THE MAGAZINE OF NOBLE ACADEMY
2019 Headâ€™s Report BUILDING GREAT FUTURES
Congratulations to the Class of 2019! In May, we graduated 16 students and wish them all the best in their future endeavors. The Class of 2019 was offered a combined $166,900 in scholarship dollars. They will attend the following colleges and universities: Cape Fear Community College Randolph Community College UNC Greensboro Ferrum College GTCC (5) University of Denver Greensboro College (2) Forsyth Tech Beacon College Rockingham Community College One student is taking a gap year.
ON THE COVER There is never a dull moment in the primary class!
Noble welcomes a new primary class
Donations received between July 1, 2018 and June 30, 2019.
HEAD’S MESSAGE BOARD OF TRUSTEES How many lives has Noble Academy changed? A simple count of graduates and alumni is not a true reflection on the reach and impact attendance at Noble has on our community. Parents, siblings, grandparents, family members and neighbors are all positively affected when a student has the opportunity to learn in an environment that honors their needs. Plus, students who transition back into their public school or another independent school after benefiting from Noble’s life changing instruction are positively impacted by their time with us. As we reflect back on 2018-2019, I cannot help but think about the far reaching impact Noble Academy has, and in turn, the far reaching impact of the donations made by our amazing supporters.
Bethany Carter (13-20) Chair firstname.lastname@example.org Sophia de Vries (19-22) Vice Chair email@example.com Chris Lookabill (19-22) Treasurer firstname.lastname@example.org Michelle Malloy (19-22) Secretary email@example.com Julie Lemond (19-22) PFA President firstname.lastname@example.org Aprille Black (18-21) email@example.com
In recent years Noble has: • Established a nationally recognized Wilson® Professional Learning program • Hired and continually trained expert faculty • Continued our commitment to student movement and recess • Provided opportunities for our students to find their passions in athletics, arts, theater and leadership
Rebecca Blomgren (15-21) firstname.lastname@example.org
But, our most important achievement continues to be helping students realize their own potential and understand themselves. We have reached students from all over the Triad, North Carolina, and beyond.
Jo Hughes (18-21) email@example.com
When my husband and I make our annual gift, we do it to show our support of today’s students and teachers. However, I cannot help but get excited when I think about all our future has to bring. The 2019-2020 focus of Guidance and Support has already brought incredible energy and advancement to Noble through our mindfulness program, social-emotional learning curriculum, and a focus and commitment to improving our community for the whole child. The impact of donations made to the school now will allow Noble to continue to be a leader in educating students with learning differences and drive opportunities for reaching more students in new ways in the future. I am inspired by and grateful to each and every one of you who lifts up our mission and shares our passion for students who learn differently. This report is so much more than a list of people who shared their resources — it is a testament to the enduring spirit and generosity of our community.
Frank Brainard (15-21) firstname.lastname@example.org Jennifer Himes (18-21) email@example.com
Amysue Kashubara (18-21) firstname.lastname@example.org Jim Kennedy (18-21) email@example.com Jason Streck (18-21) firstname.lastname@example.org Rob Timmons (19-22) email@example.com Noble Academy is an independent, nonprofit, coeducational institution. Noble Academy does not discriminate in its educational and employment policies on the basis of race, color, sex, marital status, family/parental status, religion, creed, national or ethnic origin, disability, age, military or veteran status, sexual orientation, or gender identity (including gender expression). Discrimination and/or harassment of any kind is prohibited and not representative of Noble Academy values.
NOBLE WELCOMES A NEW PRIMARY CLASS This year at Noble Academy our halls are graced with nine second and third grade students. They love their superhero themed classroom, their teachers, their mindful moments throughout the day and of course recess and lunch. These children are an energetic, lively and bubbly group! They run, play and help their peers. They support each other in their goals, and cheer on each otherâ€™s successes. For these nine children, the school year looks very similar to most children their age with a few very important differences. They struggle with difficulties like dyslexia, ADHD and Central Auditory Processing Disorder. For these nine children, the learning environment and curriculum are crucial to their success. They are among a minority of students who have been identified at an early age with a learning difference. They need to learn with a researched based curriculum in an environment, under optimal conditions, that teach executive functioning skills, while addressing some of their attentional difficulties and academic needs through a smaller class size. These important changes can mean the difference between student success and failure. Oftentimes students who have learning differences are not identified until much older, when it becomes evident on standardized tests that they are not meeting grade level expectations. The research on this topic tells us that the later a student is identified, the larger the gap in their learning is likely to be. While a child may struggle with decoding in kindergarten and first grade, as they reach the
Primary students make Thanksgiving drawings in art class. fourth and fifth grade years, they will likely have developed reading comprehension gaps associated with the inability to access grade level text through reading as well. (Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.) Eventually, difficulty with reading will permeate into all subject areas because they all require reading. By implementing researched based interventions, Noble Academy is changing the direction of these studentâ€™s lives one lesson at a time. Parents who make the decision to come to Noble Academy report improvements in their childrenâ€™s self-esteem and self-confidence, along with their academics, stress levels, and social growth. It is a truly life changing choice.
THE BENEFITS OF MINDFULNESS Guidance and Support, one of the Five Steps to Building Great Futures from our Noble Academy Waysm, is the 2019-2020 yearly school theme. At Noble Academy, we are continuing to look for ways for our students to grow and develop, both academically and emotionally. One course of action towards this growth has been to introduce the practice of daily mindfulness in the classroom for the entire school. As part of professional development over the summer, the faculty received training by a certified mindfulness professional that consisted of learning how to use mindfulness as a self-practice and how to facilitate it to our students. Currently, mindfulness occurs in the classroom three times a day for 1-3 minutes. In a time of constant stimulation, busyness, stress, and technological dependency, Noble is offering its community
of adults and youth daily brain breaks, quiet moments to be still and present. Our mindfulness practices often consist of breath awareness such as counting to four on the inhale and exhale or placing a hand on the stomach to feel the rise and fall of the belly. Science shows that mindfulness and intentional breathing has positive changes in the nervous system and parts of the brain that impact the fight or flight response. As a regular practice, these brain and body changes can help with identifying and regulating emotions, decreasing stress, helping sleep, improving attention, and more. Offering mindfulness as part of our Guidance and Support theme has the opportunity for our community to improve their ability and comfort to learn, socialize, and manage daily life in a way that will benefit them both now and in the future.
YOUNG ALUMNI PROFILE
CATE COFFEE’19 Cate Coffee ‘19 is a freshman at Ferrum College in Virginia. Ferrum College, founded in 1913, provides life-long learning and outstanding career and graduate school preparation in a setting of rich natural beauty. Ferrum, a four-year, private, co-educational, liberal arts college related to the United Methodist Church, offers nationally recognized bachelor’s degree programs ranging from business and environmental science to teacher education and criminal justice. We caught up with Cate to see how she came to attend Noble and how that experience has prepared her for Ferrum. What brought you and your family to Noble Academy in 8th grade? And at that time, were you interested in making a switch in schools or not? I was having some issues at my local middle school, behavioral and academic, and my mom said that we were going to tour Noble Academy as an option. I had visited the school a few years back, so I chose to apply and attend Noble. Making a change in schools at that time was not really what I wanted to do but had to do. Obviously you stayed at Noble and graduated - so if a potential student was interested in applying at Noble and they wanted to learn more about the school from the perspective of a former student - what would you tell them? I would tell them that it’s hard at first. I was unhappy having to leave my school and was determined to not like Noble and leave as soon as I could. However, I stuck it out and got past my unhappiness of leaving my old school and my life was changed forever. What is your biggest take-away from your time at Noble? I learned how to do things for myself, and to not let my learning difference define me or prevent me from living my life. Since arriving at Ferrum, what has been the biggest change you have noticed overall in your life? The biggest change I have noticed is that the teachers care, just not as much as I thought they would like they do at Noble. For example, if I miss a day of school, that’s all on me to email them and catch up on my work. They don’t touch base with me or help me with many things when I come back. That is totally my responsibility which is different from high school and something we were told would be different but is still unexpected when it happens. Did Noble help to prepare you for any of these life changes? If so, in what way? Yes, but it still will take some time getting used to always self-initiating and self-advocating all the time for yourself even though this was discussed and worked on at Noble. I guess this is what becoming an adult is like. Noble teachers really foster 6
Cate Coffee ’19 is a member of the Ferrum College Marching Band relationships with you and your parents. Noble is kind of its own world which makes it different from other schools. I would suggest that all Noble students take the Life Skills class. That has helped me greatly so far. Do you receive any accommodations and if so how was that process putting them in place? Did your time at Noble help guide you to self-advocate for yourself? I have them. I am trying to go without them but I know if I need them they are always there. My time at Noble did help me to advocate for myself. I was out of class for a week due to a back injury and it was all on me to talk to my professors about it and catch up. Had I not had that confidence in myself and the self-advocacy skills that we worked on at Noble, I would have never said anything or even tried to catch up. What do you enjoy the most so far about college? I love being in the Ferrum Marching Band and my World History class. I’m not too social, but I enjoy getting pizza at the pizzeria and getting a coffee at the bookstore. I enjoy the simple things. What do you miss the most about high school? I miss my friends, but mostly I miss my sports. Basketball was something I looked forward to every year. I worked four long years to get the title of Head Captain and that’s a title I still take great pride in today. This is the first school year in five years I won’t be playing on the girls basketball team. If you had one suggestion for Noble faculty and administration that we should look at incorporating into the school environment or curriculum - or making better - what would that suggestion be? Noble does a good job, but I really think everyone should have to take the Life Skills class. This class is important for those students going off to college or moving out of their parents’ home. They could also develop the class to incorporate more of what to expect from a variety of settings once you graduate.
ERIC GAL’05 Most in the Noble Academy community know Eric Gal as a very capable English teacher in grades 7-10. Some may also know him as a theatre arts, World History, civics and economics teacher. And still others may recall his leadership with the freshman seminar, Learning Strategies. No matter the role he currently holds at the school, Gal’s path to Noble Academy actually began many years ago. In fact, as a student of Guilford Day School in the 1990s, he is quite intimate with the role this school plays in the path of a child who struggles in a traditional learning environment. “I was diagnosed with ADD and LD in math and was not doing as well academically (or socially) in other schools,” Gal explains. “My executive functioning skills were weak, particularly in organization, time management, and planning ahead.” Entering Guilford Day School in the 6th grade, Gal went on to graduate in 2005 before attending UNC Greensboro and earning two bachelor degrees in Theatre Education and English Education. Returning to Noble for his career path simply made sense. “I kept in touch with Noble (formerly Guilford Day School) and actually served on the Board of Trustees the year before I was hired,” Gal says. “I was approached by former teachers of mine who were in administrative positions at Noble, and they encouraged me to apply for an English teaching position. I know this population well because of my history with the school and felt I could do my best teaching here.” While a student, Gal’s work ethic stood out. “In my 8th-grade year, I was given a Citizenship Award for my behavior in the Guilford Day School community,” he exclaims. “I was on A and A/B Honor Roll most years of high school as well, and received several awards in my history, English, and drama classes for hard work and high performance. I also received a scholarship award at the end of my junior year and the Student of the Year award at the end of my senior year.” Despite the accolades, he says as an adult he still struggles with day-to-day functions that others take for granted. But through his time as a student at Guilford Day School, he learned to work differently than others and find processes that work for him. “I have a lot of fond memories being a student at Guilford Day School. I especially remember my junior high social studies teacher playing the Kenny G Christmas Album at low volume for us while we were taking our midterms, as well as turning off the overhead fluorescent lights and using lamps and natural light. It did a lot to soothe my test anxiety and help me focus on my work.”
Top: Eric Gal ’05 returned to his Noble Academy roots. Right: Eric and his wife, Ashley.
It’s this extra effort he experienced as a student that he hopes to pass along to those he now teaches. “I want my students to take in everything they are learning with an open mind and attitude,” Gal explains. “They may not be able to see the road ahead, or understand that what they are learning in class can benefit them later in life, but the more open they are to information and ideas, the more of a complete person they will feel like when they are older.” He adds, “it is absolutely crucial for them to understand their learning differences, develop and learn strategies to work through them, and to advocate for themselves. This will not just help at Noble or at a post-secondary setting, but in the working world and in establishing relationships with others.”
2018-19 HEAD’S REPORT The Head’s Report includes all donations received by Noble Academy between July 1, 2018 and June 30, 2019. Every attempt was made to ensure the accuracy of our donations. If you have questions or believe there is an error, please contact Chere Flowers, Director of Development at firstname.lastname@example.org or by calling 336-282-7044 ext. 4740.
SUMMARY OF GIVING KNIGHTS FIRST FUND $70,440 GENERAL SCHOLARSHIP ENDOWMENT $3,000 RITA RICE LEDFORD AND GINGER PARNELL ALUMNI SCHOLARSHIP $100
KNIGHTS FIRST FUND PRINCIPAL GIVING CLUBS | 2018-19 KNIGHTSMAN CIRCLE - $25,000+
Daniel and Lori Harrington in honor of Wil Harrington Jake and Lisa Hochrein
MAJESTIC CIRCLE - $15,000 TO $24,999
Cal and Dotti Hunkele
LeAnn and Kyle Nichols in honor of Elena Nichols
Jim Kennedy Chris and Michelle Malloy in honor of Zachary Malloy
MAGNIFICENT CIRCLE - $5,000 TO $14,999
Kevin and Mary Helen Hoover
Mark and Carol Shina
Robert and Cheri Timmons
Timothy and Jenny Rundle in honor of Timothy Rundle Jason and Kristie Streck
VALIANT CIRCLE - $1,500 TO $4,999
Rick and Jennifer Bruning in honor of Mary Kathryn Bruning and Kevin Williams
Bryan and Michele Wagoner
Amanda and Zach Carter in honor of Linda Hale
BLUE & GOLD CIRCLE - $1 TO $249
Gary and Anita Graham in honor of Ryan Graham
Alice L. Harney
John Annis in honor of Emma Carter
Janet McGoldrick and Cathy Propst
Mary Christine Avent in honor of Christian A. Wilson and in memory of Matthew Wassong
Thomas and Audra Rickman
Theofilos and Ruby Balabanis
GALLANT CIRCLE - $750 TO $1,499
Walter and Judy Bartlett
David and Joan Austin
Julie Bean and Darryl Deitsch in honor of Linda Hale, Ginger Parnell, Rita Rice Ledford
Peter Gal and Karen Oles Dr. Christian and Marjorie Streck Mike and Katherine Weaver
DISTINGUISHED CIRCLE - $250 TO $749 Clare Abel Jennifer and Nick Aceves in memory of Kenny Morton, Timothy Brainerd, Aaron Mansell, Matthew Wassong
Stacilyn Bellemare and William Vose Dick and Linda Benton Betsy and Randy Black John and Lynn Black Travis and I-Li Blair Horace and Ruby Branum Carolyn Browning
Steve and Alison Buchanan
Erin and Ben Cawley in memory of Matthew Wassong
Jimmy and Sue Beeson
Mike and Debra Beroth in honor of Anna Beroth
Dorothy and Marshall Clement
Keith and Aprille Black
Kim and Howie Burkhalter
Paul Cooper and Adelle Bish
Craig and Bethany Carter
Kristina and Oscar Cuellar
Shelli and Tracy Cottingham
in honor of the amazing students, faculty and Class of 2019
Enno and Sophia de Vries
Jonathan and Stephanie Dillon
Clint and Jacqueline DeBrew
Dr. Margaret Dick
Linda and Mark Hale in memory of Matthew Wassong
Sean and Tina Ellison in honor of Grant Ellison
Carl and Vivian Essa
Jose Rodriguez Rios and Lisa Flores Merced
Eric and Ashley Gal in honor of Amanda Carter
John and Lisa Galvin
Jenn and Alfredo Romero
David and Kristin Gile
Robert and Desiree’ Schorr
Bill and Jane Schroeder
Tom and Ginger Gooding in honor of Cameron Gooding
Samantha and Michael Stichter
Warren and Judy Gruenhagen
Karen Sutton in honor of Isaac Sutton
Francisco Guijoza in memory of Matthew Wassong
Ron and Laura Hahn
James and Christi Williams
Tanya Hand Roger and Faye Hayes in honor of Tyler Dillon
GENERAL SCHOLARSHIP ENDOWMENT
Kim Heil in honor of Emma Heil
The Harney Family Fund
Nathan and Mary Jo Helms Jo Hughes Susan and Bill Hughes Brad and Marie Hunkele
RITA RICE LEDFORD AND GINGER PARNELL SCHOLARSHIP FUND Maurice and Linda Jennings
Javaria Johnson in honor of Zuri Noelle Thomas Amysue Kashubara Dr. Claudette Kayler in honor of Caleb DeBrew Barb and Brian Kilpatrick Leslie Leland Chris Lookabill Morton Lurie in honor of Rachel Lurie Lobel Lurie in honor of Rachel Lurie Jeffrey Lurie Anne Hayes and Johan Madson Linda Mahanes Anna Malickson in honor of Jenny and Timothy Rundle Ben and Andrea Maynard Mary Mig and Robert McEntire in honor of all Noble Academy students Donald and Elizabeth McIver Kay McMurphy Lynn Miller in honor of Tyler Dillon Michael Minchin in memory of Grandma Grace Don and Susan Murfee Georganna and Tal Nowell in honor of Emma Jewel Autry Lance and Vanessa Oldham Amy and Chris Patrick in memory of John Derksen Jr. Aimee Picon Matthew Poole Amy Porter Samantha and Justin Price in memory of Matthew Wassong Alan and Brenda Redmon in honor of Gavin Cole 10
True Blue Society (pictured): Alfredo and Jenn Romero, Rob and Cheri Timmons, Ben and Andrea Maynard, Tom and Ginger Gooding, Jenny Rundle, Mary Mig McEntire The 5th annual True Blue Society induction celebration took place on Thursday, May 30 at the home of Mark and Linda Hale. The True Blue Society honors donors who have given to Noble Academy in a variety of ways consistently over the years. Inductees in the 2019 class are: Jimmy and Sue Beeson Eric and Ashley Gal Kathleen Goehring Tom and Ginger Gooding Linda Mahanes Anna Malickson Chris and Michelle Malloy Ben and Andrea Maynard Robert and Mary Mig McEntire Karla Munden Alfredo and Jennifer Romero Robert and Cheri Timmons FALL 2019
WE A L L F I N D
NOBLE FOR DI F FE R E N T REAS ON S
O U R STORIES ARE UN IQUE A N D POW ERFUL. WE INV IT E YOU TO HELP OTHERS FIND THEIR NOBLE STORY. P L EASE M AKE A GIFT TO T HE KN IGHT S FI RS T FUN D . GO TO NOBLEKNIGHTS.ORG/MYSTORY TO SEE NOBLE STORIES AND SHARE YOUR OWN.
VISIT WWW.NOBLEKNIGHTS.ORG TO MAKE A GIFT TODAY.
3310 Horse Pen Creek Road Greensboro, NC 27410