Patterns - Winter 2021

THE MAGAZINE OF ST. MARTIN’S EPISCOPAL SCHOOL

WINTER 2021

We are Wellness Warriors

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WE'RE ALL IN THIS TOGETHER THE MAGIC OF OUR MODEL DISCOVERING THE WORLD OF EC SCIENCE

G R OW I N G S T R O N G E R TO G E T H E R

Wholehearted Support Many Hearts Make Us Whole Your investment in The St. Martin's Fund helps to fulfill our mission of quality education which fosters lifelong learning. We humbly ask every family to support The St. Martin's Fund at the level appropriate for you and your family.

We aim for 100% parent participation!

To donate, visit The St. Martin’s Fund page at stmartinschool.org

2020 - 2021

CONTENTS

THE MAGAZINE OF ST. MARTIN’S EPISCOPAL SCHOOL WINTER 2021

FEATURES 9 St. Martin's at High Point Expanding our footprint

10 We are Wellness Warriors 14 Tech Talk at SMES EVERY ISSUE 3

Letter

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Seen & Heard

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From the Head of School

News and happenings in the school community

Volunteer Spotlight Elizabeth Miller

16 Redefining Togetherness St. Martin's PTO

18 We're All In This Together

Social and emotional learning at SMES

24 Pivoting in a Project-Based Classroom 4th grade social studies

22 Student Reporters

26 Wholehearted Support

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28 Discovering the World

Stories around campus

Portrait of a Graduate Deborah McClean Wilkens (’03)

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Sports Wrap-Up Faculty News Updates from our faculty and administration

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Alumni Notes

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Voices

Updates from our alumni

Photo - 2019

Enhancing digital resources

Every contribution counts

of Science

The EC Science Lab

31 A New Space to Thrive Kairos Learning Center

36 The Magic of our Model

Growing up at a preschool-8th school

ON THE COVER By remembering to follow the three Ws, St. Martin's Wellness Warriors successfully completed a full semester of inperson learning amid COVID-19.

Wear a mask.

Wash your hands.

Watch your distance.

Morries Walker, Director of Explorers and Early Childhood Dean of Students

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EDITOR Kristi Gaffney ASSISTANT EDITOR Sarah Taylor CONTRIBUTORS Elizabeth Beckwith Kristi Gaffney Wade Hanse Jennifer House Christina Johnson Abbey Letts Marshall Lisenby, student Eva McLaren, student Chris Nama Dr. Luis Ottley Tony Shaffer Lauren Sims Erin Spink Sarah Taylor Morries Walker PHOTOGRAPHY Kristi Gaffney Adam Linke Sarah Taylor Paul Ward DESIGN Stalling Design ADMINISTRATION Dr. Luis Ottley Head of School Cindy Alexander Principal, Early Childhood Lynne Perry Interim Principal, Elementary School Tony Shaffer Principal, Middle School Cheryl Doughty Director of Finance & Operations Kristi Gaffney Director of Marketing & Communications Blythe Marsau Director of Enrollment Management & Tuition Assistance Dr. Tiffany Russell Director of Diversity & Inclusion Lauren Sims Director of Advancement The Rev. Dr. Stefanie Taylor Chaplain The Rev. Monica Mainwaring St. Martin’s Church Rector Patterns is published biannually by St. Martin’s Episcopal School.

Please direct any letters, comments or news items to: St. Martin’s Episcopal School 3110-A Ashford Dunwoody Rd. Atlanta, GA 30319 (404) 237-4260 Attn: Kristi Gaffney www.stmartinschool.org kgaffney@stmartinschool.org MISSION STATEMENT: St. Martin’s Episcopal School is dedicated to providing a quality education of the whole person in a loving, Christian atmosphere, which fosters lifelong learning.

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HEAD OF SCHOOL

"This school year began like no other, and I'm so proud of the resolve of the St. Martin's community for displaying support, unity and flexibility... "

H

appy New Year! As you receive this issue of Patterns magazine, we will have turned the corner from the uncertainty of 2020 into what I hope will be a promising 2021. This school year began like no other, and I’m so proud of the resolve of the St. Martin’s community for displaying support, unity and flexibility in order to conduct school on campus for most and provide virtual options for some. And while we still have a long way to go, I’m feeling hopeful for a much brighter second semester and beyond.

The COVID-19 global pandemic will now be a part of the fabric of the lives of our students. This time will be a memory to recount throughout their lives and an integral part of their foundation. St. Martin’s is proud to have provided a full educational experience despite the challenges brought on by COVID-19, and this will continue until we can find our new normal down the road. Children will remember that they began school in August of 2020 and recall their willingness to comply with the many safety requirements in order to be together. Learning with a trifold shield on their desk, wearing a face mask, constant hand-washing and enjoying lunch in the classroom is now part of each student’s St. Martin’s experience for this school year. But at the heart of it all is our community—everyone rose to the occasion for the greater good. And that heart is something that each member of our community can hold dear.

This issue of Patterns offers an inside look at some of the ways we held on to traditions, even if slightly different. We claimed the term Wellness Warriors, and I invite you to read about a “day in the life of doing school” at St. Martin’s during a pandemic. As well, our PTO parent leaders offer a poignant viewpoint in an article about how they’ve worked to pivot traditions and events to make them successful. Our elementary and middle school counselor offers valuable insight into the importance of social-emotional learning during this time of uncertainty. You can also enjoy many regular features, including the Seen & Heard school news, Alumni Notes and our Voices and Volunteer spotlights, just to name a few.

Construction updates, a school technology overview and a wonderfully insightful article about the magic of the preschool through 8th-grade model are not to be missed. And the vital importance of The St. Martin’s Fund that bridges the gap between tuition and school programming is outlined by our director of advancement.

I invite you to enjoy this issue of Patterns in its entirety, and I wish you all the best for 2021!

With love, light and blessings always,

Dr. Luis Ottley Head of School

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Seen + Heard

NEWS AND HAPPENINGS IN THE SCHOOL COMMUNITY

Honor Pledge

Leading By Example 8 Middle School students kicked off this unique school year with the time-honored tradition of signing the SMES Honor Pledge. During a special virtual chapel service, students signed the pledge acknowledging their commitment to being honest, trustworthy, equitable and kind within and beyond the classroom.

Football Friday

A Fan-Favorite 8 On Football Friday students, faculty and staff donned their favorite football (or fĂştbol) team jersey to celebrate the long-awaited return of college and professional football. The campus was electrified with team spirit as fans from infants through 8th grade showed off their team colors.

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SEEN + HEARD

Blessing of the Animals

In Honor of St. Francis 8 The Blessing of the Animals virtual chapel service in October concluded another successful SOLVE service project in support of the DeKalb County Animal Shelter and its partners. Each fall, SMES collects pet food, toys and supplies for local shelters in honor of St. Francis of Assisi and his dedication to the protection and preservation of animals and the environment. During the chapel service, students held up pictures of their pets as Mother Taylor blessed them.

Farm-to-Table

Homegrown Tradition 8 On a beautiful fall day in October, SAGE Dining Services served a delicious lunch made from locally sourced food for Farm-to-Table Day. Students, faculty and staff enjoyed learning where the recipe ingredients were sourced, including that the apples in the apple crisp were grown by BJ Reece Orchards in Ellijay. The SMES Green Committee added an element of festivity to the homegrown tradition by sourcing locally-grown pumpkins to decorate the commons.

Student Council

Electing Representation 8 Each fall, 5th- through 8th-grade students elect homeroom representatives to serve on Student Council. Seven of these representatives are then elected to leadership officer positions in an open vote among all Middle School students.

Congratulations to (first row, l-r): Treasurer Gabby Nama (7th grade), Recording Secretary Tanner Vassian (6th grade) and Corresponding Secretary Sophia Lehwald (6th grade); (second row, l-r): Vice-President for Administration Charles Ashe (8th grade), Vice-President of Community Service Riley Aronowitz (8th grade), VicePresident of School Service Janie Alexander (8th grade) and President Eloise Smith (8th grade).

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SEEN + HEARD

PTO Teacher Appreciation

Superheroes Work Here!

PTO Virtual Artist Market

Supporting SMES & Local Business 8 Parents, faculty and staff got a head start on holiday shopping at the first-ever PTO Virtual Artist Market this fall. Featuring a curated group of local artists and artisans, the market successfully raised money for the school while supporting small local businesses. Safely from home, shoppers bought a range of products, from fine art, jewelry and leather goods to holiday items, pottery, food and more.

8 Throughout the fall, the PTO recognized the effort and dedication of SMES faculty and staff in numerous ways. To demonstrate the community’s love and support, the PTO decorated the campus with celebratory banners and yard signs, provided delicious meals from local restaurants and purchased thoughtful holiday gift cards for each faculty and staff member.

PTO Book Fair

Bound in Silver Linings

8 This year, to ensure a safe and successful in-person Book Fair, the PTO hosted three mini-Book Fairs, one in each division building. With COVID-friendly protocols in place, students shopped in small groups, enjoying a wide variety of books carefully curated for their age group.

On-Campus Preview

Welcome Prospective Families 8In November, St. Martin's welcomed a

limited number of prospective families to a COVID-19 friendly, on-campus preview event. Visitors arrived in intervals to meet with school leadership and enjoy sociallydistanced, single-family tours led by Middle School student ambassadors.

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SEEN + HEARD

PTO Drive-in Movie

E.T. Phone Home 8 As a creative alternative to the annual Fall Festival, the PTO hosted a drive-in movie night featuring “E.T. the Extra-Terrestrial” at the Springs Cinema & Taphouse. SMES families, faculty and staff enjoyed some socially-distanced fun while catching up with friends before the movie, and then sat back to savor the classic film from the comfort of their cars. In addition to special goody bags, attendees received concession gift cards toward dinner and drinks to enjoy during the movie. The event was a huge success and provided an opportunity for families to gather safely while supporting the school.

Fall Drama Showcase

The Show Must Go On

Virtual Veterans Day Assembly

Honoring Those Who Served

8 The St. Martin’s annual Veterans Day Assembly was held virtually this year to honor veterans within and beyond the SMES community. More than 200 students, teachers, staff and parents participated in the assembly video, which featured student presenters, musical performances, guest speakers and more.

Guest artist Jarius Cliett opened the assembly with a heartfelt rendition of the national anthem followed by essay readings from the student winners of “The Veteran I Most Admire” contest.

Assembly highlights included keynote speakers E4 Bernard W. Holloway Jr. and Specialist Alexander Blaine Pearson, who shared how their time in the army shaped who they are and their lives today. Although the community could not physically gather together, the Speech and Drama Department’s extraordinary effort to reenvision the annual Veterans Day celebration was an important accomplishment for the school in COVID-times.

8 The Fall Drama Showcase, a beloved variety show featuring 5th- through 8th-grade students, was reenvisioned and held virtually this year. The showcase included pre-recorded student performances of musical theatre songs, monologues, scene read-throughs and even some stand-up comedy. The show also included rehearsal footage of students preparing for the upcoming virtual Georgia Jr. Thespian Conference competition.

Featuring songs and scenes from “Aladdin,” “Catch Me If You Can,” “Side Show” and more, the showcase embodied the age-old theatre adage, the show must go on!

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SEEN + HEARD

Service Learning Projects

Supporting Local Families in Need

8 St. Martin’s partnered with local philanthropies to provide essential supplies and holiday cheer to Atlanta families in need this fall. In October, SMES families, faculty and staff donated “Bags of Hope” for local school children struggling with food insecurity. The bags included non-perishable food, essential toiletries and hopeful messages in the form of Bible verses, student artwork and letters. Emmaus House, a local organization that operates outreach programs for the residents of Peoplestown and surrounding neighborhoods, distributed the supplies to those in need.

In November, SMES 1st graders collected non-perishable food through their annual SOLVE (Serving Others through Leadership, Volunteerism and Education) project, Bag It and Share It. With the help of volunteers from the Suthers Center for Christian Outreach (SCCO), a volunteer organization run by St. Martin's Church that serves those in need of food and emergency funds, students bagged food donations for local families to enjoy during their holiday meals.

On the coattails of Bag It and Share It, the 3rd-grade class worked with the SCCO to collect and distribute Christmas gifts for families in need through their annual Santa Shop SOLVE project. St. Martin’s families, faculty and staff donated family gifts such as puzzles, art supplies, calendars and board games.

Rooted in St. Martin’s Episcopal identity, these three service-learning projects enabled the SMES community to positively impact local families during a particularly difficult year.

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St. Martin's at High Point b y K RISTI GAFFNEY DIR ECTOR OF MARKET IN G & COM M UN IC AT I O N S

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hile 2020 brought its share of anxiety and uncertainty, it will also be remembered as the year when the school reached an important milestone—introducing St. Martin’s at High Point!

This recent property acquisition supports a long-time SMES Board directive for the school to focus on long-term sustainability and an enhanced educational experience. The High Point campus will provide classroom space to help meet community demand for Early Childhood programming. St. Martin's at High Point will soon offer additional classes for Infants, Toddlers and Beginners, along with administrative office space for staff members whose jobs are not directly related to the Ashford Dunwoody campus's day-to-day activities. Best of all, the facility is located less than three miles from the SMES campus.

When Highpoint Episcopal Community Church closed its doors early in 2020 the Episcopal Diocese of Atlanta sought a suitable buyer for the seven-acre property located on High Point Road in Sandy Springs. The diocese was motivated to keep the property as an Episcopal mission and offered it to SMES at a great value.

The High Point campus will provide classroom space to help meet community demand for Early Childhood programming.

Throughout the summer and fall, the school has worked with the City of Sandy Springs to seek neighborhood input as the use permit process progressed. Following a series of meetings with the city's Planning and Zoning Commission, the permit is set to go before the City Council for approval at its next meeting.

"The school has been open to property acquisition for many years," said SMES Head of School Dr. Luis Ottley. "To find a suitable location so close to SMES was truly a gift.

We're in the process of renovating the facility to accommodate preschool classrooms in addition to some administrative offices. As we begin this new year, St. Martin's at High Point is truly a bright spot for our school's future. The demand for Early Childhood education is at an all-time high, and we're excited to be able to provide a St. Martin's foundation for many young children."

The building offers a beautiful sanctuary for chapel services and a large fellowship hall for meeting space and community gatherings. The wooded acreage is home to a community garden that will continue to welcome neighbors as well as students to grow fruits and vegetables, a preschool playground and plenty of parking.

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b y SA RA H TAY LO R CO MMUNICATIONS COOR D I N ATOR

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As the school year took off and new routines became the norm, the heart of the St. Martin’s experience—the largerthan-life love the community holds for its students—proved unchanged.

s students arrived on campus for the first day of school in mid-August, community expectations for the fall were filled with excitement and uncertainty. No one, not even the administrators and faculty who had been preparing and planning for months, could predict how students would settle into their new routines. But faith in St. Martin’s to provide quality in-person instruction in a safe and loving atmosphere held strong.

At first, everything appeared different and new. In the mornings, parents were tasked with remembering wellness checks and masks, and at school, teachers and students were asked to navigate a daily list of new safety protocols and procedures. Yet after the semi-awkward, first-morning carpool temperature check and spritz of hand sanitizer, students hurried off to classrooms ready for the possibilities awaiting them.

As the school year took off and new routines became the norm, the heart of the St. Martin’s experience—the larger-thanlife love the community holds for its students—proved unchanged. SMES faculty and staff figuratively wrapped their arms around each student and welcomed them back to an environment that looked different but still felt comfortingly familiar.

Since those first days of school, St . M a r t i n’s h a s c omplete d nearly five months of inperson learning, a feat many doubted was possible back in August. To continue to achieve this incredible task, St. Martin’s draws on the commitment and togetherness of the community. Whether it's a teacher adapting a lesson for virtual learners, or a parent ensuring weekend playdates remain safe and socially distanced, now more than ever, it takes a village to raise a child. The daily work of being a Wellness Warrior within and outside of school is ever-present.

Still, in true St. Martin’s style, community members continue to bring their whole hearts to the now-familiar mantra: Wear a mask, Wash your hands and Watch your distance.

Students, faculty and staff show off their style by sporting face coverings with glitter and fun patterns, or those that rep their favorite sports teams or brands. In the younger grades, a routine visit to the handwashing station is an opportunity to sing songs and practice counting to 20. The lunchroom can’t accommodate students due to social distancing protocols, so faculty and students adapted. On beautiful fall days, students spread out on the green turf to enjoy lunch safely with friends. “I could not be more proud of the teachers and students

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at St. Martin's,” says Middle School Principal Tony Shaffer. “Our community has shown a level of discipline that I think few people would have predicted, and yet that has not kept us from having fun at school, learning in creative and active ways, and just enjoying our St. Martin's family.”

In true St. Martin’s style, community members continue to bring their whole hearts to the nowfamiliar mantra: Wear a mask Wash your hands Watch your distance

Making lemonade out of lemons is not easy work, however. In addition to focusing on the curriculum learning objectives, teachers also perform all-important duties like sanitizing classrooms, monitoring student distance and mask-wearing, taking temperatures, encouraging hand sanitizing and making time to meet virtually with at-home learners. “I think a lot of people felt overwhelmed at the beginning of the year with all of the extra things we needed to do to open school,” says 5th-grade teacher Spence Camp. “However, we all adapted fairly quickly, and we don't even think about a lot of the things that were overwhelming us at the start of school. I believe it is very important for the kids who can safely be at school to be here, and likewise for the teachers.”

Along with new daily routines came creative changes to major school programs and events.

To prevent grade levels from sharing classroom spaces, most co-curricular teachers visit students in their homeroom classrooms bringing religion, world language, drama, art, guidance,

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technology or music to them. Middle School athletics transformed from A-, B- and C-level teams to 6th-, 7th- and 8th-grade teams that participate in intramural competitions rather than interscholastic play. For drama students, the big change was shifting from an in-person audience to performing in front of a camera, requiring an entirely new set of skills as the fall and spring performances shifted online. Clubs and committee meetings, schoolwide assemblies and even Tuesday chapel services are now held virtually and livestreamed as often as possible so the community can still “gather” together online.

While many changes this year are clearly visible, like new desk arrangements, hand sanitizing

stations and social distancing markers, a lot of work happens behind the scenes to keep school open. Guided by Centers for Disease Control and Prevention (CDC) recommendations for schools, the SMES facilities management team has incorporated deep-cleaning and disinfecting protocols into their daily duties. Each day, using a Clorox Pro-T-360 system, the team quickly disinfects high-touch areas with a 3-in-1 product deemed effective against viral pathogens.

Similarly, always humming in the background are the new, state-of-the-art REME HALO airpurification systems installed in each of the St. Martin’s air conditioning units.

Also behind the scenes, the SMES COVID-19 Response Team (CRT) is working overtime to support the school community as it navigates these uncharted waters. The CRT is tasked with daily monitoring of symptomatic or exposed students, faculty and staff along with contact tracing if a case is confirmed. Comprised of medical professionals, including a pediatric infectious disease physician, and several key staff members, the team meets regularly to assess situations in real-time with the goal to mitigate the spread of COVID-19. “The best way to get through life’s challenges is with the support of a team, and SMES parents, faculty, staff and students have proven to be a great team,” says CRT Chair and Athletic Director Mark McDaniel. “I have been very pleased with our students’ willingness to wear masks and follow safety procedures. You can tell they want to be here. Our faculty and staff have done a great job keeping everyone safe, and our parents have been open and honest with the CRT and have followed our requirements, even when inconvenient.”

Vital to the CRT’s work is school nurse Pam Pomar, who, with the support of substitute nurse Jenny Pasley, helps the CRT with temperature checks, contact tracing, symptom monitoring and more. In early fall, St. Martin’s introduced a newly renovated school clinic in lower Warrior Hall. Designed to address concerns related to COVID-19 and the general needs of a school clinic, the space is equipped with a dedicated isolation room, an evaluation room, a large office space, a large restroom and plenty of storage.

“Our new clinic addresses a number of needs for the school but most importantly it provides ill or injured students with a spacious and comfortable environment in which to receive the care they need,” says Pomar. “We now have individual treatment and recovery areas that allow us to keep a close eye on students while providing a degree of quiet and privacy that we have not been able to achieve in the past. The excellent ventilation and special UV lights improve our infection control abilities beyond distancing and sanitizing.”

SMES COVID-19 Response Team (CRT) is tasked with daily monitoring of symptomatic or exposed students, faculty and staff along with contact tracing.

I n t he face of qu ick ly changing circumstances, new safety procedures and the consistent diligence that this year requires, parents have shown overwhelming support for the school’s execution of full-scale, in-person learning. “As the new year begins, with many of 2020’s challenges still in play, it is as important as ever to continue to be dedicated Wellness Warriors,” says Head of School Luis Ottley. “When this pandemic is behind us, the SMES community will look back on their efforts and victories during the height of COVID-19 with incredible pride. Until then, remember to Wear your mask, Wash your hands and Watch your distance.”

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Tech Talk at SMES WH AT'S NE W?

b y C H R I S N A MA D I R E C TO R O F TE C H N O LOGY & WA D E H A N S E S ME S STE A M CO O R DI N ATO R

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or the past several decades, the role of technology in schools has steadily increased. Starting in March 2020, the w or ld -w ide pa nde m ic e le v a t e d schools’ collective focus on technology, not only to enhance education but also to deliver content in new and creative ways. As such, a priority in the months leading up to the 2020-2021 school year was ensuring that we were well prepared for any potential and necessary shifts in delivering educational content to students. Our goal was

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for teachers, students and families to be in a better position to work and communicate with each other, no matter the circumstances.

On a school-wide level, St. Martin’s invested in the education level of Zoom as the video communication platform. This has given us more control over the safety of the platform and our ability to troubleshoot issues for faculty and students. We also invested in new Dell laptops for all teachers, increasing their professional flexibility and their ability to deliver content to students in person and those learning from home. Additionally, if the need arises to pivot to virtual instruction, the mobility of the laptop will ease the transition by allowing teachers to work on the same device to deliver content from home.

As a part of the virtual learning conversation over the summer, the school prioritized the learning needs of our students during the decision-making process. Through that lens, platforms were selected to assist teachers in delivering age-appropriate instruction in a remote environment. For students from Early Childhood through 3rd-grade, we selected SeeSaw as the learning management platform because it provides our youngest learners the ability to engage with their teachers in a meaningful and age-appropriate way. To date, our youngest virtual learners are using SeeSaw to receive their daily instruction, and our EC through 3rd-grade, in-person learners are actively working on building their proficiencies around this platform as well.

For our learners from 4th-grade and beyond, Google Classroom is the platform of choice based on its familiarity and function. Since shifting to a one-device-per-student system several years ago, St. Martin’s has increasingly relied on Google Classroom. Additionally, Google Classroom is fully integrated with the

Google suite of apps and allows students in grades 4th and up to use their Chromebooks to complete and turn in assignments. Currently, this platform is being used extensively for both our in-person and virtual learning environments.

Finally, after our community's experience with virtual learning in the spring of 2020, it became abundantly clear that our families and students desired a single-portal for accessing applications and websites used by teachers.

Consequently, the school made the decision to add Clever for our entire school family. Clever is an online portal that acts as a single doorway, where students are able to gain access to all virtual tools. Depending on the student’s grade level, Clever includes teachers’ Zoom links, online textbooks, library resources, educational websites and more. Also, Clever eliminates the need for students and parents to keep track of multiple passwords for the resources they need.

St. Martin’s will continue to collect feedback from students and families to better evaluate options and ensure that our strategy is bestsuited for the St. Martin’s community.

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Redefining Togetherness b y J EN N I F ER HOU SE A N D E R I N S P I N K P TO CO-P R ESI D EN TS

hen we committed to serve as co-presidents of the PTO this school year, we had no idea it would be the year of the pandemic. The year of social distancing. The year of no large group gatherings. The year of extreme handwashing, mask-wearing and sanitizing. The year of stringent protocols to keep our children healthy and on campus.

The year unlike any other.

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Last summer, as the PTO board began planning, our group was determined not to let this also be the year the PTO was canceled. The SMES PTO is part of what makes St. Martin’s such a special place. Three of the most essential elements of the PTO mission are: building a strong sense of community among SMES families, supporting our teachers and staff and fundraising. The funds we raise throughout the year support PTO activities and events and give back to the school in a significant way. Funds contribute to operating costs and special projects, and none of these needs went away because of COVID-19. If anything, the needs are greater than ever.

REENVISIONING SIGNATURE EVENTS This school year, our creative PTO Board members continue to work hard to adapt and change to provide as many events as possible, even if they may look a bit different. From the Recycled Uniform Sale to Teacher Appreciation and Warrior Buddies, every event has required flexibility and unique thinking to successfully bring the SMES community together while complying with COVID-19 best practices.

Even this year’s Fling gala has taken on a new face.

The St. Regis venue will have to wait until next time, but

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please mark your calendar for February 6 to participate in the Virtual Fling! We are confident that it will be fun and entertaining and will succeed as the major fundraiser for this school year.

The decision to cancel a few events last fall was difficult but necessary. The Fall Festival that usually brings hundreds of kids and families to campus and the annual Parent Social that invites parents for a night of fun both met the cancellation fate. Rather than not have a fall event, the PTO quickly changed direction. The desire to create a new COVID-19-friendly event led to a very successful Family Drive-in Movie Night. The Fall Festival Artist Market fundraiser led to an online gift shopping initiative to connect local artisans with SMES parents through a Virtual Artist Market.

The Warrior 5K and Fun Run, usually a favorite community-building event and major fundraiser, has shifted from its usual fall timing to a new slot in the spring.

Watch for more information as we remain optimistic that this event will happen in the coming months.

And as we reflect on the changes the PTO has navigated during the months since school started, it seems that another PTO “function” has risen to the surface – helping to maintain a sense of normalcy and routine during this crazy 2020-21 school year.

Let’s face it, no matter how familiar this all becomes,

school is still weird. Everyone is masked, some friends are virtual, children are anxious, routines are different, desks are partitioned, activities are limited and health checks are frequent. The list goes on and on, but we can all agree that weird school is better than no school. And despite the changes and limitations, the PTO is marching on.

THANK YOU We are incredibly thankful for the dedicated parents who are chairing committees, serving on the Executive Board and volunteering to help. Modified events continue, teachers and staff are appreciated, sweatshirts and recycled uniforms are available, communications are disseminated via Room Reps, COVID-19friendly spirit nights and rebate programs are ongoing and new families are connected with current families to help ease the transition.

All of these activities are ongoing, as new events are being imagined and added.

During this unprecedented time, we are also learning a lot about the SMES community.

Despite the countless challenges and stresses of parenting and teaching during a pandemic, we are all doing the best we can to cope and help our children cope. We are resilient. We are creative. We are supportive of each other.

We are problem-solvers. We are optimistic.

Above all, we are grateful that we are part of a school community dedicated to the in-person education, health and welfare of our children.

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4 1 & 2 - Fall Drive-In Movie Night; 3 - Recycled Uniform Sale; 4 - Teacher Appreciation

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We are SMES, and we will make it through this together.

From Lemons To Lemonade

Recycled Uniform Sale 4 Outdoor Appointment Shopping Teacher Appreciation Meals 4 Pre-Boxed, Grab and Go

New Family/Warrior Buddy Group Events 4 Small Group Kona Ice Outdoors In-Person School Store Orientation Pick-Up 4 Drive-By Pick Up

Fall Festival On-Campus Event 4 Virtual Artist Market Online Shopping 2021 Fling Gala at St. Regis 4 Virtual Fling Fall Warrior 5K & Fun Run 4 Spring Warrior 5K & Fun Run (pending)

NEW 4 Fall Drive-In Movie Night at the Springs Taphouse

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b y CHRIST I N A J OHN SON DIRECTO R OF COU N SEL IN G & GUIDA N C E A N D EL EM EN TA RY & MIDDLE S C HOOL COUN SELOR

We’re All In This Together

Moment of truth.

Have you ever been tempted to read the last chapter of a story to help alleviate your curiosity or angst around the ending?

This illusion that a journey is easier if we know the ending in advance is a powerful one. Not knowing how things will work out is partly why the COVID-19 pandemic has caused fear and distress across the globe.

And yet, in my 22 years as a counselor at St. Martin’s, I have yet to see a challenge that our students and community could not overcome.

In my role as the Director of Counseling and Guidance at SMES, I work closely with Early Childhood Guidance Counselor LaToyia Hawkins and school leadership to ensure all students receive the support they need as they grow up at St. Martin’s. We do this through dedicated guidance classes, special programs such as “Lunch with Ms. J,” (as I’m affectionately known) and small group or one-on-one meetings to address specific needs.

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Social and Emotional Learning This year, with an added dimension of trust and care, we are teaching students to embrace this new and very different reality of attending school during a pandemic and discussing how they feel about it. Through open and honest discussions and creative adaptations of guidance lessons and programs, it’s obvious that masks, social distancing and Plexiglas barriers have not kept our students from connecting, bonding and expressing themselves this year.

When COVID-19 upended school life as we knew it, the topic of social and emotional learning (SEL) became top of mind for educators, child psychologists and even parents. SEL, which involves creating positive relationships

and emotional connections, is developmentally optimal in the school environment. In other words, opportunities to make responsible decisions, manage feelings and show empathy are around every corner here at school.

In The Classroom Social and emotional learning is the foundation of what we teach in the counseling and guidance program at St. Martin’s. As early as age two, St. Martin’s students begin to meet weekly with Mrs. Hawkins for lessons focusing on kindness, compassion, making new friends and how to express feelings.

EC and 1st-grade students practice learning kindness through the “Thumbs Up for Kindness” exercise. In this game, Mrs. Hawkins shows students pictures of various scenarios of children being kind or unkind to others, and students give a thumbs up to scenarios that demonstrate kindness and caring. This is a fun and engageing way for students to learn about sharing, treating others how they want to be treated and being a good friend.

On a weekly basis in the Elementary School, I work with 2nd-grade students on how to be a good student as we get to know each other and build a foundation of trust. In 3rd grade, we work on personal choices and responsibility, the 4th graders and I focus on assertiveness and confidence and the 5th-grade lessons center on independence and self-awareness. Although presented in a linear fashion, these topics are addressed in developmentally appropriate ways across grade levels and are rooted in SEL objectives including positive goals, caring relationships, responsible decision making and emotional connections and expression.

Each ES guidance lesson begins with “Pats on the Back,” now COVID-19-modified “Claps in the Air.” An uplifting way to set the tone for our learning and sharing, students share a “pat/clap” with someone in the classroom who has done something or

said something that made them feel cared for and happy.

At times, the “clap” is for a teacher who has gone the extra mile and made a special difference for that student.

Middle school guidance offers the same opportunities for connection and personal growth utilizing a coteaching approach. As the program continues to build upon the SEL objectives referenced in Elementary School guidance classes, Dean of Students Patti Pitoscia explores leadership concepts and opportunities, while High School Placement Coordinator Neil Conrad supports the 8thgrade outplacement through SSAT preparation. As part of the St. Martin’s health education program and ongoing commitment to prevention and wellness, Middle School students participate in the Freedom Against Chemical Dependency program. This annual programming addresses the physiological and psychological effects of various drugs and provides a forum for discussing the social, cultural and personal issues related to the choices students and families make.

Additional Programming Guidance programs focusing on small-group interaction are great opportunities for more personal sharing and reflection and allow for additional SEL. The connections formed in these small groups are priceless!

Group “lunches with Ms. J,” serve as a moment in the middle of the day to bond with students. A bonus of COVID-19 has been the opportunity to gather outside on beautiful fall days. Even the students are making these observations and verbalizing the silver lining.

Topics are addressed in developmentally appropriate ways across grade levels and are rooted in SEL objectives including positive goals, caring relationships, responsible decision making, and emotional connections and expression.

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Social and emotional learning is the foundation of what we teach in the counseling and guidance program.

EC + 1ST GRADE

Practice learning kindness

2ND GRADE

Work on how to be a good student

3RD GRADE

Learn about personal choices and responsibility

4TH GRADE

Focus on assertiveness and confidence

5TH GRADE

Discuss independence and self-awareness

MIDDLE SCHOOL

Explore leadership concepts and opportunities

For Warriors who are new to the school, connections are traditionally initiated with the weekly middle school breakfast bunch and the elementary school lunch bunch.

These weekly meetings offer a time for new students to gather to learn about each other and their new school.

Instead, pop-in visits, whether to share something funny or sad or to receive a personalized box of candy, have become more precious this year as togetherness has taken on a new meaning.

Beyond classroom lessons and structured programming, the counseling and guidance program intentionally nurtures caring and therapeutic connections with students when they need it most.

The SMES Care Team is a compassionate crew made up of the division principals, school counselors, chaplain, school nurse, dean of students and director of diversity and inclusion. Together, we collaborate to ensure that the entire school family is supported and cared for, often focusing on individuals who may be going through a particularly difficult time and brain-

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storming ways to extend extra love and support.

School counselors enjoy the gift of being an extension of parents’ love and guidance.

We work to reinforce your family values and provide support and advice as another trusted adult in your child’s life. In addition to bringing a bit of cheer and light to students, we also bring connection and hope.

Like all adults, we feel the temptation to “fix things,” or to quickly reach the resolution at the end of the story.

And yet our real purpose is to remind students that we are in this together; they are not alone. The work is in staying present in the little moments: sitting with them as they cry, listening to their stories with compassion and responding to their feelings with transparency and honesty. That said, children are more resilient and stronger than we often believe, and as long as we foster a connection with them, COVID-19 and other obstacles will not inhibit their growth into socially and emotionally competent young adults.

VOLUNTEER SPOTLIGHT

Volunteer Spotlight

Elizabeth Miller When did your family become part of the St. Martin’s family?

Our family joined the St. Martin’s community in 2010 when our oldest, a 2019 St. Martin’s graduate, started in kindergarten. His sisters soon followed and are currently in 3rd and 7th grades.

Our son’s 8th-grade year was also our youngest’s 1st-grade year. Our sadness over the ending of his time at SMES was balanced by the joy of doing it all again with our youngest.

Through the years, how have you been involved in the St. Martin’s community?

I have served as a room representative, a room rep coordinator for the PTO, warrior wings committee chair, on The St. Martin’s Fund committee, a parent council representative and this year as co-vice president of the PTO. I also love helping out at the book fair and decorating for the father daughter dance. And, when drama productions are back, I hope to help with costumes and sets.

Why is giving back to St. Martin’s important to you?

I am introverted by nature, and when our family first started at St. Martin’s, I felt like more of an observer than a participant.

Early on, I was lucky to make a friend who invited me to serve on a committee

with her. That invitation made all the difference, and getting involved with the school opened up so many opportunities to meet other families with whom we could share the milestones of raising our children.

After serving with my friend, I decided that one of my goals in working with the PTO was to help make St. Martin’s and the PTO the most inviting and welcoming place possible. Serving as a room rep and on the warrior wings committee offered a chance to reach out to others. During non-COVID-19 times, volunteering as a room rep offers an opportunity to invite newcomers to attend school functions and to ask class parents to volunteer with you. Warrior Wings provides a chance to share with families experiencing both joy and hardship and it has been so meaningful.

What makes St. Martin’s special to you and your family?

St. Martin’s is so special for a lot of reasons. There are so many teachers we love who have prepared our children so well, and our lasting connection with other families has been wonderful. Now that we have a high schooler, there are many occasions for reflection on how fast time has gone by and how tightly we want to hold onto these moments of childhood. It seems that St. Martin’s is the backdrop for all of these moments. That is really what St. Martin’s has been to us – teachers, administrators and staff who value these moments as much as we do. The school gives us a community in which our children can experience childhood – and all the wonder, joy, and growth that goes along with that special time.

Joined St. Martin’s community: 2010 Volunteer Areas: • Room representative • Room rep coordinator • Warrior Wings committee chair • St. Martin's Fund committee • Parent council representative • Co-vice president of the PTO

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STUDENT WRITER

Volleyball: A Second Family 8 BY

EVA MCLAREN , 8 T H G R A D E

lthough COVID-19 greatly affected volleyball at St. Martin’s this year, players still experienced the feeling of having a second family on the court. No matter what team, athletes always have the feeling of community and support.

The players bond with each other through weekly practice and occasional games. With the restrictions of COVID-19, the players had to play on teams solely made of people in their grades, and each grade played a couple of intra-squad matches. Every practice, we were pushed out of our comfort zone and learned new skills.

A

Whether competing with ourselves or other schools, we learn the importance of teamwork and trusting in our fellow teammates.

We are a team on and off the court. As teammates, we learn to rely on each other in and out of practice. During a normal year, we also meet other people in different grades.

Volleyball can give younger students the opportunity to meet with older players, ask them questions, and get tips that are helpful while playing volleyball. I always feel like I can go to my teammates or coaches for anything I need. Having a second family is really meaningful, and at St. Martin’s, there are so many opportunities to have that feeling.

Every girl on the team has a role; we learn to trust in ourselves and others through our positions. Whether you are middle hitter, outside hitter, or setter, you are always included and have to be active in the game. As a team, we have to learn rotations and where each person individually has to move. During a point, we learn to flow as a team to keep the ball up and get to the correct position on the court.

Diving for spikes, we shout with joy as our teammates make a good pass. We are taught to be loud and communicate effectively, or else we will not be successful in working together. This gives people the confidence and courage to speak up in everyday life.

Sixth grader Olivia Schwind commented on what volleyball means to her, “You can meet new people and it is a fun sport if you haven’t learned it,” she said. Olivia really enjoys the aspect of volleyball where you might not be with your closest friends and that’s perfectly fine because she can make new friends. She also likes how it doesn’t matter whether or not you have played the sport before because you will always have a place and a purpose.

Eighth grader Ingrid van der Mandele explains why she plays: “I have a lot of support from teammates and coaches and I am always being encouraged. Whenever I go to practice,

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I always have a good time thanks to my coaches and teammates.” Ingrid loves the feeling that no matter how well you play your coach and team will always be there for you.

Everytime we get to practice we always have the best time, whether we are doing drills or playing a game. “I like to work with the players to improve their skills and help them improve as a team and as individuals,” said Coach Nama. Our coaches always are trying to make our experience better. Volleyball at St. Martin’s is more than just the sport alone, it is about our development as a team and a family.

Being a part of a team is a very encouraging and supportive environment, especially on the volleyball team at St. Martin’s. We learn important skills that are not directly associated with volleyball but benefit us nonetheless. Thanks to our amazing coaches and teammates volleyball has become something that I can always rely on and look forward to. School would not be the same without my volleyball family, and I am sure my teammates feel the same way.

STUDENT WRITER

Student Council at SMES 8 BY

MA RSHALL L I SEN BY, 8 T H G R A D E

ith ideas flowing and hands r a i s i n g , t h e Student Council members excitedly sit in the atrium deciding the theme for the upcoming dance. Student Council is a group of students who are elected by their homerooms each year. Middle School representatives are also able to run once more for officer positions such as President and Treasurer. The Student Council was created to give students a way to directly make changes to the school. The group meets up once a month to discuss issues, problems, and ideas that have come up within the school. If they find a problem, they then work on solutions and write down a proposal to show to Middle School Principal Tony Shaffer. Once he signs the proposal, the change is put into effect.

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The Student Council also works on organizing school wide events such as the dances and spirit week which help raise money.

Money is also raised through the snack cart, which is a cart full of snacks that Middle School students are able to purchase for 50 cents each during morning break. At the end of the year, the collected money is donated to a charity of the council's choice.

Student Council is a big responsibility, but I am glad that I have been elected to it for the past three years.

This is a major fundraiser, but as things get cancelled, there are always opportunities for new, better ideas to be integrated.

As a part of the Student Council, I feel that I am making a big impact upon the school and leaving behind contributions.

One of the biggest contributions I have made as a part of the Student Council is the introduction of St. Martin's hoodies to the school. When I was in sixth grade, many students chose to wear non-uniform hoodies around the school, and this ended up creating a constant conflict between students and faculty. The Student Council decided that we needed to act on this and create St. Martin's uniform hoodies, so we started putting our idea into action. Sitting

around with Athletic Director Mark McDaniel in the Atrium, student council members excitedly discussed the prototypes and designs for the new sweatshirt and thoughts of new uniform items were quickly spread throughout the school. At the next meeting, the council voted on the apparel that we liked and the school ordered them. By the end of the year, almost everyone had one of the uniform hoodies and was wearing them around school. This ended the conflicts over nonuniform hoodies at St. Martin’s. “I feel that as a member of the student council, I have made a great contribution to the school,” says Bradey Shannon, a council member during the year when hoodies were implemented. “This is one of the many things I have done as a Student Council member, and in this upcoming year, I hope to do more.”

Photo - 2019

The Student Council is a bit different this year due to COVID-19. So far, meetings have been held virtually on Zoom where we can meet together as a group with all members attending. Once the Zoom meetings are no longer necessary, there will be a new meeting area with more spacedapart chairs to stop the possible spread of COVID-19. Even though things are different, we will still be doing our normal jobs this year, helping and improving the school. The main thing affected is the cancellation of Middle School dances.

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G N I T O V I P PIVOTING in a Project-Based Classroom b y A B B E Y L E TTS 4TH - G R A D E S O C I A L STU D I E S TE AC H E R

Five years ago, I found my teacher “sweet spot” working in 4th grade. Fourth graders strike a balance between an eagerness to please and striving for independence, which makes it a special age group to teach. My students are high-energy, enthusiastic and love to connect with their friends and me. I try to capitalize on these traits as often as possible in the classroom.

learning uniquely prepares students for life in the classroom and beyond.

While I aim to provide a rigorous curriculum and equip students with essential skills for the upper grades, my passion for project-based

enjoyed planning and executing several other hands-on projects that align with the 4th-grade curriculum. From a Teach-the-Class exercise on

A favorite project is a cross-curricular initiative studying ancient symbols. This collaborative effort with SMES STEAM Coordinator Wade Hanse yielded a project based on the unit covering the Aztec, Inca and Maya civilizations of Central and South America. Using content As the 4th-grade social studies teacher at knowledge from the unit, students worked in St. Martin’s, my curriculum kicks off what I groups to design and create a symbol representing an ancient civhope will be a lifelong love ilization. Symbols were of history for our SMES designed incorporating students. Classwork rangTHIS YEAR HAS TAUGHT s y m met r y, sc a le a nd es from note-taking and ME THAT CREATIVITY measurement concepts organization to general AND PERSEVERANCE from math class. A nd study skills while learnPUT UP A GOOD FIGHT students wrote a museing about early American AGAINST UNCERTAINTY um text describing the history. The year began AND LIMITATIONS. symbol and design prowith the Land Bridge Thecess in language arts. ory, studying how Native Americans came to North Of course, the best part and South America, and proceeds through of the project was utilizing the laser cutter in the American history touching on European explo- STEAM lab to create tiny, scaled-down models ration of North America, the 13 colonies and of the student designs etched into wood. the American Revolution.

While all projects aren’t quite as involved, I’ve

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WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

While a student may struggle to take notes or keep track of homework, I have found that same student often shines when creating presentations, engineering a model or piloting a new technology platform. By diversifying the ways we define success in the classroom, I’m able to make learning more accessible to all of my students.

European exploration to constructing models of Native American homes using natural materials and creating soda bottle models of historical figures from the American Revolution, I love that each project allows students to lean on strengths and talents that sometimes go unused in a traditional classroom setting. While a student may struggle to take notes or keep track of homework, I have found the same student often shines when creating presentations, engineering a model or piloting a new technology platform.

By diversifying the ways we define success in the classroom, I’m able to make learning more accessible to all of my students.

This school year has presented a new set of challenges for project-based learning. Collaboration while social distancing along with engaging a set of virtual learners has upped my game for out-of-the box thinking to ensure students can still experience the all-important concept of working together. It’s been a year of firsts and I celebrate each success and small victory.

One huge win was last fall’s Land Bridge Theory project. This newscast project had to be reimagined from a live broadcast to creation of a news-

paper. Students collaborated in Google Classroom allowing them to work virtually in small groups. Individual articles were printed and the groups made life-sized newspapers to share everyone’s hard work. It was wonderful to enjoy student creativity shining through their writing and artwork as they reported these important stories about early American tribes.

Looking ahead to spring I have plans for additional projects that continue to prioritize safety and engagement. Technology has been a helpful tool during the past several months, as it allows students to collaborate while maintaining a safe physical distance. Redesigning projects to meet these parameters has required additional time and brainpower, but my students have enthusiastically embraced these new concepts and ideas, showing a true excitement for learning. This year has taught me that creativity and perseverance put up a good fight against uncertainty and limitations. I am looking forward to continuing to provide a rigorous environment that nurtures a lifelong love of learning, in spite of the challenges that we continue to face this year.

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“

LIKE MOST INDEPENDENT SCHOOLS, ST. MARTIN'S RELIES ON PHILANTHROPIC SUPPORT FROM OUR COMMUNITY TO SUSTAIN AND ENHANCE OUR EXCELLENT PROGRAMS WHILE ADVANCING THE SCHOOL’S MISSION."

Wholehearted Support b y L AU R E N S I M S DI R E C TO R O F A DVA N C E M E N T

I

t’s not every day you start a new job during a global pandemic. Officially beginning on April 1, 2020, it wasn’t exactly a quintessential first day. In fact, my welcome note and beautiful flowers were accompanied by a facemask, and you guessed it, hand sanitizer!

Despite the armor of supplies, rigorous protocols and masked faces, I witnessed a strong community of committed faculty and staff willing to be vulnerable and nimble for their students. Things were changing daily, and although the days were long and often uneasy, the faculty and staff quickly affirmed I made the right decision to join the St. Martin’s Episcopal School community.

Fundraising in the midst of a global pandemic is a somewhat daunting challenge. Yet, I continue to witness commitment on a level I have never experienced before. The SMES case for support unfolds right in front of me every day. It would be so easy for our teachers to become sidetracked. Distraction is inevitable and constant; however, their genuine love for our students shines bright and is unlike anything else. You don’t see that just anywhere.

And that is the reason I have faith in what we are doing and believe in our community’s willingness to make charitable giving to St. Martin’s Episcopal School a top priority.

OUR MISSION IS THE SECRET SAUCE So what is advancement? And why does The St. Martin’s Fund matter? Why don’t we increase tuition? And more importantly, why do we expect families to contribute above and beyond the cost of tuition? Like most independent schools, St. Martin's relies on philanthropic support from our community to sustain and enhance our excellent programs while advancing the school’s mission. The Advancement Department exists to develop relationships between the school and our families to create a philanthropy culture. Philanthropy plays an essential role in the vitality of SMES and is also part of our Episcopal identity.

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Without a doubt, The St. Martin's Fund is our greatest giving priority, and the most significant way the school covers costs that tuition cannot. Accounting for five percent of the operating budget every year, the school depends on these unrestricted funds to support the school’s daily operations during each academic year. The funds help ensure our teachers have what they need to teach in class or remotely, enable the school to remain agile in the face of unforeseen needs and strengthen our tuition assistance for families with unexpected financial challenges.

So why not include philanthropic giving when considering tuition rates? At St. Martin’s, we strive to keep tuition manageable to make an exceptional education accessible to more families. Raising tuition would make it unobtainable for many, which is contrary to our mission and values.

The St. Martin’s Fund fills the gap between tuition and the actual cost of a St. Martin’s education in a tax-deductible way. Tuition, while expensive, never covers the full cost of educating a child at an independent school. As a result, all schools such as ours raise philanthropic dollars to help cover the remaining costs.

A strong annual fund is vital to provide the excellent education our families expect and receive. Annual fund dollars help support every aspect of the school, including academics, performing and visual arts, athletics,

Employer Matching Gifts Did you know? Employer matching gifts are counted toward your giving level. For example, if your employer matches your $1,000 gift one to one, your contribution would be considered a Leadership Circle gift of $2,000.

Check with your employer today to see if it offers matching gifts or go online to the St. Martin’s website to see a list of matching gift companies.

community service, the library, technology and professional growth. Support of The St. Martin’s Fund plays a critical role in providing the margin of excellence in facilities and programs that help prepare our graduates to be successful in life well beyond SMES. As a practice, parent participation is tracked and helps provide a barometer of community support to external funding sources. So the higher our parents’ participation, the more likely SMES will receive critical funding from foundations. That is why we ask every family to support the St. Martin’s Fund at a comfortable level. Participation really does make a difference!

Ultimately, The St. Martin’s Fund is much greater than an essential operating budget revenue stream, and it allows us to make choices rather than compromises. Support of The St. Martin’s Fund is essential to being the school we want to be!

On a personal level, I’ve been incredibly fortunate to experience this for myself as our family (Jack, Beginners with Mrs. McCormick and Alice, Owls with Ms. Morales) has been so warmly embraced by the SMES community. I hear so often about all the incredible amenities offered in the Beginners program through the eyes of my three-and-a-half-year-old. Who knew caring for a hamster (Hamilton) or learning the colors of a rainbow during art class could encourage a jumpstart to our weekdays. My children are excited to start their day because they have grown fond of the faculty and staff that pour love and knowledge into them each day. I hope that every SMES family witnesses a measurable level of joy, love and academic excellence here at St. Martin’s.

So while almost everything “feels” different these days, take comfort in knowing that the community we all fell in love with is thriving.

The warm and nurturing atmosphere provides a sense of normalcy for our children while ensuring they receive an unsurpassed education. Fortunately, St. Martin’s will always be that special place.

“

THE ST. MARTIN'S FUND FILLS THE GAP BETWEEN TUITION AND THE ACTUAL COST OF A ST. MARTIN'S EDUCATION IN A TAXDEDUCTIBLE WAY."

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Discovering the World of

b y E L I Z A B E TH B E C KW I TH EA R LY C H I L D H O O D S C I E N C E TE AC H E R

THE EC SCIENCE LAB AND ADJOINING SPACES ENCOURAGE CHILDREN TO ASK QUESTIONS, THINK INNOVATIVELY AND MAKE DISCOVERIES ABOUT THE WORLD AROUND THEM. The minds of young children are sponges, constantly absorbing what is going on around them. “Why is this caterpillar fuzzy?” “Why do toys have batteries?” “Were Tyrannosauruses nice?” “Why does it thunder?” These wonderful questions cannot be answered through pen and paper. Instead, our young scientists discover how the world works at an age-appropriate level in the science

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Photo - 2019

“S

cience! Science! Science!” is what Abe the blue-tongued skink and Polly the ball python hear as the Toddler classes enter the Early Childhood science lab each week.

Through this simple activity, our youngest scientists learn to associate the lab with the word “science.” The science lab is a state-of-the-art space designed to foster curiosity and collaboration in young children. In early 2019, St. Martin’s opened its newly rebuilt Early Childhood Learning Center complete with a STEAM Village featuring an intentionally connected science lab, tinker lab, art room and outdoor classroom. The science lab and adjoining spaces encourage children to ask questions, think innovatively and make discoveries about the world around them. This unique space has proved to be a model for many other schools around the country.

lab by taking apart old toys with screwdrivers, mixing up slime and goo or observing a fuzzy caterpillar move.

In 13 years as the Early Childhood science teacher at St. Martin’s, I’ve learned that teaching science to two- through six-year-olds is not about teaching in the traditional sense.

It’s about facilitating an exciting environment with opportunities to play, explore and make discoveries. And not just any discoveries, but their own discoveries. Research has shown that making an independent discovery sparks a memory that can last a lifetime. St. Martin’s Toddlers discover that frogs are green by watching the Ribbits family of Australian tree frogs hop around their habitat in the critter corner. Kindergartners uncover states of matter by making giant blobs of slime, and 1st-grade students learn to think like engineers by completing building challenges in the outdoor classroom.

Photos - 2019

The flexible stools and tables in the science lab allow access to an array of experiments and activities. Simultaneously, a large skylight and floor-to-ceiling windows invite natural light and encourage observations about the weather and sky. The large tables and open space SOME STUDENTS provide ample room for investigating SPEND MOST and making messes, all in the name OF THEIR of science! While children are UNSTRUCTURED discouraged from being messy in most LEARNING TIME spaces, in the science lab, students IN THE CRITTER quickly learn that not only are they CORNER, allowed to mix up oozy slimes and INCLUDING A concoct gloriously messy experiments, DOZEN ANIMAL they are encouraged to do so.

HABITATS AND The critter corner, sensory bins, Lego “TOUCH TANKS.” wall and science library offer additional

active-learning opportunities for students. Some students spend most of their unstructured learning time in the critter corner, including a dozen animal habitats and “touch tanks.” They can watch Tammy the turtle swim around her 200-gallon tub or Elsa the Madagascar hissing cockroach eat her daily fruit salad.

Student favorite critters include Turbo the tortoise who loves to sniff shoes, Dill the Giant African Bullfrog and the lab’s many colorful fish.

Students develop a healthy respect and wonder for the natural world while building relationships with the animals in the critter corner.

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Tinkering in the tinker lab inspires children to become innovative thinkers through hands-on activities. Students find the answers to important questions such as, “Why does this toy have a battery?” and “How does a clock work?”

Imagine a safe and age-appropriate woodshop where children have unstructured time to explore the properties of materials and take apart various mechanisms. This freedom is the heart of invention. Toddlers discover how magnets work while 1stgrade students use screwdrivers and hammers to create gears and pulleys. There is no right or wrong way to tinker. With an engaging, magnetic wall of ramps and gears, a wall of tools organized enticingly for curious minds and an endless array of toys and materials to tinker with, the tinker lab is a space uniquely designed to inspire the next generation of creative thinkers and problem solvers.

THE OUTDOOR CLASSROOM IS A CERTIFIED NATURE EXPLORE CLASSROOM AND CERTIFIED SCHOOLYARD HABITAT, WHERE STUDENTS CONNECT WITH NATURE IN A NON-PLAYGROUND SETTING.

Photo - 2019

The outdoor classroom is a certified Nature Explore Classroom and certified Schoolyard Habitat, where students connect with nature in a non-playground setting. Children are innate scientists and love to experience the sights and sounds of nature. Students learn to be friends with animals when they feed the fish in the pond, fill the bird feeders and provide leaves, weeds and food scraps to the hardworking bugs in the composter. As they dig for fossils in the dinosaur dig and build rivers and dams in the trough connected to the giant water cistern, students begin to wonder about the earth sciences and the forces and properties of the sun, water, wind and earth. The large outdoor classroom also provides the perfect space for fun and messy experiments like 30-foot eruptions and giant bubbles!

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Whether it is 1st-grade students taking a mask break while doing experiments in the outdoor classroom, or virtual students discovering camouflage through video lessons about tree frogs, the unique design of the STEAM Village allows all students to make their own discoveries. Just as our Toddlers chant, “Science! Science! Science!” as they enter the lab, before leaving the lab, students give a thumbs up and say, “science rocks,” then point to themselves and say, “we rule.” And you know what? Science does rock, and with the help of our unique STEAM Village, I hope to inspire a future generation of scientists, nature friends, and inventors for our ever-changing world.

A NEW SPACE TO THRIVE skills while joining general studies peers for their remaining curricular and extracurricular activities.

A section of underutilized hallway space was transformed into the new Middle School Kairos classroom, complete with a wall of windows overlooking the 7th-grade outdoor garden.

b y SA R A H TAY LO R CO M M U N I C ATI O N S CO O R DI N ATO R

The Kairos Learning Center (KLC) has grown from a budding program into an integral and established part of St. Martin’s Episcopal School in 18 short months. Supporting children with language-based learning differences such as dyslexia, dysgraphia and dyscalculia, the KLC leverages small class sizes and specialized teaching strategies like the Orton-Gillingham method and multisensory math to equip identified Elementary and Middle School students with the tools they need to succeed within and beyond the program. The program’s school-within-a-school structure is tailored to students who can benefit from additional support in reading, writing, math and study

Demand is high in Atlanta for dyslexia support programs like the KLC. This year, to accommodate the exciting increase in enrollment, St. Martin’s introduced newly renovated Elementary and Middle School KLC classrooms. In Warrior Hall, the first-floor office space was renovated to accommodate a state-of-the-art KLC suite of Elementary classrooms. In the Middle School, a hallway space was transformed into a unique and cozy classroom with a wall of windows looking out onto the 7th-grade outdoor garden. “It has been impressive to witness the growth of the Kairos Learning Center at St. Martin’s,” says Interim KLC Director, Rosalie Davis. “Our parents and community are so excited about the work we are doing with our students with dyslexia.”

The new Elementary Kairos suite was intentionally designed to support the school-withina-school model. Like the KLC suite serving early Elementary students on the main floor of Warrior Hall, upper-Elementary Kairos students mainly use the new space in the basement. This configuration means students do not have to travel far from their general studies classmates to attend KLC classes.

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The new Elementary KLC suite features three classrooms, a conference room, the Student Support Services office and a flex space used by a speech and language therapist and occupational therapist. The tall glass windows at its entrance inspire a sense of openness and connectivity to the rest of the school without diminishing the learning center’s small-community atmosphere. Classrooms were designed to accommodate the KLC’s five-to-one student teacher ratio; each is equipped with a SMART Board, document reader and soundproofing.

One of the 4th- and 5th-grade classrooms incorporates weighted wobble stools and standing desks with foot fidget bars to help students stay engaged throughout the lesson. “I can keep my students’ focus for their 90-minute language blocks with the use of this new space and new furniture,” says KLC instructor Ashely Richards.

“The new KLC suite feels like an oasis.”

The KLC vision is to equip students with the skills to transition back to a traditional classroom setting after a few years in the program. “We have done a wonderful job maximizing the space available to us on campus to ensure we can serve as many students with dyslexia as possible,” says Lynne Perry, Interim Elementary School Principal and former KLC Director. “In only its second year at St. Martin’s, the Kairos Learning Center has quickly evolved into an integral part of the mission and culture of the school.”

Mrs. Richards' 4th- and 5th-grade classroom utilizes weighted wobble stools and standing desks with foot fidget bars to help keep students engaged throughout the lesson.

In the new Middle School classroom, large interior and exterior windows make the space feel open and inviting. “I love the new space,” says MS Kairos teacher Laura Lewis. “The wall of windows provides so much natural light, and because we are next to the 7th grade outdoor garden, students can work outside when the weather allows.”

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Portrait of a Graduate DEBORAH MCCLEAN WILKENS SMES graduation year: 2003 High School: St. Pius X Catholic High School Colleges/Degrees: Georgia College & State UniversityBachelor of Science in Nursing; Georgia State University- Master of Science in Nursing Current Job: Nurse Practitioner at Summit Spine and Joint Centers Personal: Deborah lives in Alpharetta with her husband Mathis and daughters Adeline (3) and Sydney (9 mo.). She works full time in an outpatient clinic that performs spine and joint injections to manage chronic pain. In her spare time, Deborah enjoys spending time with family, photography, good food and traveling.

Something special you learned at SMES: When I started at SMES in 5th grade, I remember feeling immediately welcome in the St. Martin's "family." During my time at SMES, I learned the importance of teamwork and I carried this with me into my high school and college years.

Dream job: I love being a nurse but if I wasn't in healthcare I would love to be a National Geographic photographer traveling the world and immersing myself in various cultures.

Favorite SMES tradition: Class trips (particularly our caving trip) and electives (cooking in French class with Madame Carroll was my favorite!).

Most influential SMES teacher and why: All of my teachers at St. Martin’s were amazing for pushing me outside my comfort zone, especially Mr. Taube, Mrs. O'Keefe and Miss P!

Favorite way to give back: Volunteering on the emergency response team at Roswell United Methodist Church and fostering dogs.

Favorite place I’ve visited: Italy

The person I’d most like to meet: My maternal grandfather who passed away long before I was born.

Do you stay in touch with fellow SMES alums?

I haven't seen anyone lately but typically, I try to get together with at least a couple of old friends annually. n

Deborah (l) and fellow alum Susan Webster (Monk) (r).

Favorite food: Sushi Favorite app: Instagram Favorite book: Anything by Jodi Piccoult Favorite TV show: Friends Favorite holiday: Christmas Pick one per line:

7 7

___ Books ___ Sweet ___ Beach ___ Baseball

___ Movies ___Surfing the Internet ___ Savory ___ Mountains ___ Lake ___ Football ___ Tennis ___ Other: and soccer!

7

7

7

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Sports Wrap-Up SOCCER 6TH- AND 7TH-GRADE BOYS The 6th-grade soccer season was a lot of fun.

During each practice, athletes focused on improving their control and getting as many touches on the ball as they could. They worked hard and enjoyed themselves. The intrasquad games were fun and competitive. The 6thgrade squad was full of talent, and I look forward to watching them have success on the pitch next fall.

CROSS COUNTRY Even with the restrictions of social distancing, cross country had a wonderful 2020 season. While many things were different, the dedication and hard work of the athletes was a constant. Though cross country did not participate in traditional races, we were part of a virtual meet with Marist, Pace Academy, Wesleyan and Galloway.

In addition to the virtual competitions, the team ran intrasquad time-trials at the 1, 1.5 and 2-mile distances. The coaches are extremely proud of each athlete’s effort, and we send a special thank you to our 8th-grade athletes, all of whom were three-year participants in the program.

Head Coach Wade Hanse

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WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

Seventh-grade soccer was similar in structure to 6th grade. We worked on control, making accurate passes and being more confident with our first touch. The group worked hard and enjoyed their days on the pitch.

The intrasquad 7th-grade games were high-scoring and fast-paced. Like 6thgrade, this was a talented bunch that will find success next fall.

Head Coach Mark McDaniel

6TH-GRADE BOYS

SPORTS WRAP-UP

VOLLEYBALL 6TH-, 7TH- AND 8TH-GRADE VOLLEYBALL

8TH-GRADE GIRLS

Due to the pandemic, volleyball was a little different this year. With the teams divided by grade level, students were able to continue to grow and develop in the sport. This fall, the 6th- and 7th-grade teams each had 21 players, and the 8th-grade team had 15 players. Coaches worked with players on developing their basic skills and knowledge of the sport. The girls were able to divide into intramural teams and play multiple games against each other in a fun and competitive atmosphere. Luckily, we were able to host the annual faculty vs. 8th graders match on Friday, Oct. 30. Everyone played hard, but the teachers pulled off the win with a score of 2 to 1. Overall, this fall season was different but still just as fun!

Head Coach Chris Nama

8TH-GRADE BOYS

ULTIMATE FRISBEE 8TH-GRADE BOYS Ultimate was certainly different from years past, but was still a blast to play and coach.

The team learned many new skills and drills thanks to Coach Davis, and improved on leading their receivers, stacking defending stacks and making more targeted throws. The intrasquad games we had were competitive, and the group was incredibly talented. We’re looking forward to competing against other teams again next year!

Head Coach Brandon Collins

7TH-GRADE GIRLS

6TH-GRADE GIRLS

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35

PRESCHOOL THROUGH 8TH GRADE

b y TO N Y S H A F F E R , MI DD L E S C H O O L P R I N C I PA L

Middle School students at St. Martin's are free to enjoy the last years of their childhood, running out to play on the "little kid" playground without any worries about a disapproving chorus of upper grades students.

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WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

A

s a middle school guy for nearly my whole career, I often share the most common, immediate reaction I get when I tell somebody what I do for a living. Following the statement, "I'm a middle school principal," I get a look of pity and some commiserating, comforting statement along the lines of, "God bless you!" While I'm certainly grateful for the blessing, the sentiment makes no sense to me because I think I have one of the very best gigs in the world. This reaction tells me that most people are thinking back to their junior high experiences, making their response perfectly understandable.

Now, my definition of junior high may be strictly my own. Yet, it's based on my time as a 7th and 8th grader, supported by a couple of decades of experience and education around what it means to educate young adolescents and support them during this important transitional period.

Photo - 2019

The Magic of our Model

The PS-8 Model

Photo - 2019

Atlanta is blessed with many wonderful public and independent school options, so what is special about our model? Certainly, our Episcopal identity and our focus on love as a central value are both part of our school's mission. As well as our emphasis on joy, active learning, well-roundedness and all the other qualities that we identify as our wholehearted approach to education. I would argue, though, that part of the magic of the St. Martin's experience is that very PS-8 model that is less common in Atlanta than in other independent school-saturated towns. This model ensures that we put a lot of effort into having a true middle school at SMES. It seems that the defining characteristic of a true middle school is the desire to really know the school's community of learners, understand their needs and potential, and craft a program that will best support them in the critical work of becoming autonomous learners. What that looks like is a frequently messy place where clubs come and go, and teachers adjust pace and approach year over year. Decisions are usually made in a backward design structure starting from the desired end state, considering students' current skills and predispositions, and charting a course that gets us from here to there.

It's important to note that this scenario is not set up with preconditions for a specific high school experience for which we must train our students. This is why our successful creation of a true middle school at St. Martin's depends on our values and is also baked into our reality because we end in the 8th grade. When the middle grades are viewed as the high school's "minor leagues" or training grounds, that cannot help but have a narrowing effect on the middle grades program, making it more like a junior high feeder program.

Photo - 2019

Were we a feeder school, we would respond to specific pressures to "feed" a more closely aligned "product" to a particular high school.

That is decidedly not what we do at St. Martin's. We cannot possibly embrace the ideal of graduating well-rounded, autonomous, agile thinkers and, at the same time, attempt to get them to narrow their thinking, their goals or their interests to those available in a single program.

Broadening Possibilities The goal of broadening our students' outlook, equipping them with a growth mindset and nurturing divergent thinking means that there are very few small decisions to be made at our school.

Starting with our physical space, it's clear that the Middle School building itself reflects our philosophy of education. Built in 2012, the building was specifically designed to accommodate not many more than 210 total students. Brookhaven could undoubtedly have supported a 600-student middle school in 2012 and definitely can now, so why not build that and get in the running for some state football championships, highly specialized art programs and nationally recognized mathematics teams?

Middle School students at St. Martin's have opportunities often available only to high school students at schools with a junior high. Our students are school ambassadors, exchange students and student government leaders.

The answer is that it's not our job to collect, sort and sift talents to push program recognition. A middle school's job is to spark

PATTERNS | WINTER 2021

37

students' desire to explore talents that they don't already know they have.

The job of a middle school faculty and leadership is to know every student in the building and have a mental Rolodex ready for asking questions like, "Can we expand our service possibilities this year?" or "How many levels of 8th grade Algebra do we need this year?" Giant junior high schools and middle grades schools that feed to a particular high school tout their advantage in allowing students to specialize. I would argue that specialization is not a great goal for the vast majority of young adolescents.

At a time in life when a child's brain is undergoing extraordinarily rapid growth, we are blessed to see your children in small groups and to work with them to channel that growth into opening their minds to a broader range of possibilities.

High school will present a new, larger canvas for them to work with, and we focus our attention on the palette they will take with them. We do that work best when we have a smaller number of students, not just in the individual classroom but also in the building.

Middle School students at St. Martin's can't wait for the "big kids" to take on projects or solve problems. They are the "big kids," and by the time they get to high school, they have had the experience of being the leadership cohort on their campus.

Savoring Childhood Another small decision that turns out not to be so small is creating some unstructured time in the school day.

This idea is definitely countercultural in 2020, but at St. Martin's, our Middle School has a guaranteed break each morning, twice weekly recess times opposite lunch and some flex time on Wednesday mornings that allows for school assemblies, extra help and additional free time for students when neither of those is on the menu.

Stephen Johnson indirectly emphasizes the importance of unstructured time for young adolescents in his book, "Where Good Ideas Come From." Johnson cites a mountain of evidence suggesting that successful ideas that become widely adopted are never the product of the lone genius sitting isolated in a quiet study somewhere.

Instead, they are the product of thoughtful people "colliding" with those whose background, experiences and ideas are very different from their own. The combination and recombination of existing ideas is an incredibly powerful process. I would argue that the negotiations that take place daily during Middle School recess times are the mental workout that makes those collisions more likely--and more likely to be exciting and productive--once your child reaches adulthood.

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In essence, then, while it's the job of a junior high to prepare its students for high school, it's our job to prepare your children for a life that includes high school as an important next stage. High school is built for specialists, especially in the upper grades. We see this in the usually higher student population, opportunities to narrow the focus and deepen understanding in one or a few disciplines and expanded opportunities to take on a sport, club, performance or other activity and see how far students can go with them. All of this is appropriate, as students' capacity for abstraction continues to develop, and as the approaching mantel of adulthood propels a greater drive for autonomy, mastery and purpose.

Jean Piaget, the great Swiss theorist and researcher in cognitive development, produced a theory of stages through which he showed that humans must pass. The idea was that the individual could not advance to the next stage without completing all the developmental work to be done at the current one.

When Piaget completed a speaking tour across the U.S., the story goes that a reporter asked him how his ideas had been received.

Piaget responded that in the U.S., someone invariably asked how to accelerate the process.

At St. Martin's we are here to help your children identify and develop their gifts to the fullest and exercise a calming influence on the desire to speed things up. These last years of childhood are essential. It's worth taking a breath, seeing who our children are right now and celebrating their childhood while they are meant to be enjoying it.

Faculty News

UPDATES FROM OUR FACULTY

Atty Boyer

Kat Conway

CONGRATS! Assistant Director of Enrollment Management and Financial Aid Coordinator Atty Boyer married Andrew Wells at an intimate ceremony on Oct. 11, 2020, in Roswell.

The couple will host a family celebration in Italy this summer.

Kindergarten teacher Kat Conway is engaged to Nolan Free. The couple will marry in Charleston in the fall of next year.

Brooks DeWit

Hayes McFarland

Fifth-grade teacher Whitney DeWit and husband Adam welcomed baby Brooks Park DeWit on Oct. 5, 2020. He weighed 8 pounds and 4 ounces and was 25.25 inches long.

First-grade teacher Laura McFarland and husband Reid welcomed baby Hayes Madden McFarland on Sept. 2, 2020. He was 6 pounds and 13 ounces and 20 inches long.

Infant lead teacher Leighann McPherson

Leighann McPherson

Wilson McShane

is engaged to Chris McDowell. The couple will marry in the spring of 2022 in North Georgia.

Pre-K teacher Pearson McShane and husband Chris welcomed baby Wilson Page McShane on Oct. 14, 2020. He weighed 7 pounds and 7 ounces and was 21 inches long.

Religion teacher Whitney Ludvigsen and husband Brian welcomed baby Wells Christopher Ludvigsen on Oct. 16, 2020. He was 8 pounds

Wells Ludvigsen

Katie Moussouri

and 1 ounce, and 20 inches long.

PROFESSIONAL DEVELOPMENT Kairos Learning Center teacher Katie Moussouri completed Multisensory Math 1, a 30-hour graduate-level course through Atlantic Seaboard Dyslexia Education Center.

She is currently working on her practicum with an advisor from The Key School and will be a certified multisensory math instructor by summer 2021.

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Alumni Notes Mary Sessions, ’97

Marin Gerulski Rutz, '03

Kathryn Boyd Crabtree, ’04

Jackie Florence, ’06

Center: Hank Wyche, ‘01; Right: Gordon Wyche, ‘02

Deborah McClean Wilkens, ’03

Elizabeth Gallo, ’05

Tanner Hendon, ’06

’97

for the global commodity trading firm, Mercuria Energy Group, in New York City.

Claire Cantrell Wood works in non-profit communications and marketing in Atlanta.

degree in hydrology from Colorado School of Mines where she now works as a postdoctoral researcher.

’03

’04

’06

Marin Gerulski Rutz and husband Josh welcomed their first child, Jack, in June. They live in the Bay Area in California where Marin works as a producer on the retail marketing team for Apple.

Kathryn Boyd Crabtree and her mother Kim Landon Boyd are a top producing residential real estate team with Atlanta Fine Homes Sotheby’s International Realty. They won the Atlanta Realtors Association’s “Top Team Volume 2019” among a group of 1400 other top producing agents.

Jackie Florence married Knox Jolly on Aug. 21, 2020 at Callanwolde Fine Arts Center in Atlanta.

Jackie’s sister Jill Florence (‘04) and friends Mary Graddy (‘06) and Haley Barnes Gibson (‘06) were bridesmaids. Jackie and Knox live in Atlanta.

Mary Sessions graduated in 2019 from Columbia University with a master’s degree in independent school leadership. She works as the director of enrollment (7-12) and financial assistance at The Galloway School.

This fall, her admissions team hosted a virtual visit for SMES 8th graders considering Galloway. Mary lives in Old Fourth Ward with her husband, Antonio Salazar Cardozo, and their pets.

’01 Hank Wyche works as a private equity investor

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UPDATES FROM OUR ALUMNI

Deborah McClean Wilkens works as a nurse practitioner in Alpharetta where she lives with her husband Mathis and two daughters, Adeline and Sydney.

WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

’05 Elizabeth Gallo recently earned a doctorate

Tanner Hendon married Katie Doherty on Aug. 15, 2020 at Lake Chatuge. The couple enjoyed an intimate, family-only ceremony and Tanner’s brothers, Houston (‘08) and McClain

ALUMNI NOTES

Caroline Roberts, ’06

David Arenz, ’08

Lauren Glazer, ’07

(‘08), served as best men.

Katie works as a realtor and Tanner runs Madison Records, a music studio in Chamblee. Tanner also plays bass guitar in his band Like Machines with fellow SMES alum Andrew Evans (‘08). The couple lives in Brookhaven with their dogs Dallas and Volta.

Caroline Roberts earned her doctorate in astronomy from Georgia State University. She works as the astronomy laboratory coordinator and Van Allen Observatories manager for the University of Iowa where she supervises graduate teaching assistants, coordinates the use and maintenance of department telescopes

Alison Barnett, ’08 and Maddie Barnett, ’10

Jake DeLany, ’08

in Iowa and Arizona and delivers astronomy outreach events to the public, including many newly-developed virtual events.

’07 Lauren Glazer married Joseph Lytle on Oct 3, 2020 at The Acre Orlando in Orlando, Fla. The couple currently live in New York City, N.Y. Lauren is a publicist for Wolf PR and Joseph is an information systems security officer for 1100 Architect. Lauren has a bachelor’s degree in art history from Queens University of Charlotte and a master’s degree in art business from Sotheby’s Institute of Art.

’08 David Arenz proposed to Robyn Braid when the two were on vacation in Washington state. They plan to marry in the fall of 2021. They live in Charlotte, N.C., where David works for LPL Financial.

Alison Barnett (‘08) and her sister Maddie Barnett (‘10) are registered nurses and work together in the neonatal intensive care unit at Northside Hospital in Atlanta.

Maddie graduated from Auburn University in 2018 and recently completed her bachelor’s degree in nursing from Kennesaw State University.

Sarah Johnson, ’08

Jake DeLany is engaged to Carlton Middlekauff.

Jake proposed to Carlton in Jacksonville, Fla. where Carlton grew up and where the couple plan to marry in March of 2022. They currently live and work in Atlanta.

Sarah Johnson married David Raymer on Sept. 4, 2020 in Atlanta. Sarah’s sister Anna Johnson (‘10) was the maid of honor and Lauren Buss (‘08), Claire Hamner (‘08) and Diane DeLany (‘14) were bridesmaids.

Andrew Evans (‘08) was a groomsman, and Jake DeLany (‘08) and Dave DeLany (‘10) were ushers.

Sarah and David live in Atlanta.

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ALUMNI NOTES

Will King, ’08

Will King is engaged to Amber Baldwin. He proposed at Reynolda Gardens in Winston Salem, N.C. The couple plan to marry on May 1, 2021 at Graylyn in Winston Salem, N.C. Will and Amber live in Atlanta.

Andrew Roberts married Hannah Basta on Aug. 1, 2020 in Augusta, Ga. Andrew works as a clerk for the United States Court of Appeals for the Eleventh Circuit. In 2019, he graduated from the University of Virginia School of Law where he served as the articles editor for the Virginia Law Review and was a member of the Supreme Court Litigation Clinic and of the Extramural Moot Court Team. Andrew was a recipient of the KarshDillard Scholarship and was admitted to the Order of the Coif.

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Morgan Waikel is engaged to Sam McKinstry. Sam proposed during sunset at the Mountain Terrace Fire Garden at the St. Regis Deer Valley in Park City, Utah. Afterwards, their friends surprised them with an engagement party and a celebratory dinner. They plan to marry on June 4, 2022 at Summerour Studio in Atlanta.

’10 Robert Beeland is pursuing a master’s degree in English and comparative literature at Columbia University. He will graduate this year.

Emily Britt is a senior financial analyst for Ferrara Candy Company in Chicago Ill. Her team oversees the budget for Keebler, Famous Amos, Girl Scout Cookies,

WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

Dave DeLany, ’10

Andrew Roberts, ’08

Sam Nail, '11

Morgan Waikel, ’08

Mother's and Murray's Cookies.

short-term habitation module and holding area for rovers and other robots. It will serve an important role in the mission to put the first woman and next man on the moon and as part of manned travel to Mars.

Dave DeLany is engaged to Anna DeLoach. The couple plan to marry in 2021 and currently live in Atlanta.

Anna Johnson works as a speech language pathologist at a rehab hospital in Richmond, Va. She graduated with a master’s degree in speech language pathology from Louisiana State University last May.

’11 Sam Nail works at NASA as a systems engineer on the Lunar Gateway project in Houston, Texas.

The Lunar Gateway is a planned small, solarpowered space station that will orbit the moon and serve as a communication hub, science laboratory,

Rebecca Price will graduate this spring from the University of Georgia with a master’s degree in social work. She works at Skyland Trail, a residential mental health treatment center in Atlanta, with plans to practice as a clinical therapist after graduation. She earned her bachelor’s degree in human development and family studies and a minor in international human services from Auburn University.

Jon Walsh lives in Colorado where he enjoys skiing and climbing mountains. He recently

ALUMNI NOTES

Rebecca Price, ’11

Logan Cooper, ’12

Kristen Elliott, '13

John Walsh, ’11

Harrison Ray, ’12

William Roberts, ‘14 carrying the United States Merchant Academy's flag while snorkeling with whale sharks in the Red Sea.

climbed Mt. Elbert, the tallest peak in the Rocky Mountains at 14,440 feet.

in speech pathology and audiology.

lower extremity prosthetic development, followed by a fellowship in prosthetic tissue science. He is thankful for Alan Shafir’s 8th-grade science class for starting him on this path.

’12 Logan Cooper works as a software engineer at the General Motors IT Innovation Center in Roswell, Ga. He recently graduated from Lehigh University (LU) with a bachelor’s degree in computer engineering.

While at LU, he worked as a teaching assistant and served in leadership positions in the Black Student Union and African and Caribbean Culture Club.

Meghan Clark is pursuing a master’s degree in speech pathology at University of Mississippi.

Last May, she graduated magna cum laude from the University of Tennessee with a bachelor’s degree

Harrison Ray will graduate from the United States Naval Academy in May. Last June, Harrison was selected for the Bowman Scholarship Program and for the submarine enlisted community. He will attend the Naval Nuclear Power School after graduation.

Last summer, Harrison was the commander of plebe weapons training for all incoming freshmen.

’13 Kyle Blasingame is a senior at the University of Alabama and is a member of the finance club.

David Cooper will graduate from Mississippi State University this spring with a bachelor’s degree in biomedical engineering.

This summer, he plans to take an internship in

Kristen Elliott will graduate from Florida State University this spring with a bachelor's degree in hospitality and tourism management. After graduation, she plans to backpack around the world. Kristen spent her spring 2020 semester as an exchange student at Griffith University in Gold Coast, Australia.

Kathleen Weber, ’14

He will commission as a Strategic Sealift Officer for the United States Naval Reserve. William has completed a tour on the Maritime Administration Ready Reserve Fleet's M/V Cape Decision and sailed for three months as a cadet on a humanitarian trip to deliver grain to Djibouti aboard the bulk carrier M/V Liberty Eagle.

Kathleen Weber is a junior at Georgia College and State University. She is a student teacher for a 4thgrade class at Ridge Road Elementary in Washington County, Ga.

’14

’15

William Roberts is a junior at the United States Merchant Marine Academy in Kings Point, N.Y. He is a midshipman, second class, and is studying maritime logistics and security.

Cecelia Blasingame is a sophomore and studies architecture at University of Virginia. She interned at Flamingo Magazine last summer.

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ALUMNI NOTES

Abby Ray, ’15

Win Scott, ’18 and Arden Adams, ’18

Taylor Rand, ’16

Abby Ray is a sophomore at University of Pennsylvania. She is majoring in computational biology and minoring in visual art. Abby is a member of a campus dance group, Strictly Funk, and is studying Japanese.

She has a Redbubble Art account where her latest art projects can be made into personalized merchandise.

’16 Taylor Rand is pursuing a bachelor’s degree in creative and entertainment industries with a minor in music business at Belmont University. She is the president of her residence hall.

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’17 Arden Adams is a senior at The Mount Vernon School. She is cast as Prospero in the school’s presentation of “The Tempest” and is president of the Drama Club.

Arden participates in the International Thespian Society, Vernon Vocals, and the Innovation Diploma Program. She spent last summer at the Atlanta Shakespeare Summer Intensive for Teens and the King Center Leadership Institute.

Lindsey Bryson is a senior at Marist School. She participates in theatre and is on the International Equestrian Association team.

WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

Lindsey Bryson, ’17 and Elizabeth Herrara, ’17

Laura Claxton, '17, Sydney Kidd, '17 and Maddie Cast, '17

Laura Claxton ('17), Sydney Kidd ('17) and Maddie Cast ('17) are seniors at St. Pius X Catholic High School and are cheerleaders for the football team.

Grant Gaffney is a junior at Marist School. He is on the cross country and track teams, a member of the Investment Club and is a peer leader.

’18 Lydia Davis is a junior at Riverwood International Charter School. She plays varsity golf, is in the National French Honor Society, has made the Principal’s List every semester and is taking four honors courses in her first year in the International Baccalaureate Diploma Programme.

Jack Fry is a junior at Marist School. He serves as a peer leader and retreat leader, plays tennis, is a member of the Fellowship of Christian Athletes and volunteers with Habitat for Humanity.

Lura Underwood is a junior at St. Pius X Catholic High School. She starts for the varsity volleyball team and was named to the American Volleyball Coaches Association Phenom list and Player of the Match three times.

Lura is thankful to her 6thgrade volleyball coach at St. Martin’s, Ellen Kufel, for starting her on this path.

Ciara Wilmath is a junior at Greater Atlanta Christian School. She participates in tennis, Spanish Club and drama and is the founder of her school’s first Green Club. Ciara was recently nominated at one of Atlanta’s 20 under 20.

ALUMNI NOTES

Allie Campbell, ’18 and Lydia Davis, ’18

Ciara Wilmath, ’18

Ben Brown ’16, Jack Schmitt, ’19

Ian Gaffney, ’20 & Grant Gaffney, ’18

Griffin Clare, ’19

Simon Guterman, ’19

’19

’20

Griffin Clare is a sophomore at St. Pius X Catholic High School.

He plays basketball and lacrosse.

Jane Fry is a freshman at Marist School. She is on the volleyball and tennis teams.

Jack Schmitt is a sophomore at Pace Academy and active in the drama department. Over the summer, he earned his Eagle Scout award as a member of Troupe 379 from St. Martin's. Ben Brown (‘16) also received his Eagle Scout award at the ceremony.

Simon Guterman is a sophomore at The Galloway School. He plays golf and participates in technical theatre.

I N

M E M O R I A M

I N

M E M O R I A M

Ian Gaffney is a freshman at Marist School. He is a member of the cross country team and earned a varsity letter this fall as a freshman. He is also a member of the Investment Club.

Amy Joy Janvier (‘08) was a secondyear master’s student working toward her doctorate in the department of entomology at the University of Georgia.

Andrew Stovall (‘12) graduated from The Mount Vernon School and was a senior at Georgia Southern University.

PATTERNS | WINTER 2021

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Voices STORIES FROM FACULTY & STAFF MORRIES WALKER

Children Learn What They Live ach day when I arrive at my office at SMES, I am greeted by my favorite poem displayed distinctly on my wall next to our school’s mission statement. “Children Learn What They Live” by Dorothy Lew Nolte is a powerful but simple guide to teaching young children to be kind, caring, loving and respectful. This year marks my 20th at St. Martin’s and my 28th in education. This perspective allows me to reflect on the evolution of education over the years. I have had the pleasure of working with students in Pre-K, Kindergarten and 5th grade, and have served as a special education teacher for children with emotional behavior disorders. Each experience has molded me into the educator I have become today. Hopefully, I will continue to grow and expand my vision in my current role as Director of Explorers and Early Childhood Dean of Students.

E

Looking back, I knew during my interview with Cindy Alexander that St. Martin’s was the place I needed to be. I started as the first male Pre-K and Kindergarten teacher at SMES, in addition to working in the best aftercare program in Atlanta under the leadership of Keisha Noel. Today, my role as Director of Explorers and Early Childhood Dean of Students brings with it a new set of rewards and challenges that I embrace with wonder and excitement.

At the end of the SMES academic day, my staff and I have the pleasure of caring for and assisting toddlers through 8th graders until their parents arrive to pick them up from Explorers. Our aftercare program offers working parents peace of mind, knowing their children are well cared for, offered assistance with homework, provided a nutritious snack and allowed to enjoy recess with their friends. In addition to providing aftercare, in a typical school year, we also offer all SMES students more than 18 fun and stimulating enrichment classes ranging from science to karate and more.

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WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

I truly enjoy and am honored to serve as Director of Explorers and Early Childhood Dean of Students.

Each day I have the opportunity to positively and wholeheartedly shape the lives of our students, helping them grow, learn and become their best selves. This anonymous quote both inspires me and sums up my experience working at St. Martins: “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of clothes I wore, but the world may be different because I was important in the life of a child.”

Morries Walker is the Director of Explorers and Early Childhood Dean of Students

FINE MOTOR SKILLS IN PRE-K

BEGINNER FALL SCAVENGER HUNT

TODDLER SCIENCE

KINDERGARTEN FRENCH

A UNIQUE YEAR 4TH GRADE MATH BUDDIES

8TH GRADE HONOR PLEDGE SIGNING

FIRST DAY OF 3RD GRADE

7TH GRADE ART

5TH GRADE AIRPLANE STEAM PROJECT

6TH GRADE PE

WRITING IN 2ND GRADE

HALLOWEEN MATH IN 1ST GRADE

PATTERNS | WINTER 2021

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A N N U A L

Proceeds benefit St. Martin’s Endowment Fund

SAVE THE DATE Monday, March 29, 2021 Dunwoody Country Club Early Bird Registration Ends March 5, 2021 Since 2002, the St. Martin's Golf Tournament has raised more than $550,000 for the school's Endowment Fund. Like all independent schools, St. Martin's relies on the Endowment Fund for future generations.

In addition, the investment income from this fund enables the school to provide tuition assistance to deserving students and support teacher professional development. Invite your friends and register today to support the school and enjoy a round of golf with fellow parents, faculty and staff at this year's COVID-19-friendly event.

Questions? Please contact Kathryn Johnson at kjohnson@stmartinschool.org or 404-228-0734.

To register visit stmartinschool.org/support

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WINTER 2021 | ST. MARTIN’S EPISCOPAL SCHOOL

SAVE THE DATE!

REGISTRATION OPENS FEBRUARY 1, 2021 Session 1: June 7 - July 2 | Session 2: July 12 - July 30 Camp will follow CDC recommendations for COVID-19 safety protocols.

Learn more at stmartinschool.org/campus_life/summer Online brochure coming soon