St. Martin's Patterns magazine - Winter 2022

THE MAGAZINE OF ST. MARTIN’S EPISCOPAL SCHOOL

WINTER 2022

A Halloween Tradition Returns

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EAT THIS, NOT THAT!

FUNDATIONS FOR READING + WRITING PORTRAIT OF A GRADUATE

SUM MER 2022

REGISTRATION OPENS FEBRUARY 1, 2022 Join us this summer! Summer camps at St. Martin’s Episcopal School provide a variety of child-centered activities focusing on skill building, learning and lots of fun for children in rising Pre-K through 8th Grade. We offer one-week sessions specializing in a variety of activities. Check online for a full list of sessions.

SESSION 1: June 6 - July 1 SESSION 2: July 11 - August 5

Camp brochure posted online: stmartinschool.org

3110-A Ashford Dunwoody Road, Brookhaven, GA 30319 Enrollment at St. Martin’s Episcopal School is not required to attend.

Mark McDaniel, Director mmcdaniel@stmartinschool.org 404.228.0760

CONTENTS

THE MAGAZINE OF ST. MARTIN’S EPISCOPAL SCHOOL WINTER 2022

FEATURES 15 Welcome to High Point 16 Eat This, Not That!

20 Art Enhances Creativity & Problem-Solving Early Childhood art

EVERY ISSUE 3

Letter

4

Seen & Heard

14

From the Head of School

News and happenings in the school community

Volunteer Spotlight Andrea Botham

Language Is the 22 Oral Gateway to Future Learning

24 Oh, What Fun! Fundations for Reading & Writing

29 Georgia GOAL:

A True Win-Win-Win

18 Student Reporters Stories around campus

26 28

Sports Wrap-Up Portrait of a Graduate Sam Downey (’10)

30

Faculty News

31

Alumni Notes

36

Voices

Updates from our faculty and administration

Updates from our alumni

ON THE COVER Students, faculty, staff and parents enjoyed the return of the beloved Halloween parade.

Laura Lewis 6th-Grade Kairos English + Study Skills, MS Academic Dean

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EDITOR Kristi Gaffney ASSISTANT EDITOR Sarah Belisle CONTRIBUTORS Sarah Belisle Andrea Botham Charlotte Brettell, student writer Rosalie Davis Suzanne Ford Kristi Gaffney Laura Lewis Alex Loffredio, student writer Mark McDaniel Dr. Luis Ottley Susan Potenza Lauren Sims PHOTOGRAPHY Sarah Belisle Kristi Gaffney Adam Linke Paul Ward DESIGN Stalling Design ADMINISTRATION Dr. Luis Ottley Head of School Cindy Alexander Principal, Early Childhood Lynne Perry 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

H

appy 2022 St. Martin’s community! As I write this note in January of 2022, I can’t believe that we’re still in the midst of a global pandemic— but I remain hopeful that endemic is near.

St. Martin’s has weathered the storm with love and grace and with safety as our top priority. As you read through this issue of Patterns, it’s a snapshot of how we’ve maintained a general sense of normalcy at school by continuing to live up to our mission to provide a quality education of the whole person in a loving, Christian atmosphere, which fosters lifelong learning.

We’ve remained open and on-campus for student learning and will continue to strive to do so for the remainder of this school year and beyond. Students, faculty, staff and families have shown the utmost flexibility and resilience, and we couldn’t have made this happen without the support of everyone in our community—so thank you!

In this issue, you’ll find nuggets of normalcy as we welcomed back the beloved early childhood and 8th grade Halloween parade for the whole community to enjoy outside safely, and our PTO successfully hosted several events from a drive-in

movie night and fall book fair to the always-popular Fun Run and Cookies and Carols. Sports, drama, school clubs, chapel and more have also found ways to meet, practice, pray and play safely.

In addition, this edition’s theme is literacy, and you’ll learn about our new Fundations phonics program for K-3rd graders along with an article about the importance of reading aloud to children penned by our Interim Director of the Kairos Learning Center, Rosalie Davis. Seventh-grade science and early childhood art are also spotlighted. Please take the time to read these articles to learn more about all of these great programs offered at SMES. Also, enjoy many of the traditional features from Seen & Heard school news, Volunteer Spotlight, Portrait of a Graduate and alumni notes to articles written by 8th-grade student writers.

I hope you enjoy this issue, and I wish you all the best in 2022!

With love, light and blessings always,

Dr. Luis Ottley Head of School

St. Martin’s has weathered the storm with love and grace and with safety as our top priority.

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Seen + Heard

NEWS AND HAPPENINGS IN THE SCHOOL COMMUNITY

Opening Assembly

Welcome Back!

8 This year’s virtual opening assembly kicked off with Dr. Ottley welcoming everyone back to school, specifically new students and teachers. The community was led in prayer, followed by student leadership introductions and ended with a group of 8th-grade volunteers announcing the year’s theme song is “You’ve Got a Friend in Me” from the movie “Toy Story.”

Commitment

Honor Pledge Signing 8 During the first chapel service of the year, Middle School students participated in the annual signing of the honor pledge. By signing the pledge, students acknowledge their understanding of and commitment to honesty in and out of the classroom.

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SEEN + HEARD

Welcome to the Jungle

PTO Drive-In Movie 8 The second annual PTO drivein movie night, featuring “Jumanji: Welcome to the Jungle” at The Springs Cinema & Taphouse, was a huge success!

St. Martin’s families enjoyed spending time with friends while watching a movie from the comfort of their car.

Concessions gift cards were provided to families for dinner and drinks while watching the movie.

Elementary

Principals for the Day 8 Katharine and Kelly Colby gave Mrs. Perry the day off and served as principals for the day.

The new principals deemed the day a pajama day, greeted their classmates in carpool, read the morning announcements and brought treats for their classmates!

Kelly Colby (left) and Katharine Colby (right)

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SEEN + HEARD

Bravo!

Georgia Jr. One-Act Festival 8Mrs. McKerley and her team of

36 thespians traveled to Vidalia, Ga, where they received a standing ovation for their one-act version of William Shakespeare’s comedy “As You Like It” at the Georgia Jr. One-Act Festival. They earned the overall runners-up award, along with individual awards for best actress and two honors for all-star cast members.

Team Spirit

Fan Friday 8 Fan Friday is a SMES favorite tradition!

In honor of the start of fall athletics, Toddlers through 8th-graders, faculty and staff proudly wore the jerseys of their favorite teams to showcase their team spirit.

5K Race

KLC Crushes Annual Dyslexia Dash 8 SMES Kairos Learning Center (KLC) students, parents and teachers turned out in full force to run the annual Dyslexia Dash 5K race. The event, sponsored by the Georgia Branch of the International Dyslexia Association, generates awareness about learning differences and funds scholarships and grants for teachers seeking training in structured literacy. Team KLC enjoyed being part of the more than 2,500 runners who attended the event held at Perimeter Mall.

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SEEN + HEARD

A Beloved Tradition

Halloween Parade

8 The rain could not stop the St. Martin’s Halloween parade from returning.

Toddler through Pre-K students paraded around the outside of the school with their classes, while Kindergarten students walked with their 8th-grade buddies. Parents, faculty, staff and fellow students enjoyed cheering as the parade wound through the SMES parking lot. Costumes included unicorns, sharks, Barbies, pickles and so much more.

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SEEN + HEARD

Leadership

Your Vote, Your Voice

8 Each fall, every 5th through 8th-grade homeroom class elects two representatives to serve on the Student Council. From that group of representatives, seven students are elected to serve in leadership officer positions on the executive board. Congratulations!

Front row (l-r) - Elyse Stugard (Treasurer), Christian Glenn (Recording Secretary), Tanner Vassian (VP of Community Service); Back row (l-r) - Ryan Akin (President), Cooper Martenson (Corresponding Secretary), Gabby Nama (VP of School Service), Bryson Seebach (VP of Administration)

We Salute You

4th & 5th Grade Patrol Officers

Teamwork Makes the Dream Work

Middle School Retreats

8 Each middle school grade level was assigned a special day to celebrate its on-campus retreat this fall. The team bonding began with a class kick-off meeting led by middle school principal Tony Shaffer. Games on the green, Karaoke battles, tug-o-war and more provided getting-to-know-you time along with lots of fun. Each retreat also offered some chill time with a movie and Kona-Ice.

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8 Fourth and fifth-grade students worked hard this semester to ensure the safety of students during morning and afternoon carpool. They open and close car doors every day while greeting families with smiling faces. All enjoyed a pizza celebration to close out the semester.

SEEN + HEARD

Community Outreach

Thanksgiving Bag It and Share It 8 First-grade students collected canned and nonperishable food to help families in need celebrate Thanksgiving. Bags of food were donated to the Suthers Center for Christian Outreach for distribution during the holiday.

Honoring Veterans

8 In honor of Veteran’s Day, the St. Martin’s community watched a video created by the drama department to celebrate those who have served our country. Viewers enjoyed a wonderful program of patriotic songs performed by students, guests and the SMES band along with poetry reading and memorable quotes. Keynote speaker veteran Mike Russell served as a squad leader and delivered an inspiring message about the importance of why we celebrate Veteran’s Day, followed by SMES parent Roger House, who served in the Navy for 20 years. He discussed how the opportunity to serve his country allowed him to be around people different from himself.

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SEEN + HEARD

Campus Visit

Author Candace Fleming 8 Sponsored by the school librarians, SMES students welcomed award-winning children’s book author Candace Fleming to campus. Fleming visited students in kindergarten through fifth grade and explained the exciting process of working with an illustrator and bringing an idea to life.

Candace is best known for her many picture books and fiction and nonfiction works for children and young adults.

Perfect Send-Off

Lessons & Carols 8 The St. Martin’s elementary students gathered together in the gym for the annual Lessons and Carols service, while others were able to watch the service from their homerooms. The final chapel service of the year was filled with beautiful hymns, readings from students of all ages and performances by the middle school handbell choir and the faculty choir. It was the perfect send-off into Christmas break.

Christmas Fun!

Cookies and Carols and Santa, Oh My! 8 Faculty and staff members greeted students with Christmas carols as they arrived at school on a cold December morning. Later, Santa joined students on campus while PTO parent volunteers helped spread Christmas cheer by sharing cookies donated by parent elves. Students enjoyed eating cookies, singing songs, reading Christmas stories, and visiting with Santa and marveling at his magic tricks.

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SEEN + HEARD

Fun for All!

Warrior Run for Warrior Fun

8 The PTO Annual Warrior Run brought nearly 300 people from the St. Martin’s community together for a fast-paced 5K and fun run event. The race is a Peachtree Road Race qualifying event and a great way for participants of all ages to come together on a chilly fall morning. The post-race celebration included music from DJ Matt Osborne, hot chocolate and coffee from Java Joy, bubble fun from the Bubble Lady, along with lawn games and tables with St. Martin’s merchandise.

CONGRATULATIONS WINNERS! OVERALL WINNERS Fun Run Female 0-6 yrs: Margo Aust Fun Run Male 0-6 yrs: Alexander Bader Fun Run Female 7-11 yrs: Lila Botham Fun Run Male 7-11 yrs: Wesley Logan 5K Overall Female: Kendel Drew 5K Overall Male: Patton Jaynes AGE GROUP WINNERS 5K Female 0-7 yrs: Noa Ford 5K Male 0-7 yrs: Nathan Debold 5K Female 8-10 yrs: Lillian Westmoreland 5K Male 8-10 yrs: Will Milsaps 5K Female 11-14 yrs: Elyse Stugard 5K Male 11-14 yrs: Ian Mathews 5K Female 15 – 19 Yrs: Katelyn Getchey 5K Male 15 – 19 Yrs: Grant Gaffney 5K Female 20 – 29 Yrs: Amber House 5K Male 20 – 29 Yrs: Nick Auson 5K Female 30 – 39 Yrs: Kimberly Anderson 5K Male 30 – 39 Yrs: Adam Klein 5K Female 40 – 49 Yrs: Karen Carera 5K Male 40 – 49 Yrs: Austin Logan 5K Female 50 – 99 Yrs: Laura Glenn 5K Male 50 – 99 Yrs: Andrew Whittington

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SEEN + HEARD

Nativity Story with a Twist

Kindergarten Christmas Performance

8 The SMES kindergarten classes produced fun video performances recreating the Nativity story - Hip Hop style. Students showcased their music and movement talents by singing and dancing to holiday songs such as “Hip Hop Reindeer.” Each performer dressed as an angel, shepherd, king or animal as they recounted the true meaning of Christmas. The video was shared with parents and grandparents to enjoy.

Third Grade

Santa with a Purpose 8 Third-grade students collected games, puzzles and crafts donated by St. Martin’s families during morning carpool for two weeks. The annual Santa Shop gift drive allowed students to curate bags full of donations for the Suthers Center for Christian Outreach to provide Christmas gifts for families in need.

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SEEN + HEARD

We Love Books!

2021 Book Fair 8 This year, to ensure a safe and successful in-person Book Fair, the PTO hosted the event in two locations on campus. With COVID-friendly protocols in place, students shopped in small groups, enjoying a wide variety of books carefully curated for their age group.

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VOLUNTEER SPOTLIGHT

Volunteer Spotlight

Andrea Botham When did your family become part of the St. Martin’s community?

We became a St. Martin’s family in 2012, when our oldest, Finn, started Pre-K. He is currently an 8th grader, and our current 5th grader, Lila, started in 2015 also in Pre-K. We had toured several schools but when we walked into SMES and saw the EC science lab we knew it would be the perfect place for our kids. We spoke to several families, who had nothing but praise for the school. As we toured, we got an immediate sense of belonging. We knew early on that we would stay through 8th grade, that there are so many benefits for kids staying through middle school, and we have been so happy with that decision!

In what capacities have you volunteered at SMES? I have always liked to be involved, and volunteered from the beginning! I have been Room Mom for both kids several times, and have served as co-Room Rep coordinator for the last three years. I have volunteered at events like book fairs, Cookies and Carols and the Fall Festival. I also served as co-chair for Fall Book Fair for the last several years, and I provided communications support for the PTO executive board for two years. I am currently on Parent Council for my daughter’s 5th-grade class and serve on the St. Martin’s Fund committee. I have also been a substitute teacher for the last five years, which has been a great way to get to know the staff and the school on a different level, as well as being fun!

What is a favorite memory from a volunteer activity?

Co-chairing the Fall Book Fair last year during the pandemic was definitely memorable! We had to redesign the event, which led to three mini-book fairs.

It took a lot of effort, and plenty of organized chaos, to launch, staff and successfully run three fairs. Our volunteers always go above and beyond, and last year was no exception. While there were definitely some stressful moments, we had a lot of fun being back on campus in a volunteer capacity after so many months away!

Why do you volunteer?

“AS A FAMILY, WE STRESS THE IMPORTANCE OF GIVING BACK AND ENCOURAGE OUR KIDS BY MODELING THAT BEHAVIOR.”

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As a family, we stress the importance of giving back and encourage our kids by modeling that behavior. I also believe that being a volunteer is a great way to be helpful because all these amazing events the PTO and school offer our families simply could not happen without volunteers.

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

St. Martin’s has been such an important part of our family for the last 10 years.

When we started, I never imagined how quickly the years would pass! We have fostered long-term friendships, and our kids have grown in amazing ways, academically, emotionally and socially.

I truly believe that wherever Finn and Lila end up after St. Martin’s, they will be fully prepared for whatever challenges come their way. We owe that not only to the school but also to the families that are a part of the wonderful St. Martin’s community.

Welcome to St. Martin’s at High Point b y SARAH BEL I SL E COMMUNICATI ON S COOR D I N ATOR

S

t. Martin’s at High Point completed its first full semester with preschool students on campus at the newly-renovated campus. The High Point location offers infant and toddler classes for students from eight weeks until age three. Early 2021 was full of construction, and the Baby Warriors were welcomed to the new campus in mid-July. Since then, enrollment has quickly grown. The High Point campus now has three infant classrooms based on age. Infants, new walkers and young 2s round out the Infant program and High Point also offers a Toddler classroom for students who are two by Sept. 1 of the current school year. Like the two toddler classes at Ashford Dunwoody, the age requirements and curriculum follow St. Martin’s Early Childhood guidelines.

The program embodies an education grounded in love, safety and patience to provide exceptional care for babies and early learners. Currently, there are 36 students enrolled, with a maximum capacity of 40 students. The High Point campus offers families with young children the opportunity

to begin their St. Martin’s journey in a smaller group in a location just a few miles away from the Ashford Dunwoody campus.

The campus is warm and welcoming and the wonderful faculty and staff make it a special place. High Point teachers and assistants are a balanced group of young childcare professionals working alongside seasoned veterans to provide outstanding care for babies and young children. Erin Carey, Early Learning Director at High Point, feels lucky to have found such incredible teachers. “Our caring group of faculty balance caring for social, emotional, cognitive and physical development needs along with basic needs such as rocking, napping, eating and diapering,” Carey notes.

Future growth for the campus includes additional grade levels, a science lab, an art center and more. Along with physical plant growth, the facility looks forward to adding new families to become part of the St. Martin’s community. “The High Point facility makes it possible for St. Martin’s to serve more families for a longer time,” says Carey.

“And the good news is, this is just the beginning.”

The High Point location offers infant and toddler classes for students from eight weeks to age three.

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7 T H-G R A D ER S WA N T TO KN OW:

W hy do we eat?

Why is eating a balanced diet important?

Are all calories nutritionally equal?

Eat This, Not That! b y SU SA N P OT EN Z A 7 T H-G R A D E SC IEN C E T EAC H E R

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hy do we eat? Why do our bodies need each of the six essential groups of nutrients? Why is eating a balanced diet important? Are all calories nutritionally equal? These are among the questions explored in the seventh-grade life science nutrition unit. Tweens and teens are notoriously poor eaters, preferring foods high in salt, fat and calories to more nutritious alternatives.

Not only do the students need to learn how to balance their daily diets, but they also need to learn how to read food labels on commercially prepared foods in order to make smarter choices. These topics and more are the foundations for this engaging unit that teaches both science and important life skills.

We begin by determining our individual body mass index (BMI). Height and weight are taken privately in class, then BMI is calculated using an easy-to-use tool on the National Heart, Lung and Blood Institute website. The results tell each student if, according to their BMI, they are underweight, normal weight, overweight or obese.

We also discuss that 12-, 13- and 14-year-olds are in a

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growth phase of their lives and the calculated BMI might not be entirely accurate. Students already know that humans meet their need for energy by eating and drinking. A simple demonstration reinforces this point by “burning” an almond and using the heat energy generated to boil water.

Nutrition is an ever-changing

Nutrition is an ever-changing disci- discipline pline as scientists constantly discov- as scientists er new facts about what is and is not constantly healthy for humans. Our textbook, discover new Life Science (Glencoe 2017), explains facts about what is and is the value of each of the six essential not healthy for groups of nutrients: proteins, carbo- humans. hydrates, fats, vitamins, minerals and water. It also includes a chart titled Daily Recommended Amounts of Each Food Group for 9-13-Year Olds. Beyond that, we access current information from websites of organizations including the American Heart Association, U.S. Food and Drug Administration and U.S. Department of Agriculture.

Another excellent source of information used in the classroom is My Plate, a graphic representation of how much of each type of food should be on your plate at any one time.

Similarly, MyPyramid is an updated food pyramid along with the Food Guide Pyramid that shows how much of each type of food is “healthy” to eat. The Energy Pyramid is another one that depicts how energy flows through ecosystems. Each of these tools gives a visual representation of which types of food to eat more or less of on a daily basis. Overwhelmingly, fruits and vegetables are the stars of the show followed closely by whole grains. We also study the sources and benefits of individual vitamins and minerals. For example, vitamin C contributes to the growth and repair of body tissues and is found in oranges, broccoli, tomatoes and cabbage. And iron helps carry oxygen throughout the body and is high in meat, eggs and green beans.

Another classroom activity compares food labels of similar products. Students learn to read a food label and interpret what is, and is not healthy. Given a choice, they create a persuasive poster titled “Eat This, Not That” to make the case for which of the two products they select is healthier. For example, high fiber, unsaturated fats, vitamins, minerals, protein, low sugar, low salt, low carbohydrates and low cholesterol is healthier than the opposite. By comparing similar items (two cereals, two soups, two frozen dinners, etc.) students really “dig in” and analyze the health benefits of each product. I am often surprised by their findings and have made changes in my own shopping habits based on their results! A fun and popular lab asks students to taste various foods while blindfolded, heightening their sense of smell and taste. The amount of iron in breakfast cereals is examined in another activity using magnets to pull this essential mineral out of the crushed cereals. We also analyze if the advertisement for a food product clearly indicates its nutritional value. We find that often advertisements are misleading and encourage unhealthy eating habits.

The culminating STEAM activity is very popular as students are challenged to take a familiar food such as pancakes, muffins, cookies or brownies, and improve the recipe to make it healthier. Once students brainstorm how to improve a recipe by substituting healthy ingredients for less-healthy ones, the cooking and baking get underway in the classroom “test kitchen.” After the recipes are amended, students from a different grade level participate in a blind taste test where they evaluate the food using 5-point hedonic scales (dislike very much to like very much). Each taster ranks the new and improved product for smell, appearance, texture and taste, similar to the process used by food companies before a

product goes to market. Finally, students analyze the testing results, come up with conclusions and possibly go back to step one and try a different way to enhance their product.

I am often surprised by their findings and have made changes in my own shopping habits based on their results!

The nutrition unit of study is always a popular one. It is followed by a unit on the human digestive system, a natural progression that applies nutritional information to our own bodies. So whether you choose to eat fried worms, a banana or a hamburger, some essential nutrients are found in all of them. These units are fascinating “real-life” subjects that St. Martin’s students always enjoy learning, and I enjoy teaching!

HELPFUL LINKS • Body Mass Index Calculator nhlbi.nih.gov • American Heart Association Healthy Eating heart.org/en/healthy-living/ healthy-eating • USDA - Food Labeling fda.gov/food/food-labelingnutrition • USDA Nutrition Information nutrition.gov • USDA Dietary Guidelines health.gov • MyPlate myplate.gov • MyPyramid fns-prod.azureedge.net

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STUDENT WRITER

Starting SMES in 7th Grade 8 BY

A LEX LOFFR ED I O, 8 T H G R A D E

n March of 2020, the world was struck with a new, dangerous virus, COVID-19. Covid sent the whole world home, and they called it sheltering in place. It began the era of virtual school, masks, and social distancing. Thankfully, that August (2020), the St. Martin’s Covid team deemed it safe to return to school. I was new that year, and going into 7th grade. It was a lot different starting at a school where you couldn’t see much of anyone’s face, and where you had to be 6 feet away from people. However, all the teachers were really nice, and everyone else at school was so welcoming. Overall, 7th grade was a good year despite everything else going on in the world.

I

My experience coming to St. Martin’s was much different than that of any other school I have ever been to. Here at SMES, it feels like something new and exciting is always right around the corner. Back when I first started at SMES, I could immediately tell a huge difference between it and my old school. The teachers at St. Martin’s are much

nicer, and despite having much smaller grades, it is easier to make friends.

I enjoyed the choices of sports at SMES too. Last spring, I played tennis for St. Martin’s, and I had a good time despite the Covid restrictions and small number of matches. Covid really changed school more than I ever thought possible. I remember back in 6th grade at my old school when someone came to school wearing a mask, we all thought it was so weird, yet now it is reality. Last year, there were a lot more social limitations, like social distancing, and dividers on desks. I’m glad this school year (21-22) we are safer, and can enjoy more freedom at school. SMES is a lot of fun, and I look forward to the rest of the 8th grade year.

In the first semester of 8th grade, I did Cross Country, and I will try out for basketball and baseball in the winter and spring. I enjoyed running for the Cross Country team while competing in meets and running with my friends. In the winter, I am going to try out for the basketball team for cross-training for baseball. In the spring, I also plan to try out for the baseball team. Unfortunately, the

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baseball team was not open to tryouts last year, so I am excited to finally have that opportunity this year. I play for a baseball travel team outside of school, and I am looking forward to the summer season when we start playing tournaments. In 8th grade, I have enjoyed the more challenging classes, and I look forward to physics in science this semester.

I have enjoyed my time at SMES, and I have had a different experience here compared to any other school I’ve attended. I enjoy the classes and the sports available.

In addition, all of the kids and teachers are nice and made the transition to St. Martin’s in the middle of middle school so easy.

I am looking forward to the next sports season, as well as high school next year. St. Martin’s has been such an amazing experience that I will remember for the rest of my life.

STUDENT WRITER

For the Love of Reading 8 BY

CHARLOTTE BR ET T EL L , 8 T H G R A D E

have always loved reading. It’s simply part of my personality, though I suspect my parents may have had a hand in it—they read to me basically from birth. Of course, now that I’m older, they don’t read to me that much anymore, but it has had a lasting effect on me. Similarly to when I was small, I mostly read for pleasure. I can’t tell you exactly why it appeals to me so much, though sometimes I use it as an escape from reality. Real life can be boring, and I feel I would get lost in the monotony sometimes if I wasn’t able to read. After all, riding a dragon or talking to ghosts is much more interesting than schoolwork!

I

There are other benefits of reading besides an escape from reality. One of them is vocabulary. When I am reading, if I come across a word I don’t know, I can usually guess the meaning using the context. This means that I have amassed a crazy amount of definitions in my head over the years, which comes in handy with schoolwork, especially when it involves vocabulary!

Another benefit of reading is the ability to read quicker. I’ve had so much practice with reading that I read much faster. So fast, in fact, I’ve had people ask me how long it takes me to read a book or how many books I’ve read. (About an hour on average and an innumerable amount.) It also helps with schoolwork when I need to read something for an assignment. Sometimes I read so fast, though, that I have to go back and read a paragraph over again because I can skim over some bits and not take in the full meaning.

My quality of writing has also improved greatly because of my love of reading. From reading so many books over the years, I’ve picked up a lot of author’s tricks and my writing has improved as a result. Thanks to this, I know how to structure a novel or short story and how chapters work. (I’ve seen long books with only 10 to 20 chapters and chapters so short, they’re only a page long!)

This helps when I’m writing essays for school or short stories simply for pleasure. I should mention, however, that in my opinion, there’s really no rules for how to structure a book as long as the grammar is good and it’s divided up somehow.

Lastly, I benefit from reading because it enhances my empathy. When reading a book, you are looking at the world through another person’s eyes. This teaches you about all the different ways people think and see the world, and if the author’s good, about ethics and morals. Through reading, I’ve become even more considerate of people’s feelings.

WHEN READING A BOOK, YOU ARE LOOKING AT THE WORLD THROUGH ANOTHER PERSON’S EYES. THIS TEACHES YOU ABOUT ALL THE DIFFERENT WAYS PEOPLE THINK AND SEE THE WORLD...

In conclusion, reading has benefited me and my schoolwork in many ways, from vocabulary to speed to better writing and empathy. As I continue on my journey through life, I know I will be able to use this valuable aspect of my personality to enhance my school life and home life. Through high school and beyond, I will take advantage of this to the best of my ability. For me, the love of reading truly is a superpower: the ability to travel to distant lands and gain important knowledge along the way is a cherished part of me I know will never fade.

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Art Enhances Creativity & Problem Solving b y SUZA N N E F OR D EA RLY CHIL D HOOD T HR OUG H 2 N D GRA DE A RT T EAC HER

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hhh... don’t tell! Being the art teacher for Early Childhood through 2nd grade is the best job at SMES! St. Martin’s has been a part of me for most of my life. I grew up in St. Martin’s Church, got married there, sent my children to school at SMES, and now my oldest is a 4th-grade teacher. This is my 21st year at the school and my 15th year teaching art. SMES is truly my home and my family.

Imagination, creativity and problem-solving are three core components of the SMES Early Childhood art program. Children are naturally curious. They love to figure out how things work, and this type of exploration and environment helps them learn and grow. And of course, art is FUN!

Imagination, creativity and problem-solving are three core components of the SMES Early Childhood art program.

The St. Martin’s visual art experience helps students learn to express themselves through painting, printing, collage, weaving and clay. I like to plan projects that expose students to many different styles of artists, cultures and seasons as they move through the various developmental stages of learning. Our program is well integrated and frequently intersects with all other curricular areas in Early Childhood.

Through art activities, children develop skills that help them with art and all aspects of school and learning. Among my favorites is one we call a “magic” picture. It’s a simple science experiment using oil pastels and watercolors to show students how oil and water don’t mix.

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The students first apply some pressure while drawing with a white oil pastel, then paint over what they’ve drawn with a light wash of watercolor paint. They are amazed that their pictures show up after painting over them. Mono printing is another wonderful project. Students roll out a thin layer of paint on a hard surface, draw a simple image with their finger or a Q-tip, place a sheet of paper on top, rub gently, and carefully lift off the paper to create a transferred image! This process always produces lots of oohs and ahhs!

As the children mix their paint, I always love hearing amusing conversations as they discuss things like, “what color is your paint water?” There are endless possibilities when it comes to art, and I enjoy the opportunity to build on the curriculum each year to enhance a child’s artistic abilities.

An extension of Early Childhood art at SMES is our beloved Tinker Lab, which I describe as 3-D art. All Early Childhood through 2nd-grade students visit the Tinker Lab. This hidden gem occupies the space between the Art and Science rooms. Tinkering is basically learning by doing! This fun and satisfying experience for young students

“I have not failed.

I’ve just found 10,000 ways that won’t work.

Many of life’s failures are people who didn’t realize how close they were to success when they gave up.”

—THOMAS EDISON

stimulates all the senses, helps build connections in the brain and encourages language and motor abilities.

The Tinker Lab empowers children to plan, take things apart, put things together and ask questions. Each week, the students look forward to interacting with “manipulatives” like blocks, Legos, magnetic tiles and cups. They especially love the sensory bins with kinetic sand, foam beads, pom-poms, rice, beans—anything that can be scooped, molded or poured! These activities help them learn to brainstorm, share and collaborate.

From week to week, I vary the items on the table according to age, encouraging the children to develop their creativity and critical thinking skills while practicing resiliency. Tinkering helps them learn to accept challenges and navigate obstacles without fear of failure. This quote

by Thomas Edison captures the concept, “I have not failed. I’ve just found 10,000 ways that won’t work. Many of life’s failures are people who didn’t realize how close they were to success when they gave up.”

Art and Tinkering are an integral part of the STEAM program at St. Martin’s and I am honored to play a part in developing these foundational skills.

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Oral Language is the Gateway to Future Learning

b y R OSA L I E DAV I S INTERIM DIRECTOR, KAIROS LEARNING CENTER

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always knew I wanted to teach, and especially to help students who learned differently. I majored in special education at the University of Georgia, but it was not until I discovered the Schenck School that I learned how to teach students of all ages to read, spell and write. I spent nearly 30 years there, teaching and serving in various administrative and training roles. Twenty of those years were devoted to training classroom teachers, parents and college and graduate students how to teach children with dyslexia and language learning differences.

Some of my most pleasurable teaching experiences have been (and still are!) teaching Orton-Gillingham classes at St. Martin’s. Many teachers in both the preschool and elementary school have received this training. Three years ago, Dr. Ottley attended one of my year-long training classes and learned first-hand the power of the OG approach in helping all students. At that time, he and other wonderful people in the school began researching the concept of a school within a school to help dyslexic learners. The Kairos Learning Center at St. Martin’s opened in the fall of 2019.

Oral language skills (words we hear and speak) are learned rather effortlessly, as our brains are “wired” for oral language. Written language (reading and writing), are largely cultural inventions, and are much more difficult skills to master. Reading experts tell us that our brains are not designed for reading. Numerous brain circuits come into play, and the task for many students is the most difficult one they will encounter. Dr. Stanislas Dehaene, a French cognitive neuroscientist, explains that reading involves creating an interface between the oral language we already have and written language. Letters and sounds must first be learned, and those sounds are blended together to read words and must be broken apart to spell words.

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Parents can help their children prepare for this challenge by reading to them from birth. One of the very best things parents can do is to read to their children. Reading exposes children not just to words, but to the sounds and letters that make up those words. As children learn new vocabulary, rhyme and alliteration, their brains become more skilled at storing the smaller components of sounds. They learn the meaning and function of words, as well as subtleties like analogy and inference. Being read to prepares children for the tasks to decode words when it’s time to begin learning to read. It also exposes them to the rich vocabulary they are not likely to hear in everyday spoken language. Children are also exposed to multiple meanings of words, which increases both listening and reading comprehension. While it’s more common to read to young children, research also documents the importance of continuing to read to those ages 8-10 and beyond. Oral reading also develops listening skills, a critically important skill in academic, professional and social settings.

While it’s often said that children learn to read until third grade, and after that, they read to learn, the statement is not completely accurate.

It often takes a few years beyond third grade for reading skills to continue to develop. As decoding improves and children become more fluent readers, they focus more of their energy on the content of what they are reading. Between third and fifth grades and beyond, students are acquiring higher-level reading skills such as inferencing and retelling stories, forming and defending ideas, determining cause and effect and sorting out fact from opinion. They are also

Dr. Stanislas Dehaene, a French cognitive neuroscientist, explains that reading involves creating an interface between the oral language we already have and written language.

While it’s more common to read to young children, research also documents the importance of continuing to read to those ages 8-10 and beyond. learning double meanings, verbal humor, figurative language, riddles and jokes. Parents can encourage this development by reading to and with their children, asking “why” questions, and engaging in open-ended discussions that put these skills to use.

Also during this period, children experience social development that is closely tied to language.

They use oral language to “talk with” rather than “talk at” people. The ability to describe and order events, categorize and negotiate contributes to friendships. Parents can assist the development of oral language and social skills in their students by modeling good conversational skills, taking turns when speaking and making eye contact. These language “pragmatics” are critical in social situations—knowing what to say, and how and when to say it.

Oral language, listening and speaking, are the gateways to written language, reading and writing. In fact, both oral and written language literacy are essential for all future learning. Talk to your children about diverse topics. Listen to them and teach them to become good listeners. Read to and with your children (even if they are older). Help them learn and appreciate vocabulary. Provide experiences for them to remember, discuss and write about. Parents are a child’s first teachers, and while parental involvement has the greatest impact early on, its importance to educational and literacy outcomes continues into the teenage and adult years (Desforges & Aboucharr, 2003). Immerse your children in language at home, as we do at school. Together we can influence their lives in significant ways.

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FUNDATIONS® FOR READING AND WRITING b y K R I STI G A F F N E Y DIRECTOR OF MARKETING & COMMUNICATIONS

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he 2021-22 school year launched a new multisensory and systematic phonics program to benefit spelling and handwriting for all Kindergarten through 3rdgrade students. The Fundations® Wilson Language program rolled out for Kindergarten students in 2019 as a pilot.

The curriculum is backed by substantial neuroscience and brain research showing that a structured approach to teaching reading and spelling yields more gains than a traditional approach. Young readers at SMES are equipped with better learning tools to become model readers as they progress through their education.

With Kindergarten as the pilot grade level, early Elementary students are now also reaping the program’s benefits this school year. Fundations is a scope and sequence learning tool that teaches accuracy of decoding, spelling and handwriting in a carefully integrated and scaffolded order to create a solid reading foundation for students. Fundations begins in Kindergarten to tee up a framework for foundational reading skills progressing ageappropriately through the 3rd grade. SMES Pre-K teachers also use a Fundations Lite model to kick-start student learning.

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“Fundations was an easy transition for Kindergarten,” says Kindergarten teacher Janet Hurlburt. “The program is multisensory and hands-on, which includes learning through play and repetition. Our students love the letter magnet boards and using the whiteboards for practicing letters and sounds. The lessons are direct, explicit, and cumulative. Fundations makes learning to read and spell fun while laying the foundations and important building blocks for lifelong literacy.”

The program’s primary focus centers on phonemic awareness activities, letter recognition, phonics, and studying syllable types and affixes as part of the decoding process. The pace of Fundations is attention-grabbing and promotes teacher-student interactions that are necessary for reading skills to progress - and as the name suggests, it’s fun!

As an overlay to Fundations, the SMES 1st-and2nd-grade classes will also be rolling out the new Heggerty Phonological Awareness curriculum.

This curriculum is designed to support the Fundations phonics curriculum through integrated phonological and phonemic awareness and will be woven into the curriculum by the end of the school year.

Both programs are based on the gold standard Orton Gillingham (OG) method. With universal accolades for literacy instruction, the OG approach is the gold standard literacy instruction tool and is used as the core instructional method for the St. Martin’s Kairos Learning Center. By combining Fundations and Heggerty, St. Martin’s is now delivering Orton-Gillingham as its primary foundational reading prep tool for all young learners.

Most SMES elementary teachers have already completed the Orton Gillingham Classroom Educator course, and newer teachers will complete the training this semester. “Our goal is to fill every student’s literacy toolbox with the skills needed to tackle increasingly more complex text with accuracy,” says SMES Elementary Academic Dean Lauren Kohlhoff. “Coupling the OG approach with a research-based curriculum gives us confidence that all Elementary students will be on a path to reading proficiency by the end of third grade.”

WHY FUNDATIONS? Students enjoy a fun and interactive process, allowing them to delve deeper into the fundamentals and progress at a faster pace.

Fundations systematically and comprehensively instructs students in phonemic awareness and word study (both phonetic and high frequency/ sight words) and contributes significantly to fluency, vocabulary development, and the applications of strategies for understanding text. These Phonological Awareness and Phonics skills allow our students to access more complex text later.

Focuses on: • Phonological awareness • Phonics word study • High-frequency sight word study • Handwriting skills • Spelling skills

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Sports Wrap-Up b y MARK MCDAN I EL SMES ATHLETIC D I R EC TOR

The return of athletics in the fall of 2021 showed a record number of try outs. Students welcomed the return to a new normal. More than 40 boys came out for soccer, over 60 girls for volleyball, over 20 for cross country and 15 for ultimate frisbee. These numbers represented roughly 70% of the entire middle school.

CROSS COUNTRY The teams traveled to Holy Innocents’ and Garrard Landing, where the boys were off to a great start to the season.

The boys teams finished the season in second place and were named the MAAC runners-up! The small yet hungry girls team worked hard all season and had some solid individual finishes. Thanks to coaches Katharine Veal, Kenneth Alexander and Susan Murphy.

As I watched practices and games throughout the season, one thing stuck in my head was the camaraderie among the players. The relationship between teammates and the player-coach dynamic was apparent. Athletes having fun was everywhere, but so was hard work and improvement.

Each team had a successful season — regardless of your definition of success — full of wins, improvement, hard work, positive teamwork, chemistry and connection.

Fall of 2021 was a great welcome back to the new normal.

BOYS SOCCER (B)

BOYS SOCCER

BOYS CROSS COUNTRY

GIRLS CROSS COUNTRY

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BOYS SOCCER (A)

The Boys A soccer team worked hard throughout their season to make it as close to the playoffs as they could.

After losing the first few games, the boys had strong victories against Epstein, ACA, Sandy Springs Middle and Globe. Coach Alan Shafir and his team fought up until the final minutes of the last regular-season game, showing the determination and fight they had all season.

The Boys B soccer team played well this season, full of hustle, hard work, and determination. The team of students from all middle school classes has a bright future ahead of them. Thanks to Coach Sarah Belisle.

SPORTS WRAP-UP

GIRLS VOLLYEBALL (A)

Fall 2021 Athletic Awards GIRLS CROSS COUNTRY Most Improved .................................... Mackenzie Palmer BOYS CROSS COUNTRY 2021-22 MAAC CHAMPION RUNNER-UP MAAC All Conference Award................. Thomas Koziol Warrior Award..................Alex Loffredio & Mark Porter Most Improved............................... Alexander Mildzikhov

GIRLS VOLLYEBALL (B)

GIRLS VOLLEYBALL At the end of a well-fought season, Coach Nama and the girls A volleyball team brought home the MAAC championship! The team was able to host the championship game and only lost one match throughout the season.

The girls B volleyball team ended with an undefeated 8-0 season.

The team was constantly working to improve their fundamentals—passing, setting, hitting and servingand improved daily.

With such a large turnout at tryouts, the girls C volleyball team consisted of 24 players split into two teams. Both the Red and Blue C teams grew so much throughout the season, and one group even beat several other schools’ B teams this season!

ULTIMATE FRISBEE

This group of young ladies improved significantly throughout the season. They played a couple of close matches against other schools’ B teams. They played well and were very competitive. Coach McDaniel is looking forward to seeing them back on the court next fall. Thanks to Coaches Nama, Johnson, Davisson and McDaniel for a great season.

ULTIMATE FRISBEE The ultimate frisbee team had a successful season, with Brandon Collins and Alexis Leifermann coaching the team.

The team played well throughout the entire season, while most importantly, having lots of fun. Each player has worked hard and grown over the season. n

GIRLS A VOLLEYBALL 2021-22 MAAC CHAMPIONS MAAC All-Conference Award...................Kathryn Scott Warrior Award ........................................... Jillian Studdard Most Improved .................................................. Kiley Spink GIRLS B VOLLEYBALL Warrior Award ......... Frances Zalenski & Emily O’Mara Most Improved .................................................. Greta Davis GIRLS C RED VOLLEYBALL Warrior Award.........................................Katherine Bryson Most Improved............................................. Lilia Lawrence GIRLS C BLUE VOLLEYBALL Warrior Award................................................. Emily Foster Most Improved..................................................... Eden Seib GIRLS D VOLLEYBALL Most Improved............Annika Larsen & Aalexys Alexis Warrior Award....................................... Campbell Greene BOYS A SOCCER MAAC All-Conference Award................Chase Charette Warrior Award.... Quin Brown & Tommy Schweninger BOYS B SOCCER Warrior Award............................................ Graham Palmer Hustle Award..................................................... Ryan Hewitt Most Improved...................................................... Ryan Akin ULTIMATE FRISBEE MAAC All-Conference Award...................Henry Dickert Warrior Award...................................................... Jack Story Most Improved..........................................Ethan Hathaway

Intramurals St. Martin’s is proud to offer a wide variety of intramural sports for 1st-5th graders this year. From lacrosse to soccer and volleyball to ultimate Frisbee and field games, Elementary School students will be more than ready to join SMES athletics when they enter Middle School.

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Portrait of a Graduate SAM DOWNEY SMES graduation year: 2010 High School: Pace Academy Colleges/Degrees: New York University (NYU) Bachelor’s of Fine Arts in Drama Current Job: I live and work in New York City as a playwright, screenwriter, and director. When I’m not working in show business, I write commercials, advertising copy, articles, and social media content while also performing as a voice-over artist for the artificial intelligence company, Afiniti.

The thing that probably excites me most right now is that I am just finishing the post-production process for a film I wrote and co-directed called The Bull Cage. It will debut in the independent film festival circuit in 2022 and will be pitched to Netflix, Hulu, HBO, and other streaming services.

Something special you learned at SMES: Real friends make you feel valued for your weirdness, not that you need to hide it.

Mrs. Potenza taught me that the muscular push through your digestive system is

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called Peristalsis (I have used that fact in a script, and I remember the exact day she taught us that) Favorite SMES tradition: I loved the Spring musicals on the auditorium stage, how the basketball team did performative drills during pep rallies, and FIELD DAY BABBBY WHOOOOOO!!

Most influential SMES teacher and why: Heidi Cline-Mckerley because she fostered my love for performance from an INCREDIBLY early age and gave me countless opportunities to experiment, have fun, learn the craft, and behave like a madman with no judgment. I was also kind of a Diva in her class and musicals, so if she’s reading this, thanks Heidi for putting up with all of that.

Favorite food: Pork soup dumplings down in Chinatown

Favorite book: It’s a three-way tie (I believe in the rule of threes): Klara and the Sun by Kazuo Ishiguro Dance, Dance, Dance by Haruki Murakami Their Eyes Were Watching God by Zora Neale Hurston Honorable Mention: The Phantom Tollbooth which I read in Mrs. Shepherd’s class at SMES! Favorite movie: This is an unfair thing to ask a screenwriter. The answer to this question changes like the wind, as I watch 1 billion movies a year.

Favorites Include: North By Northwest, Butch Cassidy and the Sundance Kid, When Harry Met Sally, The Grand Budapest Hotel, Sicario, Pan’s Labyrinth, Y Tu Mamá Tambien, Children of Men, Django Unchained, Victoria, Punch Drunk Love, Good Time, What We Do In The Shadows, Lost In Translation Favorite way to give back?

Volunteering at the Holy Apostles Soup Kitchen on 9th Avenue. n

GEORGIA GOAL: A True Win-Win-Win! DONORS. STUDENTS. ST. MARTIN’S COMMUNITY.

b y L AUREN SIMS DIRECTOR OF ADVA N C EM EN T

S

t. Martin’s partners with Georgia Going from public school to private payers are investing their state GOAL to administer the Georgia school was the biggest change in my tax dollars to provide educationPrivate School Tax Credit Program. life. I was nervous, but SMES really al opportunities for their fellow This impactful plan is an easy and helped provide opportunities I never residents. meaningful way for SMES commu- had and the school opened so many Studies show compelling evinity members to directly support tuition as- doors. I was more involved, I grew out dence that the Georgia GOAL sistance for deserving students who want a St. of my shell, and I definitely learned to program has a significant posiMartin’s education. Georgia individual and cor- spread my wings.” tive impact on our state and loporate taxpayers can contribute in exchange for cal budgets and economies. New — Luna Ochoa Hernandez a state income tax credit thanks to the Student this year, Georgia lawmakers adClass of 2020 Scholarship Organizations (SSOs). The SSOs opted a law that will enable passOglethorpe Award Recipient use the contributions to award scholarships to through businesses to receive a students from K-12 public schools to attend the private federal income tax deduction for contributing to GOAL, schools selected by their parents. The Georgia GOAL along with a state income tax credit for up to 75% of their Scholarship Program was the first SSO to be recognized Georgia income tax liability. by the Georgia Department of Education.

It really is a win-win-win!

In short, this program provides the unique opportunity By taking a few minutes out of your day to register, you for Georgia residents to redirect a portion of their state lihave the ability to change lives. Support of the Georgia ability to SMES and receive a dollar-for-dollar tax credit.

GOAL program undoubtingly impacts students’ futures.

The Georgia GOAL Program is a remarkable and importPlease visit goalscholarship.org to find out more. ant opportunity provided to Georgians by our elected officials that allow taxpayers to receive a 100% state income tax credit!

This is a proven win-win-win opportunity for taxpayer donors, scholarship recipients, and our school community. By simply contributing to Georgia GOAL for a 100% Georgia income tax credit (by contributing with dollars you already owe to the state of Georgia), you will help maximize tuition grants for deserving families desiring to receive a SMES education.

The Georgia GOAL program is working for Georgia families. Given the distinctive needs of each child, parents are best suited to determine their optimal educational setting.

That setting may be their neighborhood public school, or it could be a private school community. Thanks to the Georgia GOAL program, lack of financial means is no longer a barrier to parents choosing a private school education for their children.

Your Taxes – Your Choice

Georgia GOAL emphasizes transparency and accountability: GOAL is setting a national standard for operating in a transparent and accountable manner— adopting Model Ethical Principles and Standards and voluntarily publishing on its website GOAL’s annual contribution and scholarship award results and a Transparency and Accountability Survey.

And not only that, the Georgia GOAL program is working for Georgia taxpayers. Tens of thousands of Georgia tax-

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Faculty News

UPDATES FROM OUR FACULTY

Juliet Beckwith

Lola Wells

Caroline Bergard

Madeline Wentworth

Julie Thomason

Finn Hardin

Leah Frechette

Sarah Rawls

CONGRATS! Early Childhood science teacher Elizabeth Beckwith and her family welcomed baby Juliet Marie Beckwith on August 18, 2021. She was 6 lbs. 9 oz. and 19.75 in. long.

Early Childhood administrative assistant Julie Thomason and her family welcomed baby Charles Donald Thomason Jr. on September 1, 2021.

He was 8 lbs. 4 oz.

Assistant Director of Enrollment Atty Boyer

and her family welcomed baby Lola Olivia Wells on November 5, 2021. She was 8 lbs. 11 oz.

to Dan Kluger. They are planning a May 2023 wedding.

Pre-K assistant teacher Julie Dotson and her family welcomed baby Finn Allen Hardin on December 7, 2021. He was 8 lbs. 13 oz.

First-grade teaching assistant Madeline Wentworth is engaged to Jack Stickney. The couple will marry in November 2022.

Third-grade teacher Lyndsey Bergard and her family welcomed baby Caroline Louise Berngard on December 22, 2021. She was 8 lbs. and 20 in. long.

First-grade teaching assistant Sarah Rawls is engaged to William Greene. They are planning an October 2022 wedding.

First-grade lead teacher Leah Frechette is engaged

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Early childhood reading and technology teacher

Annie Hollett is engaged to Chandler Snell.

Second-grade lead teacher Milie Cardenas married Clark Bergantinos over Thanksgiving break.

Kindergarten lead teacher Kat Conway married Nolan Free over Thanksgiving break in Charleston, S.C. Elementary and Middle School Spanish teacher Liza Turker and her husband have officially become United States citizens after a ten-year process! n

Alumni Notes

UPDATES FROM OUR ALUMNI

Annie Hollett

Milie Cardenas

Kat Conway Jackie Florence Jolly, ’06

Patrick Beless, ’07

’95

’05

Titania Jordan is Bark’s CMO and chief parent officer and co-author of “Parenting in a Tech World.” She was recently a guest on the “The Drew Barrymore Show’’ and discussed how to keep kids cyber safe.

Ellen Marsau Burger and husband Kenny welcomed baby boy Robert William “Bobby” Burger on July 25, 2021.

Betsey Oliver and her husband Louis live in Atlanta with their two children, who attend The Westminster Schools.

Betsey is a fundraising consultant at Purpose Possible and has two nieces who currently attend St. Martin’s.

’97 Liza Turker

Katie Wright Woodham and her husband Matthew welcomed their third child Wynn James Woodham on July 14, 2021.

’06 Jackie Florence Jolly and her husband Knox welcomed their first son Thomas Edward Jolly to their family in October 2021.

’07 Jack Southers recently proposed to his fiance Jacquelyn Muse.

Patrick Beless and his wife Shelly announced the birth of son Gray Beless in April 2021. They live in Nolensville, Tenn., where Patrick is the head of the surety bond division at Brown and Brown Insurance in Brentwood, Tenn.

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ALUMNI NOTES

Caroline Barnes, ’12

Hannah Hoff, ’08

’08 Hannah Hoff graduated from Medical School at Emory University and is working as a medical assistant at the Piedmont Heart Institute.

’09

Natalie Chu enjoys traveling to new places across the United States learning about renewable energy plants. She recently started a new role as a project management consultant at NextEra Energy.

Jackson Taylor graduated from Georgia Tech and is in his final year at Mercer University School of Law. He is looking forward to returning to Atlanta

to work full-time after graduation.

’10 Jack Larkin graduated from the University of Georgia and was a member of the golf team, where he was the team’s captain his senior season.

Florrie McCard graduated from the Professional French Master’s Program at UW-Madison in May 2021 and started a new position as student life & residential coordinator at St. Mary’s School in Raleigh, N.C.

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Erin Barmes, ’12

Alexandria Cannon, ’12

’11

’12

Grace Francour is in her final year of graduate school at Georgia State University in the clinical mental health counseling program. She interns in the Child and Adolescent Outpatient unit at a community behavioral health organization outside Atlanta.

Caroline Barnes graduated from the University of Georgia with a degree in photojournalism.

Nnenya Hailey runs track and field at the University of Arizona and recently ran in the Olympic trials.

Claire Snyder is in her third year teaching secondgrade at Trinity School in Atlanta, Ga.

Erin Barnes graduated from the University of Georgia with Honors and a degree in environmental engineering in May 2021.

Alexandria Cannon was recently engaged to Connor Nunnaley and is a program project manager with the American Physical Society, a nonprofit organization in Maryland. Alexandria is also a graduate student at Pennsylvania State University working on a Master’s degree in public administration.

ALUMNI NOTES

Harrison Ray, ’12

Ming Byce graduated from Furman University and manages Bartaco, Chastain, in Atlanta, Ga. Geoffrey Dyer married Mai Nguyen in Highlands, N.C. and Chaplain Woodlin, former St. Martin’s chaplain, officiated the ceremony.

Devin Cochran attends Georgia Tech where he was a redshirt senior on the football team last fall.

Harrison Ray graduated from the United States Naval Academy in May 2021 with a bachelor’s degree in information technology. He was chosen to return to the Naval Academy to complete a year-long research

project. He is currently at the Naval Nuclear Power Training Command in Charleston, S.C., to train with nuclear propulsion and submarine prototypes.

After completing training, he will join the fleet on a submarine.

Nicholas Stigaard graduated from Emory University and moved to Washington to work at FINRA as an analyst.

’13 Mollie Belisle is a graduate student at the University of Georgia, where she is working on her master’s degree in Sports Management. She was a captain on the women’s

Mollie Belisle, ’13 & Caroline Belisle, ’17

Melina Haralabakis, ’14

soccer team, where she received SEC Forward of the Year and was named to the All-American Team.

she will study at Oxford University, England, for a one-year exchange program. Melina’s love for archaeology has led her to experience a summer in Greece, where she found a coin from 375 BC.

Ken Roberts graduated from The University of Richmond in May 2021 with a degree in Business Administration and a concentration in Data Analytics and Accounting.

Ken works at Georgia Pacific in Green Bay, Wis. as a customer support specialist.

’14 Melina Haralabakis is a junior at Oglethorpe University where she is double majoring in philosophy and archaeology. Next year,

Weldon Kolker is a senior at the University of Georgia and plays on the women’s varsity soccer team.

Bailey Lusk is in her senior year at Georgia Southern University, where she majors in Elementary and Special Education. Bailey is a student teacher in a 3rd-grade classroom, and member of Kappa Kappa Gamma and the intramural soccer and volleyball teams. Bailey has made President’s List the past three semesters.

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ALUMNI NOTES

Sam Alexander, ’18, Jack Fry, ’18, Patton Jaynes, ’18, and Grant Gaffney, ’18

Abbey Ray, ’15

Sydney Royal, ’16

Allie Campbell, ’18

’15

’16

Abbey Ray is a junior at the University of Pennsylvania majoring in Cognitive Science with a minor in Fine Arts.

Abbey recently illustrated the Davidson University Freshman handbook and is working to illustrate a children’s book.

Davis Futrell is a sophomore at Auburn University, where he is a member of the Sigma Alpha Epsilon fraternity.

critically endangered Dusky Gopher Frog.

also plays on the women’s varsity soccer team.

Antonia Stanek moved to Vienna, Austria, for high school. After high school, she moved to Amsterdam, where she is in her second year at the University of Amsterdam studying communication science.

Laura Claxton is a freshman at the University of Georgia, where she is studying marketing and has joined the Phi Mu sorority.

’17

Sam Alexander, Jack Fry, Patton Jaynes and Grant Gaffney are seniors at Marist School and recently enjoyed a long-awaited trip to Germany, the Czech Republic and Poland as the culmination of their history class studying the Holocaust.

Lauren Young is a junior at Baylor University studying Biology and French on the pre-med track. She is the treasurer and fundraising chair for the Multicultural Association for Pre-Health Students and the financial secretary for the Alpha Kappa Alpha Sorority.

Lauren was involved in the homecoming parade and All-University Thanksgiving events at Baylor. Lauren plans to apply to medical school during the next application cycle.

Taylor Rand is a sophomore at Belmont University, where she made Dean’s List her first two semesters. Taylor also joined Phi Mu and other organizations including “Service Corps,” where students volunteer at different entertainment industry events.

Sydney Royal is a sophomore at Rhodes College and spent last summer working as an assistant teacher in Environmental Education at the Amphibian Foundation. She was also an intern at the Memphis Zoo, where she worked in the conservation department with the

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Arden Adams is a freshman at Point Park University in Pittsburgh. Arden is an assistant for the head of the theater arts program.

She recently attended a week-long residency with a Tony Award winner Karen Olivo. She will be traveling to Scotland to perform in “A Midsummer Night’s Dream” at the Edinburgh Fringe Festival.

Caroline Belisle is a freshman at the University of Georgia and plans to major in Business. She

’18

Allie Campbell recently participated in Pace Academy’s TedX event on “The Force of Words.” She shared her personal story of coming to terms with her partial hearing loss and the journey to learn American Sign Language.

ALUMNI NOTES

I N

M E M O R I A M

Helen Page, ’18, Claire Gannon, ’18, Ellen Claxton, ’18, Mia Pistone, ’18, Sophia Halkos, ’18, Noelle Broughton, ’18 and Kendall Buchanan, ’18

Lydia Davis is the head of the non-profit “Letters for Rose Sandy Springs,” a member of the Beta Club, National Honor Society and an International Baccalaureate Candidate.

She is the varsity golf team captain and a youth council member of SJUMC. Jack Fry is a senior at Marist School, where he is a varsity letterman on the tennis team along with a retreat and peer leader.

Jack has completed many AP courses and is on the Dean’s List and Honor Roll. He also enjoys taking photos at other varsity sporting events.

Joanna Graham is a senior at Holy Innocents’ Episcopal School. She is on the academic decathlon team, a co-president of the National Art Honor Society and a member of the track and field team. Joanna plans to study Biochemistry or Engineering in college.

’19 Devin Fisher served on homecoming court this year at The Lovett School.

Caroline Koziol runs varsity cross country at St. Pius X Catholic High School, where she was

part of the winning 5A team for the third year in a row.

Max Miller is a junior at Marist School, where he is a member of the National Honor Society and the Science National Honor Society.

’20 Marshall Cain is a sophomore at Marist School and active in its performing arts program.

Marshall recently held a featured role in the fall production of “The Old Man and the Old Moon.”

Jane Fry is a sophomore at Marist School, where she serves as class president. Jane is a retreat leader and a member of the volleyball and tennis teams. She is on the Dean’s List and is taking AP US History, Honors Chemistry, Honors Algebra II, Honors French III, and the founder of Reading Eagles Book Club.

Ian Gaffney is a sophomore at Marist School. Ian ran cross country and was part of the state team. He earned Dean’s List and takes a variety of honors and AP classes.

’21 Katherine Graham is a freshman at Holy Innocents’ Episcopal School. Her favorite class is Honors English, and she is hoping to play tennis or run track in the spring.

Katherine has joined many clubs and found numerous opportunities to serve her community.

Lillian Thomas is a freshman at Marist School and a varsity swim team member. She is planning a trip to the Greek Isles this summer. n

Helen Wamey (’18) was a senior at Marist School. Helen was an avid competitive dancer, a varsity cheerleader, a Girls Support Girls club member, and a scholar who wanted to become a doctor to help others heal. Helen volunteered with the American Red Cross, was a founding member of Marist’s Black Student Alliance and actively participated in studentled retreats offered by campus ministry.

We Love to Hear from You TO HAVE YOUR UPDATE PUBLISHED IN THE NEXT EDITION OF ALUMNI NOTES, PLEASE CONTACT Sarah Belisle sbelisle@stmartinschool.org

PATTERNS | WINTER 2022

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Voices STORIES FROM FACULTY & STAFF LAURA LEWIS

hen my grandmother immigrated to the United States from Germany, she worked as a governess while waiting to become a US citizen. She studied long and hard, passed the test and was finally sworn in. After the ceremony, the judge asked, “Now, what can you do?” Hoping my grandmother would realize she was now able to vote, the judge was surprised when she replied, “Me? I can do anything!”

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I like to think that I get the “I can do anything” attitude from her. Over the course of my career as a teacher, there isn’t much that I haven’t taught. From Middle School Science to 4th and 5th-grade comprehensive classes, to 6th and 7th-grade English, Accelerated Algebra, Algebra, Pre-Algebra, 5th grade Art, MS Religion, 6th

grade Math, to 7th grade Social Studies. You name it, I probably have taught it! Little did I know that when I agreed to teach whatever was asked of me, I was preparing for my current role at SMES. As the 6th-grade Kairos English and Study Skills teacher, I focus on teaching grammar and literature, but also support students in all subject areas. I have always enjoyed being a classroom teacher, and my current role allows me to do what I love most: teach content and support my students. As the mother of three children, there was always someone needing my help. My sons especially believed that only I could be the one to quiz them on Ancient Civilization or Greek Mythology. After they graduated from high school, I missed that one-on-one tutoring time, and feel fortunate to continue doing similar work with my students.

Over the years I have learned that as much as I like to think I can do everything, I really can’t. These days, being a full-time teacher, the Middle School Academic Dean and a parent (and recent grandparent!) is not easy, and so much of my life involves finding the right balance. I try to instill that in my students as well: prioritize the important things. Whether they realize it or not, balance is a large component of Middle School.

Students need to find the time for drama, music, or sports, as well as academics. They will learn, as I have, that you can’t say “yes” all the time. And while “yes” has led me to where I am today, there is value in saying “no” sometimes.

Saying “yes” tends to run in our family, and I am so thankful that my daughter, Tori Lewis Nagle, said “yes” to join SMES as the 8th Grade English teacher.

Working beside her and having her son, my grandson, attend St. Martin’s makes me realize that God had a plan for me when I said “yes” to teaching at SMES 15 years ago.

Laura Lewis 6th-Grade Kairos English & Study Skills MS Academic Dean

36 WINTER 2022 | ST. MARTIN’S EPISCOPAL SCHOOL

Just as my grandmother taught me to think I can do anything, I pray that I can instill the same attitude in my students. Teaching Kairos English and Study Skills will prepare them for their next steps. But helping them learn when to say yes, when to say no, and that they can do anything they put their mind to will prepare them for life beyond SMES.

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