MODEL MATTERS HONORING Spencer Chlebina ’10 + Fritz Franz ’96 + Luann Williams CAMPUS NEWS AN EDUCATOR’S SUMMER IN
MAGAZINE
Old Trail School
Spring 2026
Old Trail Magazine is published twice a year for alumni, families, faculty, staff and friends by the Old Trail School Marketing and Communications Office. Feedback and suggestions should be addressed to the editor via email at pwarner@oldtrail.org.
Head of School
Sarah Johnston
Associate Head of School
Joe Vogel
Editorial Team
Paul Warner
Amanda Pry
Ellie Roberto
Joe Vogel
Design and Layout Creosote Affects
Photography
Jeff Downie, Downie Photography
Kristen Fotta P’30, ’32, Kristen Fotta Photography OTS Marketing and Communications
Mission
Old Trail School is a vibrant educational community focused on academic excellence. We develop intellectually curious, independent-thinking students who emerge with a passion for discovery, critical thinking and collaborative learning. Our graduates are well prepared to become responsible global citizens who achieve in high school, college and life.
ON THE COVER
Fifth grade classmates soak up the sunshine and a well-earned moment of fresh air during an outdoor break on campus.
In preschool, hands-on exploration sparks curiosity, creativity and connection—building a foundation that helps our youngest Buffaloes grow with confidence and a love of learning.
Head of School
Sarah Johnston
Old Trail School stands at a moment of genuine strength and promise. Grounded in a clear sense of who we are and energized by a shared vision for what lies ahead, we find ourselves in a very healthy place as an institution—academically vibrant, deeply connected and thoughtfully preparing for the future of childhood education.
Over the past year, our faculty, trustees and leadership team have worked collaboratively to articulate a fiveyear strategic plan that will guide Old Trail School through 2030. This plan reflects both our enduring mission and our willingness to evolve—to honor the traditions that make Old Trail special while boldly embracing the opportunities of a changing educational landscape.
At the heart of our vision are three strategic pillars. First, and central, is our focus on elevating academic excellence. Old Trail has long been a place where curiosity is nurtured and thinking runs deep, and we are now building on that foundation with renewed clarity and ambition. The launch of a new divisional structure, a Reggio-inspired Early Childhood and Kindergarten program, a revitalized performing arts curriculum and a renewed emphasis on exceptional writing and expression all reflect our belief that rigor and creativity go
hand in hand. We are also increasing academic visibility, ensuring that learning is not only meaningful, but shared with and understood by parents.
Of equal importance is that we remain deeply committed to cultivating a flourishing social-emotional environment where every child feels known, valued and supported. Joy, belonging and meaningful connection are not add-ons at Old Trail; they are essential to how children learn and grow. Our continued work in fostering a culture of dignity, strengthening friendships and play, and expanding athletics and after-school opportunities ensures that childhood remains protected, joyful and purposeful.
A particularly exciting development is the addition of a Director of Academic Strategy position—a new role that signals our investment in cohesive, forward-thinking teaching and learning across all grade levels.
This position will strengthen curriculum design, support faculty growth and confirm that Old Trail continues to lead with purpose and innovation, including thoughtful and ethical engagement with emerging technologies such as artificial intelligence.
Finally, our strategic plan affirms our responsibility to promote institutional sustainability and thoughtful growth. From strengthening our endowment and financial resilience to increasing enrollment and exploring strategic partnerships and campus expansion, we are stewarding Old Trail with intention—so that it remains strong not only for today’s students, but for generations to come.
Throughout all of this work runs what we often call the “golden thread” of Old Trail School: a belief in the dignity of childhood, the power of inspired teaching and the importance of community. That thread connects our past to our present and carries us confidently into the future.
As Old Trail alumni, families and friends, you are an essential part of this story. Your experiences, values and connection to Old Trail shape who we are and who we are becoming. Thank you for being part of a school that continues to grow with clarity, optimism and heart. We are excited about what lies ahead—and grateful to walk this path together.
All my best,
Sarah Johnston Head of School
4
TABLE OF CONTENTS
Early Childhood to Grade 8 Model
Growing up, Unrushed
Growing With Purpose
Investing in Academic Excellence
Returning to Our Roots
14
Campus News
Learning Without Borders Boys Race to IPSL Cross Country Title
Learning Beyond the Bell
A Piece of Home, Shared Through Sport Fall Festival
Inside Old Trail’s Preschool Immersives What Are You Reading? The Big Question
24
Alumni News
A Letter to Our Alumni
Old Trail School Fund Report of Giving
Memorial and Honor Gifts
Alumni Parents
Spencer Chlebina ’10
Fritz Franz ’96
Luann Williams
Alumni Happy Hour
Cuyahoga Valley 5K
The Last Word
In a Middle School classroom where students are known, challenged and supported, Old Trail teachers foster the confidence and curiosity that define the school’s Early Childhood to Grade 8 experience.
Why Old Trail’s Early Childhood to Grade 8 Model Matters
For many Old Trail School alumni, the memories come back easily: being known by name, feeling safe to be yourself and growing up alongside familiar classmates and faculty who watched you learn and develop from a very young age. There was no rush to grow up too quickly, no sense of being lost in the middle—just the steady confidence that comes from belonging.
Since its founding, Old Trail has believed in honoring childhood while thoughtfully challenging students to reach their full potential through a well-rounded education rooted in curiosity, character and purpose. The school’s current Early Childhood to Grade 8 (EC–8) model reflects that belief. It is intentionally designed to focus time and resources on the most formative years of development while protecting childhood, building deep relationships and a foundation that endures well beyond graduation.
Since its founding, Old Trail has believed in honoring childhood while thoughtfully challenging students to reach their full potential.
a graduate of an early childhood to grade 8 school myself, that perspective has always perplexed me. Throughout my career, I have worked across a wide range of educational settings—including high schools, boarding schools, EC–12 schools and higher education—and I grew up on college campuses where my parents served as educators. Having experienced these developmental stages both as an educator and a student, I can say with confidence that the years Old Trail School serves are the most critical.”
That conviction— shared by generations of educators and alumni alike—is not accidental. And it is increasingly supported by research.
“Many are quick to discount the formative years, placing greater emphasis on high school and college,” said Head of School Sarah Johnston. “As
As conversations around education continue to evolve, a growing body of evidence points to the EC–8 model as particularly well suited to meeting the academic, social and emotional needs of young adolescents. At a time when many schools divide attention across a broad age span, Old Trail’s sustained focus on the foundational years reflects a belief grounded not only in philosophy but in data.
AN EXTENSION OF CHILDHOOD
One of the defining features of an EC–8 school is how it allows childhood to unfold—without unnecessary acceleration. Free from the social dynamics and pressures that often accompany a high school environment, students are able to be exactly where they are—developmentally, emotionally and socially.
In this setting, there is far less pressure to perform maturity before it arrives naturally.
There is space for play and imagination, for silliness and creativity, alongside meaningful academic challenge.
Children are encouraged to explore who they are rather than who they think they should be. The emotional environment of these years is critical.
“When children feel cared for, supported and believed in, they soar,” Johnston said. “When they feel marginalized or unheard, they shut down and begin editing themselves. The goal during these years is to protect authenticity—to help students remain confident, unique and genuine—because once that sense of self is lost, it can take a lifetime to rebuild.”
Extending childhood does not mean lowering expectations. In fact, students are often pushed intellectually— asked to think deeply, wrestle with ideas and engage seriously with their learning. But socially and emotionally, they are protected from the rush to grow up too fast.
There is space for play and imagination, for silliness and creativity, alongside meaningful academic challenge.
The result is a learning environment where joy
and rigor coexist. Where curiosity is nurtured. And where being a child is not something to outgrow but something to honor.
WHY FOCUS MATTERS IN THE FORMATIVE YEARS
In many school models, the middle years can feel like a transition to be endured—a bridge between elementary school and high school, with attention and resources increasingly pulled toward older students. In an EC–8 environment, that dynamic simply doesn’t exist.
At Old Trail, the focus remains squarely on the formative years. Faculty time, programming and institutional energy are intentionally centered on the academic, social and emotional needs of students from early childhood through early adolescence. There are no high school sports schedules competing for attention. No college application cycles shaping priorities.
Instead, investment shows up where it matters most: in early childhood classrooms intentionally designed for exploration and play. In expansive outdoor spaces where the natural environment becomes a classroom. In global programs that invite students to see themselves as citizens of the world. And in teachers whose sole focus is these years—educators supported by professional development opportunities
purposefully aligned with the developmental needs of children and young adolescents.
This focus is not just structural—it is deeply developmental.
“By the end of eighth grade, students know and have experienced far more than we often give them credit for,” Johnston said. “They reach critical developmental milestones—learning how to be a student, how to belong to a school community and how to persevere when they fail. Most importantly, they learn that they matter and are valued for who they are.”
This uninterrupted focus creates something powerful: a strong sense of belonging, a feeling of security and the confidence that comes from being truly known. Students understand that they matter—that they are seen and known—and that their growth, academic and personal, is not secondary to what comes next.
MIDDLE SCHOOL WITHOUT BEING
“LOST IN THE MIDDLE”
For many parents, the middle school years are remembered as a challenging time. National research shows that students ages 11 to 14 often experience declines in engagement, confidence and academic performance. This is also the age when self-concepts are formed, and habits take hold that can shape future success.
One prevailing theory points to a mismatch between the needs of young adolescents and the structure of traditional middle schools. At precisely the moment when students crave connection, stability and autonomy, they are often introduced to new buildings, rigid schedules and the loss of unstructured time—a dynamic researchers have described as a lack of “stage–environment fit.”
This focus is not just structural—it is deeply developmental.
Being part of an EC–8 school means students step into middle school already feeling a sense of confidence and belonging. They are not asked to navigate a new school community at their most vulnerable stage. They know the campus, recognize familiar teachers and older students and are beginning to see themselves as leaders in the community. That familiarity allows them to focus their energy on growth, confidence and engagement rather than adjustment alone—an experience that looks very different from traditional middle school settings.
“In an EC–8 community, the focus isn’t pulled toward a high school,” Johnston said. “Instead, eighth graders are the leaders—they are finding their voice, stepping into responsibility and feeling big rather than small. They are given the time and space to play longer, stay younger a little while longer and work through the awkwardness of these years in a setting designed for them.”
Instead of feeling lost in the middle, students are empowered to thrive in an environment intentionally built for this stage of development. Remaining “top dog” a little longer also matters. Leadership opportunities, like student council and independent studies, that might otherwise be reserved for high school students are accessible during the middle school years, helping students develop confidence and a sense of responsibility before stepping into a larger world.
WHAT THE RESEARCH CONFIRMS
What Old Trail has long observed in practice is increasingly affirmed by research. A growing body of studies— including a comprehensive analysis of more than 90,000 students published in the American Educational Research Journal—shows that students in K–8 schools often outperform their peers in traditional middle school settings.
In research, K–8 schools are defined as those that keep students in a single learning environment through eighth grade rather than transitioning to a separate middle school—a model closely aligned with Old Trail’s EC–8 structure. These advantages extend well beyond academics.
Research indicates that students in K–8 schools:
Experience higher levels of self-esteem and feelings of competence
Report feeling safer at school, with fewer discipline and behavior disruptions
Maintain more positive attitudes toward learning
Achieve higher academic performance, particularly in reading, language arts and mathematics
Benefit from smaller grade sizes and closer studentteacher relationships
Receive more core instructional time due to reduced departmentalization Avoid learning loss associated with disruptive school transitions Show stronger academic and social outcomes in ninth grade
A FOUNDATION THAT ENDURES
In a time when education is often measured by speed, scale and outcomes far down the road, Old Trail’s EC–8 model offers a different perspective—one rooted in intention, focus and trust in the power of childhood. By centering its mission on the years when children are forming their identities, building connections and learning who they are, Old Trail creates the conditions for lasting growth.
The benefits are visible in classrooms, hallways and relationships—and increasingly affirmed by research. But perhaps their greatest measure is seen years later, in graduates who step forward with confidence, curiosity and a strong sense of self. They are prepared not because they were rushed ahead but because they were given time to grow.
“People often ask why I chose to lead a school focused on early childhood through eighth grade,” Johnston said. “For me, the answer is more personal than professional. I attended an EC–8 school from kindergarten on, and while those memories may not be as vivid as my high school or college years, their impact on who I became was far greater. That experience shaped my belief that these years are foundational to a child’s educational and developmental journey.”
At Old Trail, growing up unrushed is not a limitation. It is the foundation that allows children to go farther—grounded in who they are and ready for what comes next.
AGROWING WITH PURPOSE: A THOUGHTFUL REALIGNMENT AT OLD TRAIL
t Old Trail, self-reflection is not just a practice—it’s a mindset that shapes how the school evolves to meet the needs of each new generation of learners. Guided by a commitment to thoughtful growth, Old Trail continually examines how to serve students more intentionally and create the strongest possible educational experience, while remaining true to its mission and values.
That spirit of reflection, informed by meaningful conversations with board members, faculty, families and others in the school community, led to an important decision. Beginning in the fall, Old Trail will adopt a new divisional structure designed to more intentionally support students from Early Childhood through eighth grade.
The decision grew out of a fundamental question that guides much of the school’s work: How can we do this better for students? As leaders examined the existing divisional model, they considered whether long-standing structures still aligned with today’s learners, families and campus realities. Continued growth in Early Childhood and Kindergarten, evolving developmental needs and a desire to further strengthen the student experience all pointed toward an opportunity for meaningful change.
The result is a thoughtfully realigned model.
FOUNDATIONAL SCHOOL: Toddler through Kindergarten
LOWER SCHOOL: Grades 1–4
MIDDLE SCHOOL: Grades 5–8
While the change may seem logistical at first glance, it reflects a deeper commitment to how children grow and learn. This purposeful realignment will allow Old Trail to create more dynamic learning environments, foster stronger peer communities and intentionally support the distinct needs of each age group—all while protecting the wonder and integrity of childhood during its most transformational years.
Each division is strategically designed around the academic, social and emotional milestones of the students it serves. The realignment also allows for balanced enrollment and more strategic use of resources, ensuring that faculty expertise, programming and spaces are aligned where they can have the greatest impact. Just as importantly, it strengthens divisional identity, creating clearer, more consistent experiences for students and families as they move through each stage of their Old Trail journey.
“As always, our decisions are guided by a fundamental belief: When we place students at the center, we open the door to deeper learning and more meaningful connections,” said Head of School Sarah Johnston. “This bold, future-focused step is more than a structural shift—it’s a reflection of who we are and who we aspire to be. As a learning community that welcomes change, we grow with purpose and remain unwavering in our pursuit of what’s best for our students.”
INVESTING IN ACADEMIC EXCELLENCE:
OTS ALUMNA NAMED DIRECTOR OF ACADEMIC STRATEGY
Old Trail is proud to announce the appointment of Sarah (Wise) Weber ’05 as its new Director of Academic Strategy, a leadership role designed to strengthen and unify the school’s academic program across all divisions.
“This new position reflects Old Trail’s continued commitment to academic excellence, thoughtful innovation and intentional growth,” said Head of School Sarah Johnston. As the school’s senior academic leader, the Director of Academic Strategy will partner closely with division directors, department chairs and faculty to strengthen curriculum coherence, instructional practice, assessment and professional learning—all in alignment with Old Trail’s mission and core values.
A graduate of Old Trail, Weber represents the full-circle power of an OTS education. “Sarah understands our school not only as an educator and leader, but also as someone whose life has been and continues to be shaped by the Old Trail experience,” Johnston said. Now a current parent and Middle School faculty member, Weber brings both professional expertise and deep institutional knowledge to her work, a combination that uniquely equips her to elevate the school’s academic experience.
Prior to rejoining the Old Trail community as a teacher in 2023, Weber served as an elementary school principal at an under-resourced public school in Cleveland. In all, she brings more than a decade of experience in education, including work as a classroom teacher across multiple grade levels, literacy specialist, faculty mentor and instructional coach. Weber earned a master’s degree in elementary education from Johns Hopkins University and a Master of Education in public school building leadership from Teachers College, Columbia University.
“Throughout her career, Sarah has demonstrated a rare ability to improve academic outcomes while also strengthening adult culture, supporting teachers and keeping students at the center of the work,” Johnston said. “Her experience in diverse school environments has equipped her to build systems, coach educators, use data thoughtfully and lead change with clarity and care.”
Central to her approach is a belief in equitable, research-based and developmentally responsive teaching and learning. “As an alumna, my life’s trajectory was indelibly changed by Old Trail, leading me to a career in education,” Weber said. “As an independent institution, Old Trail not only has the ability but the moral obligation to build an innovative, rigorous experience that ensures achievement and success for each student. I am thrilled to lead that charge.”
Weber will officially begin her work as Director of Academic Strategy this summer.
RETURNING TO OUR ROOTS:
REVISITING REGGIO EMILIA
In the late 1940s, a small town in northern Italy began quietly reshaping the future of early childhood education. What emerged in Reggio Emilia was not a prescribed curriculum, but a philosophy—one that views children as capable, curious and full of potential. By the 1980s, educators around the world were paying attention. When Old Trail School opened its first preschool classroom in 1987, this influential work from overseas was already at the heart of our approach.
Shortly after, several Old Trail educators traveled to Reggio Emilia to learn directly from its pioneers. They returned inspired, bringing back ideas that helped establish and strengthen Old Trail’s Early Childhood Program into one of the region’s leading educational experiences for young children. This spring, OTS Primary School Director Amanda Irwin and Preschool 2 teacher Rachel Rich will travel to Reggio Emilia, marking a meaningful return to our roots and a renewed commitment to childcentered learning at Old Trail.
Highlights of this experience include a visit to the Loris Malaguzzi International Centre and tours of early childhood centers in the municipality of Reggio Emilia. Learning directly from international instructors deeply engaged in this work will allow our educators to move beyond theory and into lived experience. There, they will study how documentation, environments and relationships function as intentional and meaningful acts of teaching, while engaging in conversations that explore not just what children learn, but how and why learning unfolds.
“Experiencing Reggio Emilia firsthand will push us to challenge our assumptions,” Amanda said. “It will force us to slow down, listen more deeply and trust the
intelligence and capability of children and teachers alike. This kind of professional learning doesn’t offer quick fixes—it lights a fire. It invites reflection, risk-taking and a commitment to growth.”
While only two educators will make the journey, its impact will extend far beyond them. The primary goal is to bring learning back to campus and create ongoing professional development opportunities for current and future teachers. Through collaborative workshops, reflective study groups and shared documentation, space will be created for these ideas to be revisited, questioned and adapted over time.
Ultimately, this journey to Reggio Emilia is an investment in people—in teachers as researchers, in children as protagonists of their learning and in a professional culture grounded in joy, wonder and possibility. The intention is not to replicate a program, but to return with renewed inspiration as we continue striving for the best possible learning experiences for Old Trail students during their most formative years.
The Middle School Boys Basketball Green Team capped an undefeated season this winter with its second straight Independent School League championship, finishing a remarkable three-year run with just one loss.
LEARNING WITHOUT BORDERS: An Educator’s Summer in New Zealand
Last summer, Erin McNamara, Old Trail’s director of experiential and nature-based learning, traveled halfway around the world on a journey that blended professional growth, cultural immersion and deep connection to the natural world. Her destination: Aotearoa, New Zealand. Her pathway: via the prestigious John Bing Scholarship from the Institute for Global Learning.
Awarded to a small cohort of exceptional educators each year, the John Bing Scholarship recognizes leaders from IGL’s global network of nearly 375 schools that are advancing innovative and globally minded teaching practices. As a 2025 John Bing Scholar, Erin joined the Institute for Global Learning’s Summer Educator Program, an immersive experience designed to spark research-based learning, cross-cultural collaboration and fresh approaches to education.
While in New Zealand, Erin explored the powerful relationship between Māori culture and environmental stewardship. She learned how respect for the land, community and future generations is not taught as a standalone concept but woven seamlessly into daily life. Alongside educators from around the world, she also engaged in conversations around experiential and place-based learning, gathering ideas and practical strategies to bring back to Old Trail.
“A particularly meaningful part of my journey was learning about Māori culture and their profound connection to the land and the planet,” Erin shared. “Experiencing the way environmental stewardship is interwoven with cultural values and daily practices was deeply inspiring and has given me powerful examples to share with my students.”
The impact of Erin’s experience is being felt throughout Old Trail’s outdoor education program, adding global perspective and renewed emphasis on sustainability. Her learning will enrich classroom experiences, deepen students’ understanding of their role in the natural world and create lasting connections between local learning and global responsibility.
Boys Race to ISL Cross Country Title
Old Trail’s Middle School Boys Cross Country team captured the Independent School League championship with a thrilling, come-from-behind victory last October. After a fast start by the competition, the Buffaloes stayed composed and confident, surging in the final stretch to secure the team title.
“We were not only the fastest team in the league this year, but we were the most spirited, positive and supportive team,” said coach Erik Korvne.
LEARNING BEYOND THE BELL:
New Enrichment Programs Help Students Shine
This year, Old Trail School expanded its commitment to joyful, whole-child learning by introducing a slate of free before- and after-school enrichment classes for Intermediate and Middle School students. These new offerings give students meaningful ways to explore their interests, build skills and connect with peers beyond the traditional school day—at no additional cost to families.
Before school, students in grades 3–4 can begin their mornings with Read and Shine, a twice-weekly, 30-minute literature circle designed to foster a love of reading and thoughtful conversation. Meeting in a calm, welcoming setting, students dive into shared texts, practice active listening and build confidence as they express their ideas. More than a book club, Read and Shine has quickly become a supportive community where friendships grow alongside literacy skills.
This fall, participants explored Wishtree by Katherine Applegate, a story centered on kindness, courage and belonging. Inspired by the novel, students brought one of its traditions to life on the Old Trail campus by writing personal wishes and tying them to a tree along the school’s trail—an experience that blended reflection, creativity and connection.
Music also plays a central role in Old Trail’s expanded enrichment offerings. Before school, Intermediate School students choose from guitar or mallet classes, building foundational skills while starting the day with creativity and rhythm. After school, Middle School students have the opportunity to collaborate in a rock band class or explore composition and technology in a digital music class.
Together, these programs reflect Old Trail’s belief that learning thrives when students are given time, space and encouragement to explore their passions. By offering accessible enrichment opportunities before and after school, Old Trail continues to create experiences that strengthen relationships, spark curiosity and help students shine—both in and out of the classroom.
A Piece of Home, Shared Through Sport
In December, Old Trail Physical Education teacher Ronald Teunissen van Manen led a professional workshop at the Ohio Association for Health, Physical Education, Recreation and Dance, introducing fellow educators to YOU.FO Ringcross,, a fast-paced sport from his native Netherlands. Blending elements of ultimate frisbee and lacrosse, YOU.FO Ringcross, emphasizes teamwork, agility and strategy. Added to Old Trail’s PE curriculum in 2024, the sport reflects the school’s commitment to innovative, globally inspired learning experiences for students.
Fall Festival
Our inaugural Fall Festival brought families and friends together for an evening filled with food, Rocket Car rides and incredible school spirit. With DJ Nick Duvé (P’32) leading an all-school dance party, the outdoor celebration was the perfect way to kick off a new school year as one community.
TIME TO WONDER:
Inside Old Trail’s Preschool Immersives
At Old Trail School, early learning is rooted in curiosity, creativity and joyful discovery. This year, that philosophy came to life through the launch of Preschool Immersives, a new program for Preschool 1 and Preschool 2 students designed to invite children into meaningful, hands-on learning experiences centered on nature, art, storytelling and community building.
Immersives were intentionally woven into the rhythm of each week and evolved across the school year, allowing children to revisit big ideas in different ways over time. Rather than following a fixed script, each experience was shaped by children’s interests, questions and observations, making learning feel natural, engaging and deeply personal.
“Immersives are an unhurried time to explore, create and connect through playful inquiry and hands-on experiences, designed to spark wonder, creativity and critical thinking,” said Old Trail’s Primary School Director Amanda Irwin. “They offer children the time and space to follow big ideas, ask bold questions and express themselves in new and meaningful ways.”
Designed with an intentional rotation in mind, Old Trail’s Immersives allow children to engage in a variety of rich experiences across the year. Time in nature encourages imaginative play, such as building fairy houses in the pine grove. Storytelling Immersives
empower children as authors, developing the skills to expand on ideas, follow plot lines and bring characters to life. Art Immersives offer opportunities to experiment with color, light and materials in the Early Childhood Atelier. Across all classrooms, communitybuilding Immersives provide a consistent space for connection, collaboration and belonging.
In the fall, students celebrated their first Nature Immersive by heading outdoors to explore their surroundings guided by curiosity and a sense of adventure. Teachers observed closely, noting what captured students’ attention and using those moments to inform future learning.
In one class, children became fascinated by pumpkin and squash blossoms growing nearby. They examined the flowers, noticed their colors and shapes and discovered evidence of caterpillars on surrounding leaves. What began as simple outdoor exploration evolved into a shared investigation driven entirely by student curiosity.
This responsive approach is central to Preschool Immersives. When children engage deeply through play, true learning takes hold. Immersives also support social-emotional growth as students collaborate, share discoveries and build confidence expressing ideas.
Preschool Immersives reflect Old Trail’s commitment to nurturing the whole child and laying a strong foundation for lifelong learning—one discovery, question and moment of wonder at a time.
h a T A r E O Y U R E a D i N G ?
Dean Ruff, Intermediate School History Teacher
THE CASE OF THE REINCARNATED CLIENT
BY TARQUIN HALL
“The Case of the Reincarnated Client is a detective story set in India that weaves in insights into Indian culture throughout. I was drawn to the book because it follows a modern-day detective, Vish Puri, who solves crimes with his old-fashioned, stick-totraditional-ways mother. He has to navigate traditional beliefs and customs alongside modern-day techniques that drive his mother and family crazy. The client even claims to be a reincarnated murder victim and needs Vish Puri to solve the crime.”
Joanna Hollister, Intermediate School English Teacher
THE EXPERIMENT
BY REBECCA STEAD
“My son and I just finished The Experiment by Rebecca Stead, and we weren’t disappointed. Rebecca Stead is such an incredible children’s author—her stories are clever and unpredictable, and they always have a twist. Here at Old Trail, we read her 2010 Newbery winner, When You Reach Me, every year in fifth grade, so we preordered The Experiment because we already love her books (and we also love science fiction and alien stories). This one was a wild ride, and the twist really surprised us!”
Robin Burns, Early Childhood Teacher
THE LET THEM THEORY BY
MEL ROBBINS
“Through other inspirational texts, I was first introduced to the ‘Let Them’ theory, and I was immediately drawn to it. I really appreciated the idea of not letting others’ perceptions or misunderstandings get to me—especially when they didn’t align with who I am as a person. I used to take those opinions to heart, and even when they contradicted who I am, I began to believe them about myself. That’s when I found this book. I was hoping it would give me more inspiration and helpful tips to remember who I am, instead of letting others’ perceptions or misguided thoughts change the way I see myself.”
Jamie Knapp, Early Childhood Teacher
THE NIGHTINGALE
BY KRISTIN HANNAH
“This book is a powerful and incredibly moving piece of historical fiction set in France during World War II. It focuses on the lives of two sisters and the extraordinary courage and choices they have to make under German occupation. The characters are relatable, and the plot is tense and captivating. If you enjoy a truly compelling story about resilience and the female experience in wartime, you should definitely pick this one up!”
The Big
Q U E S
Lyra Emmitt ’34
“LETTERS!
My favorite is the letter ‘V’! And red words. Some of them I remember from last year in Junior Kindergarten.”
“My favorite lesson this year was visiting the CUYAHOGA RIVER to learn about EROSION during the CVEEC trip.”
“My favorite thing I learned at Old Trail this year was about the COLONIAL UNITED STATES because it was interesting to hear about some of the origins of our country.”
Anthony Alexander ’29
Colin Farrar ’26
What’s been your favorite thing to learn at
Old Trail this year?
TI O N
Teddy Ru ’33
“ALGEBRA!
It’s more fun than 4+4, 5+5, or just multiplication and division. We love a challenge!”
Callan Gilbert ’31
“THE
GREEK GODS.
I really liked writing myths about them and learning all of their names.”
Harper Pesto ’28
“My favorite thing was learning about THREE DIMENSIONAL SHAPES in art because it put more realism into my art, and it was something new I did not
A fresh look for a timeless favorite. Last summer, Old Trail’s swimming pool received a modern makeover with updated paint and the addition of the athletic logo across the expansive windows—enhancing a space that holds generations of Buffalo memories while continuing to serve today’s students.
Dear Alumni,
As you will see in the pages that follow, this issue of Old Trail Magazine includes our annual Report of Giving. It is always one of the most meaningful moments of the year for me, as it offers an opportunity to pause, reflect and—most importantly—express our sincere gratitude to the many individuals and families who have chosen to support Old Trail School through philanthropy.
Like independent schools and nonprofit organizations across the country, Old Trail relies on the generosity of its community to advance its mission. Each spring, we establish a fundraising goal for the coming academic and fiscal year as part of our annual budget process. Gifts to the OTS Fund provide vital, flexible support that touches nearly every aspect of school life—from faculty professional development and tuition assistance to immersive class trips and enriching classroom experiences. Simply put, the OTS Fund helps ensure that an Old Trail education remains strong, accessible and deeply impactful for our students.
You may notice that we have renamed and reorganized several of our giving tiers this year. These updates were made thoughtfully, both to reflect current patterns of generosity and to honor Old Trail’s long and meaningful history. In particular, I would like to highlight the Founders Circle, which honors our founders, Dr. William Parks and Dr. William Geer, and the 1920 Circle, commemorating the year Old Trail was founded. These names serve as a reminder that our present-day work is built upon a foundation laid more than a century ago.
Many of you joined us in celebrating Old Trail’s centennial just a few years ago, yet I am continually reminded that the school’s impact extends far beyond any single milestone. For more than 105 years, Old Trail has shaped generations of students and played a significant role in the Akron community.
While this magazine highlights innovative programs and curriculum for our youngest learners—and the unique, unhurried environment that allows children to grow with confidence and curiosity—we also take great pride in our alumni, including those who graduated when Old Trail proudly served high school students. We regularly hear stories from graduates spanning decades, and their reflections are filled with vivid memories, deep connections and a lasting sense of belonging. Those experiences continue to bind our community together, regardless of when someone last walked the halls of Old Trail.
In that spirit, we are delighted to host an Old Trail High School Alumni Reunion on May 21 at Portage Country Club. This gathering will be a special opportunity to reconnect, reminisce and celebrate the shared experiences that continue to unite our alumni community. If you have not already done so, please consider joining us and RSVP to Amanda Pry at apry@oldtrail.org.
Thank you for being part of Old Trail’s story—past, present and future—and for helping ensure that its mission continues to thrive for generations to come.
Best regards,
Joe Vogel Associate Head of School
Each contribution, regardless of size, is meaningful and embodies a shared commitment to Old Trail School. Together, we have created a ripple effect of positive change that will continue to resonate within our school community for years to come.
Number of gifts increased by 2%
97% of Old Trail faculty and staff supported the OTS Fund
Your gift to the OTS Fund supported professional development for faculty, tuition assistance for qualifying families, immersive field trips and more. of gifts were under $500 72% Average gift size was $840 MORE THAN $508,000 RAISED FROM 605 GIFTS
2025 Youngest alumni class supporting the OTS Fund
1947
Oldest alumni class supporting the OTS Fund
Thank you for supporting Old Trail School. On the following pages, we recognize all donors to Old Trail School for the 2024-25 school year. If your name is incorrect or you have any questions, please contact Amanda Pry in the Development Office at apry@oldtrail.org or 330.666.1118 ext. 306. We are grateful for your support of Old Trail School.
Report of Giving
FOUNDERS CIRCLE
$25,000+
Acme Fresh Market
Joe and Julie Albrecht
Jon and Stefanie Albrecht
Ron & Lydia Harrington Family Foundation
Sandra L. & Dennis B. Haslinger
Family Foundation
Joe Henninger
Katie and Rob Kagler
The Estate of Susan (Bruggemeier) Kruder ’49
James McCready
The Estate of Thomas Merryweather
HEAD OF SCHOOL CIRCLE
$15,000–$24,999
Ashish and Katie Francis
Willard E. Smucker Foundation
1920 CIRCLE
$10,000–$14,999
Anonymous
Mary Ball and Stuart Rosenberg
Robert and Susan Berk
Lisa (Preston) ’73 and James Bertles
John and Jennifer Blickle
Courtney and Tom ’92 Eaton
GAR Foundation
Page (Preston) ’81 and Jeffrey Growney
Alain and Cynthia Harfouche
Doug ’79 and Myriam Haslinger
Lee ’77 and Talis Smith
GREEN & WHITE CIRCLE
$5,000–$9,999
Ashley and Tim Adkins
George and Jihan Albanna
Abby and Victor Alexander
Stephen Archer and Priya Maseelall
Jamie and Tom ’84 Burkhardt
John Cavanaugh
Karen and Tom Clark
Cynthia and Edward Eliopoulos
John and Raechel Grabenstetter
Will Holland and Kathie Jackson Holland
Jeff and Sarah Johnston
Andy and Emily Little
Dave and Holly Little
Lisa and Mike Little
John and Sue McKenzie
Ananth and Emily Murthy
Victoria and Wesley Ru
Jeff and Jessica Scott
Brian Steere ’95
Barbara and George von Mehren
BUFFALO
$2,500–$4,999
Akron Garden Club
Joe and Michelle Blanda
Bill Brelo ’88
Chris ’93 and Shannah Cariño
Mark and Teresa Davey
Douglas Ehrler and Tracy McLean Ehrler
Margie (Rowan) ’02 and Richard Hamlin
Steve and Carole Hasbrouck
Bob ’63 and Polly Keener
Walt and Anne Keith
The Kinney Family
Larry Liptak
Jim and Sally Little
Joseph and Nathan Matuszewski
Elizabeth Pal and Angad Singh
Chip ’75 and Laura Preston
Joanne and John Rohrer
The Ryan Family Foundation
Beverly Shaklee and Michael Heberer
Debbie and Stanley Sieniawski
Bruce and Peggy Silver Fund
Allan and Brenda Sweet
Daniel and Krista Yoho
TRAILBLAZER
$1,000–$2,499
David and Amy Alexy
Margaret (Silver) ’68 and Peter Allen
Christine and John Arnold
David and Donna Axson
Rebecca and Stephen Barnes
Sandra Belofi
John and Vicki (D’Ianni) ’59 Bitner
Carl Blickle ’94
Amy and Brad Bowers
Shereen Boyer
Alyssa and Rob Briggs
John and Suzanne Buck
Stephen Comunale
Hala (El-Shaar) ’02 and Ali Dawlatly
John and Cynthia Debo
Grant Dettling and Katie Keith-Dettling ’95
Michelle Fair
Thomas Ganley-Stillings and Tony Stillings
Onker Basu and Sucharita Ghosh
Cathy and Doug Godshall
Andy and Erin Gray
Andy and Debbie Harding
George and Yoleetah Ilodi
Ean and Wakita Johnson
Jim and Virginia Johnston
Julie and Samuel Keller
Betsy and Bill Lockwood
Janet and Gerald Lutkus
Georges and Muriel Markarian
Missy (McCready) ’86 and Matthew McGinnes
Meeta and Arman Nosrati
Pamela and Robert Novak
Jon Pavloff
Jill Penrose and Michael Smith
Adam and Amanda Pry
Hallie (Godshall) ’95 and Tom Ritzman
Anny Sayarath and Aaron
Christopher Evans
Karen and Joe Schen
Nathan and Tara Schultz
Aditya and Vibha Soni
James and Karen Stifler
Anca Stoicea and Bradley Howard
Laura and John Stropki
Elizabeth (Voke) Sturtevant ’72 and John Eckhardt
Robert Sweet
Aashi and Eric Turney
Simerjeet Sahota and Suman Vellanki
Allison and Daniella Vespoli
Joe Vogel
Jerry Welty
Luann and Keith Williams
Xiaoqin Zheng
FRIEND OF OLD TRAIL GIFTS UP TO $999
Anonymous (2)
Wissam Alajaji and Eliane Malek
Karen Albrecht
Ryan Albrecht and Elizabeth DeShong
Kevin and Susan Alexander
Karin and Roy Allen
Hannah Allshouse
Samantha Almendras and William Novak, Jr.
Tisha Angelo
Amanda and Daniel Apanasewicz
Willakenzie Archer ’22
Thomas and Tracie Arnold
Jessica Ash
Linda Ash
Anthony* and Linda Aulino
Margot Avedisian ’72
Michael and Vickie Ayers
Hilary Ayers-Kurtz
Janice and Stephen Bacak
Anup and Neena Bains
Cheryl and Robert Baker
Lauren and Spencer Baker
Emily Baldridge and Anthony Thews
Don and Gale Barich
Colleen Barnes and Frank Merwin
Hunter and Schaeffer Barnhardt
Johanna Barr
James and Kim Barsella
Kathy and Mark Bearer
Jeffrey and Dionne Beasley
Gina (DiPiero) Becker ’98
Karen Beckwith
Carolyn and John Bentley
Susan Black and Michael Duff
Bill and Jane Blewitt
Darla and Josh Booth
Kyra Bradley ’15
Lanette and Robert Bradley
Charles and Julie (Berk) ’05 Breidenbach
April and Shawn Brown
Carrie and Josh Brown
Alex Brown ’70
Celina and Dwayne Broyles
Susan and William Bruner
Robin Burns
Bradley and Leslie (Keith) ’70 Burnside
Kathleen Burrell-Miller and Paul Miller
Jennifer Caldwell and Peter Farah
Ellie Campbell-Gally
Michelle Capanna
Norman and Carolyn Carr
Joan Cervino and Greg Kunklier
Bryant and Michelle Christian
James Cole ’77
Abbey and Drew Constantine
Cortney and Nicholas Cook
Lily Cowie ’16
Robert Cowie and Michele Cimprich
Donald and Sharon Cox
Kelley Crawford
Elliot and Renee Crider
Jessica and Jim Cvelbar
Jessica and Steve Czekalinski
Parisa Damavandi ’86 and Michael Gallagher
Megan and Tim Dardis
Christine and Frank Davis
Emily and Jeremy Davis
Audrey DeLong
Ashley Dennison
Christopher and Kristen DePizzo
Diane Dersi
Alex Dettling
Alyssa Diaz
Jennifer DiPiero ’96
Paul and Phyllis DiPiero
Barb and Thomas DiTirro
Chuck and Susie Dix
Paige Dix ’20
Phoebe Dix ’19
Allie Dudash
Betty (Kendig) Eastman ’55
Marla Ehrler
Pierce Ehrler ’22
Alex Eliopoulos ’08 and Eric Rauckhorst
Rebecca Emmitt
Tony and Amy Fahd
Austin Farber ’09
Melissa and Charles Farone
Kristen Fearon
Robert and Lynn Fitch
Margaret and Timothy Flanagan
Ronald Flauto and Angie Georgekopoulos
Andrew Fontanarosa and Liz Martin
Allison Forhan ’08
Tyler and Stephanie Forstner
Rania Fowler
Dottie Gaffney
Alyssa Gaither
Matt Gary and Erin McNamara
Anthony Gattuso and Yun Bai
Lauren and Nick Gaugler
Danielle Geaney
Anne and Dan Gentile
Genie German
Jim Gilbane and Meghan Scott
Margaret and Todd Gilbert
Kimberly (Pierce) Gillenwater ’65
Jack Godshall ’98 and Kate Later
Joseph and Christine Granata
Megan Gray
Lynn Gregor and David Hassler
Ankur Groen
Anna and Ian Grove
Lindsay Martin Gryskewich
Margaret (Bliss) ’56 and Hunter Hardesty
Berenice (Smith) ’56 and Donald Hardy
Katherine Hartrich
Jennifer Haslinger ’82 and Jeffrey Johnson
Denise Haynes
Bill ’78 and Lela Henry
Bill and Patty Hertzog
Darrell Hiatt ’68
Anna Hilty and Jason Mandich
Brenda Hite
Michael and Olivia Hochschwender
Robin and Phil Hoffert
Wendy and Richard Hoffman
Jay Hofner
Joanna and Timothy Hollister
Donna and Nicholas Homenko
Simone and Chris Hoover
Heather (Steele) ’52 and Richard Hopkins
Eric and Michelle Houser
Rita Howard
Jason Hughes
Sandy Humenny
Brinton and Julie Hyde
Laura Inman
Amanda and James Irwin
Kristin (Hay) Ives ’78
Than and Shail Jain
Douglas Jamison
Allan and Sally (Gates) ’72 Johnson
Anne and Thomas Johnson
Anita and Craig Joseph
Dave and Sherry Joy
Brooke Joy
George Kagler ’17
Candace and Patrick Kaptain
Anne (Forhan) Keane ’06
Alan ’57 and Catherine Keener
Lauren and Bryan Keller
Parag Khandelwal ’02
Kaitlin and Devan Kimberley
Wayne King
Maya Kinney ’22
Kris and Hannah Klang
Jamie Knapp
Rebecca Knight ’79
Donald and Susan Koenig
Diane Korfhage
Erik and Kathy Korvne
Benjamin Kovach
Kara and Sam Kristoff
Brian and Kara Kudro
Richard Kurtz
Angeline Lababidi
Brenda and James Laimos
Clare LaTourette and Tyler Perry
Candy and Phil Laux
Brittany Lavanty
Carrie and Thomas Lehman
Richard Lemkin
Carmen and Gayle Leone
Carolyn and Peter LeVan
Kara and Steven ’91 LeVan
Nancy Likes ’69
Kurt and Margaret Liske
Peggy (McDowell) ’66 and Philip Lloyd
Martha and David Loar
Molly Loar
Ashley (Koenig) ’03 and William Lonjak
Allen ’65 and Donna Loomis
Alyssa Louie
Albert and Chrissy Macso
Margaret Alice Edwards Fund
Emma Marotta
SanSevieria Christina Marshall ’86
Kathleen Marsicano
Vicki and Daniel Marty
Jacqueline and Maxx Matheny
Rosaline Mather
Martha and Tom Matlock
Pat McDonald
Clare and Christopher McGowan
Michael McGrath
Michael and Nancy McGrievy
Hannah McKenzie ’11
Jack McKenzie ’10
Irene and Robert McNamara
Ann (Seiberling) Mell ’73
Francis and Monika Mencl
Brad and Kelly Mendelson
Darlene Michitsch
Chrystal Minosky
Keshav Mody ’18
John and Susan Moorehead
Carolyn Morgan ’52
Laurie Morgan Schrank and Gary Lowry
Joseph and Leah Morris
Adam and Denise Mullins
Cheryl Munaretto
Hayley Munroe ’01
Anne and Paul Murray
Douglas and Julie Neilsen
Cari Nelson
Brittany and Ismail Newcomer
Lynn and William Newenhisen III
Jim and Susan Newman
Katlin and Kevin Newman
Brian and Mari Rose Niec
Derek Nimrichter and Kelly McMillen
Norm King Construction
Parisa Nosrati ’21
John and Kathy Novak
Nathaniel Okun
John and Mary Lee Ong
Sarah (Mabry) O’Reilly ’58
Sarah Osborn
Cynthia Ott
Joe Ott
Tiffany and Cameron Ott
Deborah and Daniel Palmer
Marianne and Stephen Parkinson
Jan Parry
Chris Pastor
Bhavin and Shivani Patel
Jon Pavloff
Amber Pearson
Grace and Keith Petras
Leah Petras ’23
Ronald Pizor
Bobbie and Jerald Poling
Devon Poling and Jessica Zolton
Amanda and Brian Pollak
Melanie and Ted ’98 Popesco
Haley Preston ’05
Annie Preston Hyde ’08 and Alec Hyde
Tether Preston ’14
Promise Partners Inc.
Janet and Jim Pry
Julia and Douglas Radefeld
* Denotes Deceased
Aliraza and Farha Rattansi
Amanda Reynolds
Aaron and Rachel Rich
Ellie Roberto
Christopher and Katherine Roberts
Kimberly Robinson
Marina Rubio
Dean and Darla Ruff
Kristine Sabin
Lynn Saddleton
Lewis and Katharine Sage
Robert and Stephanie Sambor
David Scarponi
Michelle Schaeffer
Stephanie and Michael Schneider
Susan Schott ’75
Peter and Kathy Schueler
Jane Schwab ’47
Margaret and David Scott
Paula Scroggy
Sarah and Jeffrey Scroggy
Cecily (Parke) Sesler ’52
Laura Shaklee
Victoria Shreffler ’20
John ’72 and Stacy Shulan
Abigail Siegfried
Angel Siegfried
Federico Silva
Jennifer and Raj Sinha
Gindy (Chenoweth) ’72 and Dick Smith
Stephanie Smith
Tyler Snyder ’21
Christy Solis
Anika Soni ’22
Ellie and Phil Speck
Sarah Spradling
Nancy and Brian Stockwell
Elizabeth and Christopher Sullivan
Amy and Tyler Swegan
Anne Swegan
Johnny Swegan ’23
Loma and John Swett
Lynn and Efrem Swoope
Paula and John Szalay
Georgia Szalay Downing and John Downing
Emily Tenney
Ronald Teunissen Van Manen and Sarah Fulton
Susan Thews
Adam Thiel
Christopher and Lauren Thomas
Lesley and Philip Trendell
Heather and Matt Trnka
Eray and Funda Tulay
Lee (Robinson) Turner ’55
Mattie Unger
Luke Varner
Tracey and Kevin Vaughn
Laine and Joseph Vereecken
Meghan Vidan ’05
Christina and Luke Vincer
Laura and Roberto Virgen
Gabrielle Vojtech ’01
Jenna Wakser
Chip and Inga Walker
Hilda Walter
Jonathan Wanders
Chloe Wang ’25
Shengyong Wang and Xiaowei Teng
Paul and Sara Warner
Dariene and James Wasser
Marilyn Weaver
Jasmine Webb
Ethan and Sarah (Wise) ’05 Weber
Cindy Weiss ’67
Park and Melissa Welker
Ryan and Shannon Whitsett
David and Mary (Robinson) Whittemore ’58
Keira Williams ’02
JoAnn and Edward J. Wilson, Jr.
Lois and Peter Wilson
Sharon Winfrey
Alex (Bertin) ’03 and Matthew Woods
Joe Wotowiec
Jill and Amish Yajnik
Colton Zampelli ’13
Memorial and Honor Gifts
IN MEMORY OF VIRGINIA “SEE SEE” AYERS ’56
Margie Bliss Hardesty ’56
IN HONOR OF PAUL JACKSON, PAYING IT FORWARD FOR CHILDREN
Robin Burns
IN MEMORY OF JEAN PARISH SMITH
Leland ’81 and Talis Smith
IN MEMORY OF JAMIE GIANCARLI BROWN ’79
Rebecca Knight ’79
IN MEMORY OF OLLIE “MRS. T.” TOWNSEND, FORMER OTS GRADE 5 TEACHER
Kimberly Pierce Gillenwater ’65
IN HONOR OF DOUG GODSHALL
Sandra and Richey* Smith
IN HONOR OF SAM HYDE ’09
Brinton and Julie Hyde Fund
IN MEMORY OF PATTY WYMAN
Chrissy and Albert Macso
Michael Duff and Susan Black
IN HONOR OF XANDER BOOTH
Park and Missy Welker
IN MEMORY OF MALINDA J. CALVIN ’48
Gordon Gilbreath
IN HONOR OF BROOKE JOY
Dave and Sherry Joy
IN MEMORY OF PETER WILSON
Ruth Ruston Hoffman ’58
Lois Wilson
IN MEMORY OF RUTH ALLIGER, FORMER SCIENCE TEACHER
Elizabeth (Voke) Sturtevant ’72 and John Eckhardt
IN MEMORY OF HUGH K. WRIGHT, FORMER ENGLISH TEACHER
Elizabeth (Voke) Sturtevant ’72 and John Eckhardt
IN HONOR OF THE TEACHERS AT OLD TRAIL SCHOOL
Aditya and Vibha Soni
IN HONOR OF CHARLIE AND CONNOR PRINCIPATO
Rita Howard
IN MEMORY OF HOPE AND DAVID GATES
Allan and Sally Johnston III
IN MEMORY OF MARY ANN LINFORTH
Vicki (D’Ianni) Bitner ’59
IN MEMORY OF LINCOLN GRIES
Jean G. Homeier ’46
IN MEMORY OF SHIRLEY CARTER
Doug and Cathy Godshall
IN HONOR OF HUNTER AND TUCKER DRONZEK
Bob ’63 and Polly Keener
IN MEMORY OF KATIE PRYBYLA ’11
Sarah Forhan ’11
IN HONOR OF SAMUEL LIPTAK
Larry Liptak
LET’S CHAT: LEGACY
Former students reflect as they return to Old Trail as parents.
ASHLEY (KOENIG) LONJAK ’03
What impact did
Old Trail have
on you as a person and student?
My siblings, Andy ’00 and Betsy Koenig ’03, and I attended Old Trail from kindergarten through eighth grade and have nothing but the fondest memories of our time there. We believe that the education, sense of community, diversity, opportunities and social foundation that Old Trail gave us have helped shape us into the people that we have become. The education we received not only prepared us well for high school, college and other learning endeavors, but it also truly instilled in us a natural curiosity and a love of learning. The most important lesson we learned from Old Trail, however, was its core values of respect, responsibility, goodness and service—values that were instilled in us daily at school. We are endlessly thankful for our opportunity to attend Old Trail.
Why did you choose to enroll your children at OTS?
Naturally, when my children were ready to begin school, I thought of Old Trail and wondered if it would still be the wonderful learning environment that helped shape me. After touring the campus, meeting the faculty members and taking a trip down memory lane, my husband and I decided that Old Trail was the best place for our children. Both of our boys have loved their time at Old Trail and love telling their younger sisters all they have to look forward to when it’s their turn to begin their school journey here.
EMILY (HOWARD) PRINCIPATO ’98
What impact did Old Trail have on you as a person and student?
Old Trail had a profound impact on me during a pivotal time in my life. The school’s commitment to developing well-rounded individuals truly prepared me for success beyond the classroom. Not only did Old Trail provide an exceptional academic foundation that enabled me to excel in high school, college and graduate studies, but it also equipped me with essential real-life skills—such as public speaking, critical thinking and a passion for lifelong learning— that continue to benefit me today.
What is your favorite memory of Old Trail when you were a student?
Some of my fondest memories are from our class trips, with my all-time favorite being our seventh grade adventure to Yosemite National Park. We were able to see the giant sequoia trees up close, view Half Dome from a distance and really immerse ourselves in the park’s beautiful landscapes. It was a great opportunity to bond with classmates while having an enriching educational experience outside of the classroom. My favorite in-school memory was the pond study, where we would trek to Indigo Lake to study the variety of local species and compile a report to present to our peers.
SPENCER CHLEBINA ’10
PETER G. WILSON YOUNG ALUMNI ACHIEVEMENT AWARD
F“Life is an ongoing exercise in learning how to manage hardship and emerge stronger and more capable.”
rom a young age, Spencer Chlebina felt called to serve his country and be part of something larger than himself, a path that began at Old Trail, continued through Western Reserve Academy and Drexel University in Philadelphia and ultimately led him to enlist in the U.S. Army. Along the way, he developed a deep appreciation for discipline, teamwork and perseverance, values that would later prove essential in his military career.
That sense of purpose carried forward as he pursued one of the military’s most demanding paths, completing Special Forces Assessment and Selection and earning his Green Beret through the rigorous Qualification Course. The achievement represented years of physical endurance, mental toughness and personal sacrifice, as well as the support of those who believed in him.
While each milestone was significant, Spencer considers his most meaningful honor to be receiving a traditional silver wristband from his Team Sergeant. Rooted in Special Forces tradition, the gesture symbolized earned trust, respect and full acceptance within his elite team, marking the moment he truly felt he had come into his own as a Green Beret.
When you think back on your time at Old Trail, what aspects of the school helped prepare you for the challenges of military service?
The scholastic discipline and rigor of Old Trail contributed to my success. Doing anything challenging, whether physical or mental, builds the capacity to take on even greater challenges over time. Life is an ongoing exercise in learning how to manage hardship and emerge stronger and more capable. I also believe Old Trail’s integration of the natural world, through experiences in Cuyahoga Valley National Park and field trips like churning butter and exploring life during frontier times, fostered a deep appreciation for physical and outdoor pursuits. Special Forces demands a unique
blend of academic, mental and physical strength and the foundation formed at Old Trail played a meaningful role in my ability to succeed.
As you transition out of military service, what is your next chapter?
I have been accepted into a fellowship with the Special Operators Transition Foundation, which is a nonprofit organization that helps Special Operations soldiers prepare for and find employment in the civilian sector. Currently, they are helping me explore options for employment in Southeast Asia, as I have specialized in working in the Asia Pacific Region since becoming a Green Beret. I am fluent in both Thai and Lao, and I am learning Indonesian, so my focus is on continuing to work in those countries, leveraging my regional expertise, leadership and technical background to develop business and security relationships.
If you had the opportunity to speak directly to current Old Trail students, what advice would you offer them?
Take time to think about what you want in life. While that can be challenging when you are young and your priorities are still changing, regular reflection can give you a North Star to help guide your efforts. Over time, patterns will emerge and a fuller picture will take shape. Think about the moments that have felt most fulfilling. Was it winning a game through strong teamwork, succeeding on a challenging project and earning recognition or building meaningful
connections with friends? Those experiences can offer valuable clues about the environments and work you may enjoy in the future. If identifying those insights feels difficult, ask for help. Spending just a few minutes reflecting now can prevent uncertainty later, especially when important decisions about college and beyond begin to take shape.
The Peter G. Wilson Young Alumni Achievement Award is presented to an Old Trail alumnus who is under 30. The recipient has shown professional and community leadership and exhibited an appreciation for Old Trail School. The Award is named in honor of Peter G. Wilson, former Old Trail Headmaster. Nominees must have attended Old Trail School, contributed to their community and/or to the betterment of others, earned the respect of Old Trail alumni and exhibit a continued loyalty to Old Trail School.
FRITZ FRANZ ’96
LINCOLN GRIES DISTINGUISHED ALUMNI AWARD
After graduating from Old Trail, Fritz Franz attended Western Reserve Academy, Colgate University and the Tuck School of Business at Dartmouth College. He began his career in equity research at The Buckingham Research Group, covering the oil and gas sector and building a strong foundation in financial analysis. In 2010, he joined Bank of America in the Industrials Investment Banking group, where he spent fifteen years advising clients on a wide range of complex transactions. In 2025, he joined Mizuho Greenhill to lead the firm’s aerospace and defense investment banking team. In addition to his professional work, Fritz serves as a trustee for Western Reserve Academy. He lives in New York City with his wife, Chrissy, and their two children.
“Even today, when preparing for an important meeting, I often think back to the discipline required to memorize lines for a school play or to speak at eighth grade graduation.”
How has growing up in Ohio, and your time at Old Trail, shaped the person you are today?
While my education and career ultimately led me to New York City, I will always take pride in being from Ohio—and I remain a loyal Cleveland sports fan. I am fortunate to return frequently for both work and family, and every visit reminds me how lucky I was to grow up there. Despite the time and distance, I have remained close with friends from my Old Trail years, including one who is now the godfather to my daughter. Those relationships have endured in ways that continue to mean a great deal to me.
When it came time to choose schools in New York for our own children, now in kindergarten and third grade, I found myself reflecting often on my experience at Old Trail. I knew I wanted a school that was academically rigorous without being overwhelming, one that emphasized strong character and fostered a close-knit community. As I thought about what mattered most for our family, I realized I was looking for a school very much like Old Trail.
What memories from your time at Old Trail stand out most when you look back?
Many of my favorite memories from Old Trail center around sports and physical education. I still vividly remember playing soccer on the athletic fields, skiing at Boston Mills and playing games at Spring Fling. The most tired I have ever been was after a series of swim races in the OTS
pool, directed by Mr. (John) Pintola. Those experiences instilled grit and perseverance in me—qualities that have stayed with me well beyond my school years. To this day, I still enjoy skiing with my kids and playing tennis.
Athletics aside, the academic foundation I received at Old Trail has served me extremely well. Early exposure to math, Latin, science and public speaking proved invaluable. Even today, when preparing for an important meeting, I often think back to the discipline required to memorize lines for a school play or to speak at eighth grade graduation—still among my proudest moments. Class trips to Washington, D.C., Michigan and Quebec also showed me how much fun it is to see new parts of the world, an appreciation that aligns nicely with a career that has taken me to many different places.
What advice would you offer current Old Trail students who are interested in careers in business or finance?
My advice is to study what genuinely interests you. I am incredibly grateful that my parents encouraged me to focus on subjects I found fascinating. I majored in history—a subject that still interests me today—and it has helped my career more than any accounting course ever could. I also encourage students to read the newspaper. There is no better way to stay informed and engaged with the world. Finally, keep track of your friends. My only real regrets are not staying closer in touch with old friends, especially those from Old Trail.
The Lincoln Gries Distinguished Alumni Award is presented to an Old Trail alumnus who has made an important contribution or given extraordinary service to others in some field, as a professional or as a volunteer. It is named after Lincoln Gries, a former parent, board member and board chair who provided exemplary service to Old Trail School. Nominees must have attended OTS, contributed to their community and/or to the betterment of others, earned the respect of both Old Trail alumni and future Old Trail students, and shown a continued loyalty to Old Trail School.
LUANN WILLIAMS
Luann Williams’s connection to Old Trail School runs deep— rooted in decades of service, leadership and love for the community. She taught third, fourth and fifth grades for 19 years before serving another 19 as Lower School D irector until her retirement in 2019. Along the way, she and her husband, Keith, were also Old Trail parents, sending both of their daughters to the school. Though she has embraced retirement, she still misses the children and colleagues who filled her days with purpose and joy.
Tell us about your first year at Old Trail. What memories does it bring back?
The start of school in 1981 was a unique and transformative time at OTS. We welcomed a new head of school, the high school had just closed and the Lower School expanded into the former Middle School classrooms in the basement of Noble Hall, requiring everyone to adjust to a new layout. To top it off, two beloved fourth grade teachers with long histories at Old Trail left late that summer. Parents were understandably concerned.
“Teachers do more than instruct—they nurture, they know and they love their students. They would do anything to keep their students safe.”
My new teaching partner and I were hired in August, just as school began— three weeks earlier than the local public schools. We worked closely together, sharing all of the fourth graders. As the full-time teacher, I taught English, science, reading and health, while my partner, Mrs. Judy Brookhart, taught math and social studies before leaving at noon. With her experience, she was the perfect mentor for me.
While the first day was a blur, the year was filled with memorable moments. One notable tradition was requiring fourth graders to memorize a list of 40 prepositions. I dutifully taught that list
for many years. I can still recite it today, and many of my former students tell me they can, too!
You impacted the lives of so many students. What does it mean to know and care for students?
The ability to touch the lives of others is priceless. Teachers do more than instruct—they nurture, they know and they love their students. They would do anything to keep their students safe. I love running into former students out in the broader community. Hearing who they’ve become, what they’re passionate about and what they remember is incredibly rewarding. Those unexpected reunions—with former students or their parents— when we reconnect and reflect, are moments I treasure.
As you reflect back on your time as a teacher and administrator, what accomplishment are you most proud of and why?
I am proud of the trajectory of my own learning and growth: dealing with students of all ages and abilities and helping parents in crisis. I loved helping students, families and teachers build loving and productive lives. I am especially proud of the moments when my personal experiences allowed me to support others facing similar challenges.
What did you learn from the students, and what advice would you give to a young teacher?
In reflecting upon my years in the classroom, I realize that my students
taught me as much as I taught them. Through them, I learned a level of patience I hadn’t previously understood and discovered how to find creative solutions to various challenges. Most importantly, stepping into the classroom offered many moments of joy each day.
Teachers enter this profession as thoughtful, creative individuals who instinctively build connections. My advice to those just starting out is to purposefully focus on building relationships and trust. Since teaching is fundamentally a people-focused career, there will inevitably be drama. It is essential to stay focused on the children and remain patient with these challenges by relying on the relationships you have established.
The Alumni Association Honorary Alumni Award is presented to a person or persons who has/have made an important contribution or given extraordinary service to Old Trail School. Nominees must have contributed significantly to the welfare of Old Trail (parent, trustee, volunteer or benefactor), deserved the respect of both Old Trail alumni and future Old Trail students and shown a continued loyalty to Old Trail School.
ALUMNI HAPPY HOUR
Old Trail School hosted a lively alumni gathering at Lock 15 Brewing Co. in Akron in October. Pictured from left are Andrew Fazekash ’09, Fuad Muakkassa ’01, Jaclyn Mure ’04, Raj Patel ’04, Jackie Graham ’06, Katherine (O’Donnell) Simenc ’06, Courtney Chlebina Shahidi ’04 and Shannon Davey ’06.
JUNE 6
CUYAHOGA VALLEY CROSS COUNTRY 5K
Registration is now open for the 4th annual Cuyahoga Valley Cross Country 5K at Old Trail School on Saturday, June 6! Set in the heart of Cuyahoga Valley National Park, this beloved community event brings runners of all skill levels together for a morning of fitness, fun and connection. The 5K race begins at 9:00 a.m., followed by the 1-mile Kids Dash at 10:00 a.m. Register at OldTrail.org/5K.
THE LAST WORD
When was the last time you reflected on your education? Have you ever stopped to consider how your school shaped your sense of belonging, motivations, interests and preparedness for life?
Until recently, when I thought back on my education, my mind went to what felt most recent: high school and college. Our world encourages us to view those later years as the most formative. But I have come to realize that the 10 years I spent at Old Trail, from preschool through eighth grade, were among the most influential of my life.
As I entered eighth grade, conversations began about the looming presence of high school. There were tangible preparations to be made, including standardized tests, school visits and interviews, along with emotional ones: preparing to say goodbye to the people and places that had been home for nearly a decade. Up to that point, Old Trail had been my entire world. While the path leading away from Ira Road felt daunting, I had the skills and support to move forward with confidence.
From the start of my high school search, it was clear that my parents and teachers at Old Trail trusted me to take ownership of the process. I was not simply asked where I applied. I was asked what kind of school felt right and where I thought I would thrive. Because of the foundation I received at Old Trail, I was able to articulate my interests, preferences and goals clearly. Just as importantly, I knew my teachers valued me not only as a student, but as a whole person.
By the time I graduated, I had interviewed at three schools. Few eighth graders can say they have already practiced professional communication, self-advocacy and thoughtful reflection multiple times. When I reached college interviews, I knew what I wanted and felt comfortable in that setting. The process felt like a continuation of skills I had already built, not an intimidating new hurdle.
When June 2014 arrived, I faced what may be the hardest part of attending an early childhood through grade eight school: the goodbyes. Nothing can fully prepare a child to leave the community that helped raise them. I vividly remember the bittersweet mix of sadness and excitement as I said goodbye to my classmates. While painful, that moment taught me something lasting: We cannot feel loss without first having loved something deeply.
My eighth grade year at Old Trail prepared me for college in ways many of my peers were not. Experience with interviews, transitions and goodbyes helped me navigate the larger challenges of leaving home, finding my passions and carving out my place in the world.
Now, as I pursue a master’s degree in education while working as a teaching apprentice at Berwick Academy, an early childhood through grade 12 independent school in Maine, I often reflect on my own experience. My students are capable and bright, yet many will not experience the kind of transition that shaped me so deeply. These reflections have only strengthened my pride in being an Old Trail alum and my gratitude for the person Old Trail helped me become.
Grace Beneke ’14
“IN
AN EC–8 COMMUNITY, THE FOCUS ISN’T PULLED TOWARD A HIGH SCHOOL; INSTEAD, EIGHTH GRADERS ARE THE LEADERS.
