching into something significant and beautiful, but the selection, balance, coherence, and design of those ideas” (Calkins 1994, 2001). Over the last few years, the Literacy Committee has assisted in the implementation of Reading and Writing Workshops throughout the entire school. Research suggests that allowing more time for students to read and write is linked to attaining higher order literacy proficiencies. This year, students in Kindergarten through Sixth Grade are using the Units of Study by Lucy Calkins. We are excited to further strengthen the vertical alignment by having common language, routines, and teaching methods. Students will benefit from this development by having a strong foundation on which they can build upon each year.
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FACULTY
Trinity Students Build
World Language Proficiency By World Language Teachers Jennifer Allen, Lauren Kinnard, Julia Kuipers, Sarah Meurisse, Carrie Peralta, and Gina QuiĂąones
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According to Greg Duncan, “The support, guidance, and nurture that Trinity School provides to its World Languages program sets it apart from many others. Its desire to give learners a positive start in languages and to focus on producing students who have a measurable level of speaking proficiency that can be built upon in later years at other schools is truly commendable.”
Developed by the American Council on the Teaching of Foreign Languages (ACTFL), the “Five Cs” – Communication, Cultures, Comparisons, Connections, and Communities – paired with guidance from the renowned World Languages Consultant Greg Duncan, drive Trinity’s World Languages department to implement best practices in language acquisition.
The “Five Cs” framework helps the World Languages team foster understanding of and excitement for language acquisition in each Trinity student.
COMMUNICATION compels students to pursue deep language learning. Through interpersonal, presentational, and interpretive communication, students and teachers communicate in the target language at least 90 percent of the time in each World Languages class. Teachers prepare students to use Spanish or French in practical, real-world settings. To evaluate and celebrate growth in language proficiency, Fifth and Sixth Grade students take the ACTFL Assessment of Performance towards Proficiency in Languages (AAPPL). This assessment helps to support our learners by providing personalized evidence and feedback and guides teachers as they continue to push students to grow in listening, speaking, and reading proficiency.
CULTURE and language are intimately connected. This year, Spanish students are exploring various cultures in the Andes regions while French students are digging into Francophone populations in Northern Africa. To develop cultural competencies, language teachers present authentic products, practices, and perspectives of these cultures.
FACULTY
Every year, Trinity School grows a more robust World Languages program from our Early Learners through Sixth Grade. Students in all grades engage in highly interactive activities that help them develop an appreciation of language and culture while acquiring proficiency in Spanish or French and confidence as foreign language speakers.
innate curiosity, the World Languages classroom provides opportunities and guidance to develop appreciation for others while coming to a deeper understanding of one’s self.
CONNECTIONS between global communities and our students’ communities help inspire a love for language acquisition and cultural exploration. Parents and friends of Trinity join classrooms to share their languages and cultures with students in order to show children that the global community exists all around them. These are the learning experiences that are most formative and memorable for students.
COMMUNITIES in the Andes region embrace the Quechuan motto, “Today, I help you. Tomorrow, you help me.” Equally, in various French speaking countries in Northern Africa, Francophones share the motto “Unité, Travail, Progrès,” meaning “Unity, Work, Progress.” These mottos serve as themes in the World Languages department. Students consider what communities around the world look like, from their base classroom community to an indigenous community in the mountains of Africa.
COMPARISONS between cultures and languages deepen the educational experience. Students naturally compare their culture with a different culture. Similarly, they compare their second language to their first language. Building upon this
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FACULTY
Making Cross-Curricular Connections
with Literacy By Javonne Stewart, Sixth Grade Lead Teacher
Attributed to Margaret Fuller, an American writer, journalist, and literary critic, “Today a reader, tomorrow a leader” is a quote that has shaped my approach to teaching nonfiction reading in all subject areas. Reading is truly the gateway to knowledge, creativity, and exploration. I believe that encouraging students to be avid readers is the beginning to shaping and molding the leaders of tomorrow. This is why a focus on literacy is both exciting and fulfilling. At Trinity, we are equipped with the tools to teach reading in a way that allows students to inquire, understand different perspectives, and drive change. Non-fiction reading allows students to not only imagine but also solve problems in all content areas: word problems in mathematics, hypotheses in the sciences, and social issues in world cultures. Ben Johnson, an author and educator for Edutopia.com, writes, “In order for all this [cross-curricular instruction] to happen in a sustainable way in our schools, deeper learning requires that groups of teachers pool their talents, resources, time, and efforts to maximize coherence, relevance, and connections among the content areas.” 20
Trinity is already ahead of the game. Empowering students in their learning is a pillar of our community, a permanent fixture. Because of this, my reading instruction focuses on students’ not only developing a deeper understanding of how to read, but also building a reading toolbox of skills that will help them excel in school and throughout their life. Ultimately, I hope that students will leave Trinity as critical readers who are open to what reading has to offer and able to make decisions based on the knowledge that they have gained through reading. How might reading instruction do this? At Trinity, instruction for the younger learners focuses mostly on decoding, blending words, developing stamina, and acquiring vocabulary. As students reach the Upper Elementary Division, the focus moves to comprehension and literary analysis, differentiation between certain types of texts, and research skill development. Students in Fifth and Sixth Grade are encouraged to think more deeply while reading, to determine fact versus opinion, to make evidenced-based arguments, and to develop their own thought processes.
For example, in my Sixth Grade social studies class I teach students that to engage with a text in a thoughtful and purposive manner requires preparation. At the beginning of the school year, prior to students’ reading about a particular topic, I prepare them to be critical thinkers and readers by having them participate in debate exercises. The game Pro/Con is one such exercise. During Pro/Con, two students sit in chairs that face one another. One student is asked to be the defender and the other is asked to be the controller. I give the defender a topic, such as “conflict,” and the controller is given the responsibility of changing between the words “pro” and “con.” As the controller switches, the defender must give as many reasons as possible that make an argument for or against the word “conflict.” Through this exercise, students learn that there is always more than one side to a story and that having prior knowledge about a topic helps them build an argument. We do this activity again after reading about conflict within a civilization, ancient Rome for example, and this time
• evidence-based assertions lend credibility to their argument; • research skills are necessary to take a stance, and thorough research makes for a stronger argument; and • reading (comprehension, making assertions, critical analysis, etc.) is what underpins the credibility of their argument.
Pro/Con is also a gateway into teaching students that these literacy skills can be used in all content areas. For example, in science, your hypothesis does not stick unless you have evidence to back it up. In math, showing your work is proof that your answer is strong. In language arts, your ideas are more developed when details are added or when they are well-researched with evidence and citations included.
They are, in essence, questioning the author, identifying problems, and devising solutions. These are all skills that are learned through a strong nonfiction reading program. Simultaneously, students are empowered as critical thinkers: thinkers who can pull apart (deduce) and put together (synthesize) information, and who can formulate their own ideas and opinions.
The beauty of the debate activities in my social studies class is that students are completely engaged in crafting their sides of an argument and, at the same time, they are reading across the content area, making assertions, and refuting statements.
By making cross-curricular connections with literacy and other essential skills, Trinity students are empowered to take ownership of their learning, paving the way for them to be the leaders of tomorrow.
FACULTY
students have to use evidence from the text to support their assertions. This may seem complicated, but students learn that:
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FACULTY
Honoring our Retirees Learning Specialists play a significant role at Trinity School. Their guidance, love, and care have an immeasurable impact on the students they teach. Members of the 2015–16 Yearbook Staff honored two such Learning Specialists who retired last spring. Following are the dedications that were presented to our 2016 retirees. We wish these educators the best of luck in their future endeavors.
Nevelle Johnson
Mrs. Nevelle Johnson is a Learning Team Specialist who has taught at Trinity School for six years. Of the multiple memories Trinity has given Mrs. Nevelle, she will miss the teachers and students she has made relationships with. She thoroughly creates a caring and encouraging place to learn and likes this most about Trinity. Lastly,
Mrs. Nevelle’s proudest moment at Trinity School is when her students realize that they can do something that the student said he/ she could “not” do.
Mrs. Pamela Osbourne is a Learning Team Specialist who has taught at Trinity for 15 years. Her proudest teaching moments are whenever a Sixth Grader that she works with goes to the school he or she liked. Each time she gets a new student, it’s a challenge to figure out what his or her learning style is. She must figure out how to give them strategies as well as how to use their strengths. She worked at a school
for children who had learning disabilities, and her daughter had learning disabilities. When she learned how to help her daughter, Mrs. Osbourne knew that this was what she wanted to do. She is going to miss her sweet friends. Even though she has her own personal children, Mrs. Osbourne considers all of her Trinity students her kids, too!
By: Emily Bronstein ’16
6
YEARS
Early Elementary Division Learning Specialist
Pamela Osbourne Upper Elementary Division Learning Specialist
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15 YEARS
By: Asia Bay Jacobs ’16
For 65 years,
we have been helping children flourish. Trinity School’s commitment to its students has been strong and unwavering for 65 years: to create an environment that prepares each child to become a responsible, productive, and compassionate member of the expanding global community. This lofty mission requires resources that go beyond what tuition covers. The Trinity Fund, the School’s annual giving campaign, helps to make up the difference. The collective philanthropic support from the entire Trinity community allows the School to remain steadfast in its mission and deepens the everyday experience of all 606 Trinity students. Your investment in The Trinity Fund supports the following essential resources: • Faculty salaries and professional development • Technology • Curricular upgrades and classroom enhancements • Need-based financial aid
Please visit www.trinityatl.org/give or contact Khette Plyer, Director of the Trinity Fund and Alumni Relations, at 404-231-8112 or kplyler@trinityatl.org to make your commitment to the Trinity Fund today. We are deeply grateful for the commitment you make annually to ensure that Trinity School continues to help students flourish for another 65 years!
PARENTS
Over the span of 36 years, Spotlight on Art has transformed from a small elementary school fundraiser to the largest artists market of its kind in the Southeast, an incredible testament to the hard work and support of our amazing parent volunteers! Boasting approximately 350 artists and 6,000 square feet of gallery space, and selling close to 1,000 pieces of artwork daily, the Artists Market and Spotlight fundraising season is truly unparalleled. We celebrated another successful series of Spotlight on Art events in 2016, raising $543,000 for Trinity School! Spotlight on
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Art proceeds continue to benefit Trinity’s top funding priorities, such as scholarship funds and continuing teacher education, and are a major contributor to the School’s operating budget each year. In addition, The Sixth Grade Leadership Class, as part of their Values curriculum, selected the Agape Youth and Family Center to receive the annual Spotlight on Art charitable gift. Spotlight on Art 2017 is already well underway! Our Neiman Marcus Pop-Up Gallery began earlier this year, and ran October 1 through November 6. Parent volunteers are now hard at work preparing
for the next Spotlight on Art events. In the new year, our annual Artists Market will run from January 30 through February 4, and we will wrap the season with our Gala Auction on February 11 at Flourish, a new Buckhead venue by Legendary Events. We again thank all those who contribute to Spotlight on Art! Without your great efforts, we would surely not be where we are today. We look forward to celebrating another great year ahead!
PARENTS
Join Us! Artists Market, January 30 through February 4
Gala Auction Celebration February 11
Trinity School Campus 4301 Northside Parkway NW Atlanta, Georgia 30327
Flourish 3143 Maple Drive Atlanta, Georgia 30305
Free and Open to the Public Visit SpotlightOnArt.com for Market Hours
Tickets Must Be Purchased in Advance Visit SpotlightOnArt.com for Details
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Wyatt Bonner
ALUMNI
CLASS OF 2016
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Whitefield Academy
What Are You Leaving Trinity With?
great memories with friends and memories with kind teachers
Ramsay Brewer
Emily Bronstein
Christian Cain
The Lovett School
Woodward Academy
Marist School
a lot of great friendships and a love of learning
a respect for leadership; an understanding of the importance of respect, cooperation, and flexibility; excellent friendships; and the memories of all my experiences
friendships, teachers, memories, new talents, and a lot more
Claire Catterton
Ashley Davidson
Frank Decker
Holy Spirit Preparatory School
Woodward Academy
The Westminster Schools
my friendships and leadership skills
all of the great memories that I have made with my friends and with all of the caring teachers
all the memories of when my friends and teachers made me laugh
Everett Delonga
Oliver Devries
Caroline Dixon
Atlanta International School
Landrum Middle School Ponte Vedra Beach, Florida
The Westminster Schools
a lot of great experiences
amazing friendships and fun memories, including outdoor education trips
Jacqueline Draughon
Margaret Drury
Logan Easterly
The Lovett School
The Westminster Schools
The Lovett School
my optimistic attitude and the friendships I have made here
amazing memories with my friends and a love of music
knowledge, great memories, and amazing friendships
William Ezell
Lauren Fernando
Katia Fuson
Atlanta International School
The Westminster Schools
Woodward Academy
my friendships and the values I have learned from peers, teachers, and lessons
skills for writing research papers (Capstone) and a lot of friends
my happy spirit and memories of my thriving Kindergarten Buddy Class
ALUMNI
my sense of humor
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Jack Herakovich
Jack Higgins
Holy Spirit Preparatory School
The Westminster Schools
Woodward Academy
amazing friendships, bonds, and connections that I’ve made over my eight years at Trinity School
the ability to speak very well in public
friendships
Asia Bay Jacobs
Julia Jamieson
Ansley Kendall
Holy Spirit Preparatory School
The Lovett School
Woodward Academy
my leadership skills and great friendships
an ever-growing self confidence that will last me a lifetime, the leadership skills that are necessary for high school and beyond, the best friends I could ever have, a deep love and appreciation for learning and education, and more
strong friendships that I will never forget, a passion for science, and memories and experiences that I know I will never have the chance to experience again
Norah Lascar
Alex Latz
Brennan Law
The Westminster Schools
The Westminster Schools
Marist School
memories of my friends, one good, solid relationship between one of my close friends, and great times with all of the Sixth Grade teachers
a love of technology and great friends
many great memories, skills that I have developed throughout the years, and my friendships
Ford Lee
Aidan Mahoney
Everett Markwalter
The Lovett School
Woodward Academy
Marist School
great friendships and great memories
great memories, great friends, leadership skills, and a love of learning
amazing friends, amazing teachers, a great love for mathematics and grammar, and great memories from Sixth Grade
Conor McCarthy
Camille Mitchell
Helen Moseley
Paideia School
The Westminster Schools
The Westminster Schools
skills on how to study and new friendships
the skills I learned from Study Skills
all of my great friendships, the leadership skills I have learned, memories I have made with my peers and teachers, and my love for learning
ALUMNI
Kaylin Harris
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Ella Grace Pickering
Palmer Pressly
Atlanta International School
Mount Vernon Presbyterian School
Holy Spirit Preparatory School
strong friendships that I will never forget; I have also gained more confidence in myself
academics and life skills, such as compassion, kindness, a better understanding of myself, and a significant understanding of the world
great friends and leadership
Bobby Spencer
Fritz Sumter
Mattie Taylor
Holy Spirit Preparatory School
The Galloway School
Holy Innocents’ Episcopal School
leadership skills and organizational skills that have helped me greatly throughout my years at Trinity
a love of writing stories
leadership skills, great memories with friends, and a love of art
Michael Tye
Sisi Varn
Nik Vijay
The Westminster Schools
The Galloway School
The Westminster Schools
a vast knowledge across many different subjects
the ability to make forever friends, a true love for math and science, and a strong ability to face challenges no matter what comes my way
amazing friends and lots of confidence
Campbell Watts
Brody Weeks
Morgan Whittle
Hightower Trail Middle School
Holy Spirit Preparatory School
The Lovett School
great friends that are always kind
confidence
my friends, empathy and kindness, a love of books, drama, acting, and music, and all of the wonderful memories from outdoor education trips, River Kids, and the Opera
Noah Whittle
Amelia Wright
Jane Zeising
The Lovett School
The Westminster Schools
The Westminster Schools
preparation for exams, great friends, and a good education
not only knowledge that can be used in the classroom but also knowledge that can be used throughout life
a hard work ethic, amazing friends, and, because of the wonderful teachers, the knowledge that I can do anything I put my mind to
ALUMNI
Cricket Paine
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ALUMNI
Class Nathaniel Turner ’84 and his family have recently departed Brazil after three years at the U.S. Embassy. He and his family are now in Kuala Lumpur, Malaysia, where Nathaniel just began a threeyear assignment as Economic Counselor at the U.S. Embassy. Nathaniel and his family welcome any Trinity alumni visiting Kuala Lumpur to reach out to him. Mark Bell ’88, as part of the Board of the Bodleian Library at Oxford University, had the opportunity in May 2016 to meet and discuss the library with Prince William, Duke of Cambridge, at the official opening of the Weston Library. In the last year, Mark also lectured in Paris at Sciences Po University on Hedge Funds and Global NGOs, discussing his experience as Finance Chair of MAP International and member of the Carter Center Board of Councilors. Entering his tenth year of teaching at Emory University, Mark was also made a principal at Diversified Trust. His wife, Bianca, practices pediatric emergency medicine in Atlanta, and their twin boys, Anselm ’21 and Max, are in Second Grade. John Symbas ’90 has moved his Plastic Surgery practice to Piedmont Hospital with a group called Atlanta Plastic and Reconstructive Specialists. John performs all types of plastic and reconstructive surgery.
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1
Allen Freisem ’94 and his wife, Kim, welcomed their second son, Charles “Charlie” Christian Freisem, on June 4, 2016. Charlie was 7 pounds, 4 ounces and 19.75 inches long. Big brother Henry is excited about the addition!
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2
Porter McDonald ’94 and his wife, Stewart, welcomed daughter Pierce Lanier McDonald on May 7, 2016. Pierce was 6 pounds and 18 inches long. Pierce is pictured playing with Charlie Freisem.
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3
Jeannette Howell Shreiber ’95 and her husband, Mark, welcomed their third child, a son, Andrew “Howell” Shreiber, on November 20, 2015. Frances Howell Parrish ’97 and her husband, Jack, welcomed their first child, a son, John “Jack” Thomas Parrish Jr., on November 26, 2015.
5
Blythe O’Brien Hogan ’97 and her husband, Will, welcomed their first child, son William “Henry” Hogan, on August 3, 2016. Henry was 7 pounds, 8 ounces and 20.25 inches long.
5
3
4
Catherine Humann Callaway ’97 and her husband, TJ, welcomed their first child, a daughter, Jane McKenzie Callaway, on April 24, 2016.
6
Katherine Bell Hill ’98 and her husband, Matthew, welcomed their first son, Connor Matthew Hill, on March 31, 2016. Katherine recently finished her residency training in Pediatrics and joined the faculty of Stanford School of Medicine as a Clinical Instructor of Adolescent Medicine.
4 6
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Allison Bell McCorvey ’99 and her husband, John, welcomed their son John “Colt” Colton McCorvey IV on May 16, 2016.
7
10 Grant Parker ’03 is now a video game designer for Crystal Dynamics. He contributed to Rise of the Tomb Raider that was released in November 2015.
9
Florida Huff ’11 is a junior at The Westminster Schools and recently won the Columbia Book Award.
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Drew Vincent ’99 married Lara Geraldes in Sintra, Portugal, on June 6, 2015. The ceremony was held at Peñha Longa Resort. They reside in London, England, where Drew is with Credit Suisse in the Client Services group and Lara is an attorney with Barclays Bank. Groomsmen included Trinity alum Duncan Shepard ’99.
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Two Trinity classmates have completed their Boy Scout Eagle Projects and are on track to receive Eagle Scout rank in the near future. Matthew Sumlin ’13 (Whitefield Academy) and Drew Hockstein ’13 (The Westminster Schools) are currently Life Scouts in Troop 232 at Northwest Presbyterian Church. Matthew recently completed his Eagle Scout Project of designing and building new dugout seating for the Whitefield Academy softball team with help from Drew and fellow Trinity classmate Matthew Oluyide ’13 (Whitefield Academy). Drew completed his Eagle Project by building a bicycle bridge at Blankets Creek Mountain Bike Trail.
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ALUMNI
Notes Peter Huff ’13, is a freshman at The Westminster Schools and placed 7th in the 3200-meter race at the Georgia State track meet.
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Harrison Fuller ’15 recently received the award for “Best Cinematography” in the Holy Innocents’ Middle School Film Festival for his film 10 Seconds.
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8
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ALUMNI
2016 High School Graduates and College Choices
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Will Ballard Pomona College
Jai Jindia Georgia Institute of Technology
Emma Pollard Washington and Lee University
Mimi Bourdeaux University of North Carolina
Evie Johnson University of Alabama
Dylan Reichert Georgia Institute of Technology
Kendall Chan Emory University
Katherine Johnson Ringling College of Art and Design
John Rhodes New York University
Will Chandler University of Georgia
Graysen Kelley University of Alabama
Hollis Rhodes Middlebury College
Davis Conway University of Georgia
John Kibler Southern Methodist University
Jake Richards University of Georgia
Cameron Crawford University of Texas at Austin
Matthew Krupczak Georgia Institute of Technology
Caroline Saltmarsh Vanderbilt University
Cecilia Delmer New York University
Emily Leiter Wake Forest University
Laine Smith Miami University
Emma Dixon Rhodes College
Carson Lindauer University of Texas at Austin
Sabrina Sparkes Georgetown University
Josh Doman University of Pennsylvania
Patrick Lopez University of South Carolina
Laura Street Yale University
Clare Draper University of Virginia
Sydney McGrew Washington and Lee University
Emily Sumlin University of Virginia
Thomas Flournoy Elon University
Jack McMurtrie Georgia Institute of Technology
Hailey Thompson University of Texas at Austin
Juliana Freschi The University of Chicago
John Marco Miele Georgetown University
Kellson Tucker George Washington University
Emma Laura Gash University of Mississippi
Emma Montag George Washington University
Sydney Vortice Ohio State University
Daniel Geisler University of Georgia
Lily Morgan Wake Forest University
Alex Walker Columbia University
Blake Gillikin Pennsylvania State University
Victoria Morgan Washington and Lee University
Emma White Georgia Institute of Technology
Tyler Gillikin Northwestern University
Draper Newton Auburn University
Chase Williams Princeton University
Carson Griffith University of Mississippi
Alison Nichols Southern Methodist University
Michael Wilson Dartmouth College
Rhodes Hall University of the South
Kiki ParĂŠ University of North Carolina
Rankin Woley Louisiana State University
Ian Herbert The University of Texas at Austin
EstĂŠe Park University of Notre Dame
Benton Wood Colgate University
This list reflects the information received by the Alumni Office by press time. Please contact Alice Trahant, Director of Special Events and Alumni Relations, at atrahant@trinityatl.org or 404-231-8119 with updates.
Help Trinity flourish with the gift of a lifetime. As a founder of Trinity School, Reverend Allison Williams helped to guide the School’s mission of providing a challenging academic program for elementary students in a nurturing environment that fostered mutual respect, trust, and cooperation among students, faculty, and parents. Allison’s vision of Trinity is an inspiration, encouraging each of us to follow in his footsteps and create our own legacy. Members of The Allison Williams Legacy Society invest in the future of Trinity by making a gift with Trinity as a named beneficiary. We are grateful for these members, because their special form of financial support helps ensure that Trinity School can offer a rich educational experience to students for generations to come. For more information on how you can become a member of the Allison Williams Legacy Society, please contact Alison Short, Director of Major Gifts, at 404-760-4407 or ashort@trinityatl.org. Additional information can be found on Trinity’s Planned Giving website: trinityatl.plannedgiving.org.
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