Celebrating 135 years of Catholic and Independent education in Cincinnati
The magazine of The Summit Country Day School
Fall Magazine 2025
EDITOR Tina Tedesco
ART DIRECTOR/ DESIGNER Kathy (Hilsinger) Penote ’93
PHOTOGRAPHY
Emily Fernback, Ryan Glass ’11, Elizabeth (Walter) Maringer ’89, Xavier Mellon, Aidan Miller, Kathy (Hilsinger) Penote ’93, Audrey Shisler ’25, Joe Simon, Leigh Taylor and Tony Tribble
CONTRIBUTORS
Brendan Connelly, Emily Fernback, Kevin Johnson Jr. ’13, Tanya Bricking Leach, Tracy Law ’85 , Ph.D., Xavier Mellon, Micah Montecalvo, Tina Tedesco and Chris Woodard
SPECIAL THANKS
Lauren Flowers-Neal, Marci Miller, Laura Wulker, Kevin Johnson Jr. ’13, Brandon Lorentz ’13
The Summit Country Day School is a Catholic and Independent school minutes from downtown Cincinnati. Affiliated with The Sisters of Notre Dame de Namur, we offer a coeducational experience for students from 18 months through grade 12. Our mission is to educate leaders of character across five pillars – spiritually, academically, physically, socially and artistically.
A Legacy That Leads: Educating with Vision, Leading with Heart
This year The Summit celebrates 135 years of educating leaders of character. Since our founding by the Sisters of Notre Dame de Namur, we have remained rooted in the vision of Saint Julie Billiart, who believed every child deserved an education that formed the heart, head and hands. Guided by that legacy, today The Summit is nationally recognized as a school for academic excellence, leadership and character. As we look to the future, we are building on that foundation to meet the needs of today’s world, preparing students not just to succeed but to lead with character, purpose and compassion.
The Summit is built on the foundation Saint Julie laid. Her values shape our curriculum and inspire our mission. The Hallmarks of a Notre Dame Learning Community that guide our strategic plan today are a direct inheritance of her vision. They call us to live with integrity, act for justice, form community and educate for life. In a time when education is at a crossroads, Saint Julie’s story calls us back to the heart of our mission.
As I was reflecting on our 135year foundation and the bold vision of Saint Julie, I found myself drawn to questions about what comes next, how do we prepare students not just for today but for the world they will inherit. In today’s educational landscape, schools are being called to do more than deliver content; they are being asked to nurture judgment, resilience,
empathy and purpose. I recently read Dr. David Yeager’s book, 10 to 25, The Science of Motivating Young People, a powerful scientific research-based framework that offers strategies to help us nurture well adjusted, independent, accomplished individuals. Dr. Yeager’s research provides powerful insight on how we motivate students to care deeply, persist meaningfully and lead with conviction.
Dr. Yeager’s motivational framework centers on what he calls the “mentor mindset” which balances high expectations with high support to help young people thrive. He shows that students are most motivated when they feel valued, challenged and supported, especially when they believe their efforts contribute to something meaningful. Through honest feedback, purposeful learning and authentic relationships, teachers unlock deep engagement and resilience, guiding students not just to perform, but to grow into capable and compassionate leaders.
This philosophy resonates deeply with our strategic plan which is centered on helping every student become a leader of character through the spiritual, academic, physical, social and artistic pillars of their Summit experience. Our strategic priorities reflect this commitment:
We are redefining what it means to be a leader.
Through our Institute for Leadership and Character and five Centers of Distinction, we will be challenging and
teaching students how to make wise, ethical and courageous decisions. These Centers will foster the kinds of purposedriven learning experiences that Dr. Yeager highlights as essential to real motivation.
We are elevating whole-child learning.
Across every division, we are prioritizing social-emotional learning, wellness, personalized pathways and high-impact teaching strategies that build relationships and affirm each student’s unique gifts and aspirations.
We are building mission-driven spaces.
Focusing on modernized classrooms, community, outdoor play spaces, technology, the arts, athletic facilities and reimagined dining spaces, our campus master plan is designed to support the formation of the whole person—mind, body and spirit.
We are empowering faculty and staff to innovate.
Faculty and staff are at the very heart of The Summit experience. They will be engaged, and leading professional learning grounded in the latest brain science and high impact teaching practices. We are creating classrooms that foster autonomy, purpose and belonging.
Our children are growing up in an age of disruption: technological, environmental and social. Success in this world will not be defined by a transcript alone. It will be defined by the ability to collaborate, to lead with character, to adapt with grace, and to serve with purpose. That is why we are not just preparing students for the next test; we are preparing them for the next generation of challenges, with faith, integrity and courage.
We invite you, our alumni, parents, grandparents and friends to be partners in this bold vision. Whether you are mentoring a student, contributing to The Summit Fund, volunteering or simply sharing your own story, your support moves us forward.
Together, we are building the future of purpose driven education—not just smarter students, but wiser, braver and more compassionate leaders. As Saint Julie called us to do, we are educating the heart, heads and hands.
That is our legacy and that is our future. And that is The Summit difference. Grow in Grace and Wisdom,
Kelley Schiess
Celebrating the class of 2025, their achievements and the lessons they shared with us during Chapel Talks.
Summit’s Signature Latin program has a long history of championships and leadership.
The Summit’s Montessori program is unveiling a redesigned schedule that elevates the kindergarten experience while staying true to the heart of Montessori philosophy.
New ELA curriculum in the Lower School is helping students think deeply and talk about what they learn.
How sharing dessert with the Sisters of Notre Dame de Namur turned into monthly history lessons.
Summit theater is catching the eyes of critics.
Once a Knight, always a Knight: Why Summit has so many alumniathletes come back to coach.
On the Cover: (L to R) Ben Dobelhoff, Lilly Sievering, Head of School Kelley Schiess, Keller Minton, Grace Tounge and Glady Hill.
CONGRATULATIONS GRADUATES
Page 4: (Top Left) Front row: Megan Marburger, Glady Hill, Annette LaLonde, Josie Weaver, Maggie Marburger, Lily de Lacy, Maryn Mahoney, Delaney Kintner, Katelyn Bastos, Grace Tounge, Lilly Sievering, Caitlyn Frodge, Rylee Drees Back row: Trey Lippert, Rovio Chen, Charlie Rahner, David Ray, Hayden Kintner, Quinn Krieder, Lukas Fry, Ashton Jordan, Kedan Tinner, Bryce McNair, Brendan Oeder, Ethan Traiforos, Diego Schurmann, Brenden Hamilton. (Left) Kylie West. (Bottom Left) Mrs. Michelle Frodge and daughter Caitlyn. (Bottom Right) Jordyn Lauckner, Ben Dobelhoff and Jocelyn Laucker.
(Bottom Right) Front row: Addison Golden, Alina Butcher, Grace Tounge, Olivia Bolan, Jocelyn Lauckner, Rowan Lavelle Middle row: Kylie West, Elena Stone, Madeline Mescher, Sophia Nery, Delaney Kintner, Jordyn Lauckner Back row: Lukas Fry, Mason Moyle, Rovio Chen, Ben Dobelhoff, Bryce McNair, Kori McLane.
Salutatorian Jordyn Lauckner: A voice from the Summit
Salutatorian Jordyn Lauckner opened the 2025 commencement exercises with her heartfelt and humorous reflection on the journey the graduates have taken together. With eloquence and warmth, Jordyn guided her classmates through the metaphorical mountain climb that was their high school experience.
“The Sisters of Notre Dame de Namur named our school The Summit to remind us to aim high,” Jordyn began, “and today, standing at the peak of our high school climb, we can look back on the path we have taken together.” Her words set the tone for a speech that was both nostalgic and forward-looking.
She described freshman year as “our base camp, full of firsts,” recalling moments that many in the audience could relate to: “Our first impromptu speech, alone at the podium, where we had to find our voice in two minutes,” and “our first club fair on Thurner Field, where we darted between tables eagerly signing clipboards to chart our new path.”
Sophomore year, she said, “arrived with steeper terrain,” but it was also a time of bonding and unexpected triumphs. “As new drivers, we put our foot to the pedal and strategically parked below the island to avoid the wrath, and possibly a slice of cheese, from the seniors.” The Chapel filled with laughter as the crowd recognized the shared memory. She also recalled the thrill of victory: “In the fall, we watched the clock tick down as Summit was announced the
“May you always approach new mountains with the same courage, determination and spirit that brought you to this moment.”
-
Jordyn Lauckner
Country Day Cup champion - a tsunami of blue and white instantly overtaking the field.”
Jordyn’s reflections on junior year were more introspective. “It felt like we had finally climbed above the tree line,” she said. “As upperclassmen, we stepped into a quieter understanding of the individuals we were becoming through our Kairos retreat.” She emphasized how “the vulnerability of opening up in small group discussions added new layers to our life maps.”
Senior year, she said, was “our final push to the peak.” She painted a vivid picture of the senior lounge: “We opened the door and were hit by the smell of taco truck lunches, senioritis and the feeling that this space was finally ours.” Between “mounds of college essays” and “celebrating the Yuppies dodgeball legacy,” the class found time to reflect and appreciate what they had built together. “We paused to catch our breath and, looking back, realized we had forged something enduring.”
Her closing words were a powerful send-off: “To my fellow graduates: May you always approach new mountains with the same courage, determination and spirit that brought you to this moment. Today marks not the ending, but rather the beginning of our next great adventure.”
Jordyn plans to attend the University of Notre Dame this fall.
Valedictorian Alina Butcher: The transformative power of community
“ We are shaped not only by our achievements, but by those who have supported and guided us along the way,” says Valedictorian Alina Butcher.
In a heartfelt and eloquent address that resonated with every corner of the Immaculate Heart of Mary Chapel, Alina delivered a speech that was both a tribute to the past and a call to the future. Her words, filled with gratitude, reflection and hope, captured the spirit of a class that has grown through adversity and emerged stronger, more compassionate and ready to lead.
Alina reflected on the collective journey the Class of ‘25 has taken. She spoke of the mentors and teachers who “allowed us to see the potential in ourselves,” and the classmates who “supported each other through both difficult and joyous times.” Her words painted a picture of a community that had not only survived the challenges of high school but thrived because of them.
“Each of us approached high school with a unique background, a collection of experiences, that shaped our values and perspectives, but it was in these years through the encouragement of mentors that we began to believe in ourselves and gain the confidence to begin expressing our values through action.”
She recalled the early days of high school, marked by the uncertainty of COVID-19 and masked orientations, and contrasted them with the confidence and camaraderie that grew over the years. “Our
“The relationships we have cultivated with each other have provided us with confidence in who we are as well as who we aspire to become...”
- Alina Butcher
apprehension at freshman orientation transitioned into courage and self-discovery,” she said, referencing the transformative experience of Camp Joy and the bonds formed through shared experiences like Kairos and late-night games of nine-square.
“These experiences have allowed us to each embrace our individuality and develop our talents to make a positive impact on others,” she said, emphasizing that success is not just about personal achievement but about the relationships and communities that shape us.
Alina reminded her peers that growth is a collaborative process and that the future is built on the foundation of shared values and mutual support. “We are grateful to be part of these communities who rely and depend on each other and who have taught us and demonstrated to us how to use our abilities to make the lives of others better.”
Alina encouraged her classmates to embrace change and “continue to strive for greatness, continue to seek new influences and relationships that inspire growth; and continue to challenge ourselves to attain the future of our dreams while remaining rooted in our own backgrounds, communities and values.” Her words were not just a farewell, but a challenge to her peers to carry forward the lessons of their time at The Summit into the world they are inheriting.
As Alina embarks on a college career at Davidson College, she reminded the Class of 2025 about the transformative power of community.
“It is the influence of individuals in our past that has given us confidence in who we are, what we love and what we hope for the future.”
Summit Lifers
Front row: Maggie Bissmeyer, Annette LaLonde, Katelyn Bastos, Grace Tounge, Esmé Gonyo, Ryka Woodruff, Anna Toebben, Gracie Sanders
Middle row: Mercer Reynolds, Brenden Hamilton, Ethan Traiforos, Carlo Quintero, Joey DiPaola, Alaric Jones
Back row: Allen Wang, Finn Kropp, Kwadwo Karikari, Trey Lippert
Collegiate Athletes
Left to right: Bryce McNair (baseball, Kenyon College), Charlotte Thompson (field hockey, Transylvania University), Zari Gillespie (volleyball, Louisiana Tech University), Madeline Mescher (soccer, Case Western Reserve University), Elena Stone (volleyball, Case Western Reserve University), Emma Bailey (soccer, Transylvania University), Cayleb Walters (basketball, Post University), Zachary Carrico (lacrosse, Transylvania University.)
Annabelle Schlotman and Nia Neal.
Madeline Mescher.
Boston College commits Delaney Kintner and Lukas Fry with BC alum, Dr. McEachern.
Special Awards
Four awards are presented at graduation to outstanding seniors who are nominated by their teachers and coaches for special recognition.
Archbishop McNicholas Award, for maintaining high ideals of academic achievement, Christian awareness, responsibility, service and loyalty: Megan Marburger and Mason Moyle.
St. Julie Billiart Award, honors students with the ability to love and bring love to others through their unselfish nature and joyful disposition: Finn Kropp and Maeve Lindy.
Arts Excellence Award, for exhibiting excellence, dedication and leadership in the visual and performing arts: Mason Moyle and Charlie Rahner.
Bud O’Connor Memorial Award, given by the Boosters Association for excellence, dedication and Christian leadership in athletics: Anneliese Brouwer and Keller Minton.
Grace Tounge receives her diploma from father Jim Evans.
Anna Toebben, Audrey Shisler, Finn Kropp, Johnathan Breazeale.
Maggie Bissmeyer and her parents, Beth and Joe.
Mr. Tom Neyer, Mrs. Kelley Schiess, Sister Rita Sturwold, SNDdeN and Dr. Kirstin McEachern
Eleventh row: Bryce McNair, Lukas Fry, Allen Wang, David Ray, Cayleb Walters, Ben Dobelhoff, Braydon Wolujewicz, Keller Minton
Twelfth row: Colin Chimento, Johnathan Breazeale, Finn Kropp, Jackson Busch, Owen McNeil, Alaric Jones
Back row: Chike Anusionwu, Ambrose Cronican
Not pictured: Jialei (Lucy) Cao
Class of 2025
Leaders of Character Prepared for Service and Success
$1M
Largest amount of scholarship dollars offered to a single student
115
Average number of service hours performed
Total number of scholarship dollars offered Over $12.5M 92%
8
Student athletes signed to NCAA Division I, Division II, Division III or NAIA teams
9,882
Total number of service hours performed 64% Will attend colleges out-of-state 77% Of seniors participated in athletics this year Will attend Catholic Colleges & Universities 20% Of class took Advanced Placement classes
1 Full-tuition, room & board scholarships
7% Of the class recognized by the National Merit Scholarship Corporation
COLLEGE ACCEPTANCES
Our 86 graduates received 419 acceptances from 136 institutions. The 46 colleges and universities they attend will be coast-to-coast in 20 states, District of Columbia, and United Kingdom.
Alabama A&M University
American University
Arizona State University
Auburn University
Baylor University
Belmont University
Beloit College
Boston College
Boston University
Bowling Green State University
Bryn Mawr College
Butler University
California Baptist University
Case Western Reserve University
Central Michigan University
Central State University
Centre College
Clemson University
College of Charleston
College of the Holy Cross
Colorado State University
Davidson College
Denison University
DePaul University
DePauw University
Drexel University
Elon University
Embry-Riddle Aeronautical University (Daytona Beach)
Emmanuel College
Fairfield University
Florida Agricultural and Mechanical
University
Florida Institute of Technology
Florida Southern College
Florida State University
Fordham University
Furman University
George Washington University
Georgetown University
Hampton University
High Point University
Hillsdale College
Howard University
Indiana University
Kent State University
Kenyon College
Louisiana State University
Louisiana Tech University
Loyola University Chicago
Loyola University Maryland
Macalester College
Miami University
Michigan State University
Middle Tennessee State University
Morehouse College
Mount Holyoke College
Mount Saint Joseph University
New York University
North Carolina A & T State University
Northeastern University
Northern Kentucky University
Oberlin College
Ohio University
Oklahoma State University
Pace University (New York City)
Penn State University
Post University
Providence College
Purdue University
Robert Morris University
Rochester Institute of Technology
Rutgers University
Saint Louis University
Saint Mary’s College
Saint Mary’s College of California
Sarah Lawrence College
Savannah College of Art and Design
Seton Hall University
Smith College
Southern Methodist University
Stony Brook University
Syracuse University
Temple University
Texas A&M University
The College of Wooster
The Ohio State University
The University of Alabama
The University of Tampa
The University of Tennessee (Knoxville)
Thomas More University
Transylvania University
University of Arkansas
University of California (Davis)
University of California (San Diego)
University of California (Santa Barbara)
University of Cincinnati
University of Colorado Boulder
University of Connecticut
University of Dayton
University of Delaware
University of Denver
University of Florida
University of Georgia
University of Illinois at Urbana-Champaign
University of Indianapolis
University of Iowa
University of Kentucky
University of Louisville
University of Maryland
University of Miami
University of Michigan
University of Mississippi
University of Missouri
University of North Carolina at Chapel Hill
University of Notre Dame
University of Oxford
University of Pittsburgh
University of Rochester
University of San Francisco
University of South Carolina
University of Southern California
University of Utah
University of Vermont
University of Virginia
University of Washington
University of Wisconsin
Utah State University
Vassar College
Villanova University
Virginia Polytechnic Institute and State University
Wake Forest University
West Virginia University
Western Michigan University
Wittenberg University
Wofford College
Wright State University
Xavier University
Lessons from Chapel Talks 2025
by Tracy Law, Ph.D.’85, Co-Advisor of the Chapel Talks program
T he power of a story is part of what it means to be human. Hearing stories creates empathy and expands knowledge. Crafting stories and delivering them to an audience hones creativity and self-awareness. When the Chapel Talk program was instituted in 2008-09, the purpose was for seniors to challenge themselves to reflect on their life experiences; to find a way to share something about themselves with their classmates, as well as the entire Upper School community. Head of School Mrs. Kelley Schiess believes, “The Chapel Talks program is one of the most treasured and formative traditions in the Upper School. It serves as a powerful expression of our mission to develop leaders of character grounded in faith, reflection and service.”
During preparation for their talk, every student is encouraged to find their own voice. Co-advisor of the program, Mrs. Monica Desch ’90 says, “I think that this year’s speakers really understood that they were delivering a talk, not a formal speech. We heard more personal stories to support the advice they were sharing with us.” Recent years have seen the incorporation of photographs, artwork and songs. Some emphasize a whole experience, some a single incident, interest or relationship. Some are humorous, while others choose to be straightforward.
Jackson Busch ’25 chose to be the final speaker at Senior Mass this May. When asked about his
enthusiasm for delivering a talk he responded, “I believe Chapel Talks are an essential tradition at Summit because of their ability to showcase the speaker’s growth during high school. The accessibility of the talks to every senior opens the door for a diverse crowd of speakers, who give a variety of unique talks. Seeing a large range of talks from freshman to junior year inspired me to give my own take and hopefully encourage others to do the same. Giving my talk on the seniors’, including my, last day of school, it was a privilege to be able to finish my time at Summit by sharing some of the views and values I’ve learned throughout my life and time here.”
“Chapel Talks are valuable to the community, the speaker and the families,” adds Mrs. Desch. “Younger students get to hear stories that let them know they are not alone. The speaker has grown from their freshman self to the young adult that will be starting the next chapter of their life. With this growth comes the realization that what they say is impactful. Personally, the most touching moment of a Chapel Talk is seeing the parents and relatives bursting with pride and joy. Many front pews are filled with people laughing and crying at the same time.”
Mrs. Schiess remembers well the feeling as a parent. “Both of my sons gave Chapel Talks during their senior years. I recall sitting in the Chapel surrounded by students, faculty and family watching my sons share their stories with courage and grace. As a parent watching I saw the power of The Summit experience.
Caitlyn Frodge shared how perspective is the mindset you bring to all the different paths life offers.
My sons’ voices were shaped by teachers who cared for and believed in them, by classmates who became trusted friends, and by a school culture that values relationships and meaning. As a parent, I am most grateful for the gift of the Chapel Talks experience.”
Audrey Shisler knew she wanted to give a talk when she entered Summit as a 9th grader, having seen her older brother Daniel ’19 deliver his. Describing what she hoped to achieve, Audrey says, “I wanted my talk to be memorable, to resonate with others and to explore the challenges of stepping outside of one’s comfort zone to discover who you truly are. Throughout the process, I was surrounded by incredible support. I bounced ideas off Dr. Law while writing, practiced countless times before school with Mrs. Desch, and even spent an entire free period rehearsing and memorizing my speech with Father Terry. Their encouragement made all the difference.”
Mrs. Schiess also cites the process of creating the talks as key to this signature program. “From a pedagogical approach, these Chapel Talks represent our emphasis on high impact teaching and learning.” She adds, “They integrate public speaking, writing and personal narrative into a culminating experience. As students prepare for their Chapel Talk, they receive individualized coaching from faculty members and Chapel Talk advisors, Dr. Law and Mrs. Desch. They work with students in a meaningful way by enhancing their critical thinking, communication and confidence, essential attributes of real-world readiness. I am so grateful for their passion in working
“Personally, the most touching moment of a Chapel Talk is seeing the parents and relatives bursting with pride and joy. Many front pews are filled with people laughing and crying at the same time.”
- Monica (Haas) Desch ’90
with our students through this journey.”
While there isn’t a set theme for student talks, each year’s set seems to naturally coalesce around a general topic. The class of 2025 seemed to share “Lessons That Give Me Strength.” This is fitting, given that perhaps the most valuable outcome of delivering a Chapel Talk is the ability to be vulnerable and to address personal feelings of anxiety. These are key elements, in moving beyond The Summit, to pursuing life as a true Leader
Kwadwo Karikari shared the lessons that gave him strength.
THE SUMMIT LATIN PROGRAM
11 State Championships and Counting with Summit’s Signature Latin Program
By Tracy Law, Ph.D. ‘85
“It’s an academic team, an art group, a service club and it has a huge social aspect,” says Hana Conte ’26, current President of the Ohio Junior Classical League. She adds, “We have the camaraderie of a sports team, the work ethic of AP students and we’re all close friends, even across six grade levels; I don’t think that there’s anything else like it at Summit.”
When Larry Dean was hired part-time in 1999, little could he have foreseen the incredible future success of the program he was tasked with rebuilding. In his 26 years at The Summit, the Latin program has involved artists, academics and athletes. Alumni enthusiastically reminisce and share the lasting impact of participating in the program. The list of individual successes is too long to include but consider State Championships for 11 of the last 15 years, as well as 27 consecutive years of Summit students elected as Ohio Junior Classical League (OJCL) state officers, and the excellence of the program is apparent.
Latin has been included in The Summit curriculum since the school’s inception, with the Sisters of
Notre Dame de Namur focusing on teaching the ecclesiastical Latin of the Catholic Church. By the dawn of the 21st century, the subject’s appeal was at a low point. Mr. Dean’s predecessor, who had made initial strides towards reinvigorating Latin at the school, then left midway through Larry’s first year, shifting him into the full-time position. Soon after, Mrs. Kim Ashcraft joined him and together they built the strong multi-divisional Latin program seen today. After 17 years, Mrs. Ashcraft moved into the Technology Department, and 2005 alum Lisa Mays stepped into the role. Mr. Dean laughs, “my biggest success is having an alumna of the program come back as my fellow teaching colleague in the Latin program!”
Graduates and current students continually speak about the caliber of these teachers. In 2015, Larry Dean was awarded the Schilderink Family Faculty Chair for Distinguished Teaching. Joseph Delamerced ’18 says, “I had the joy of learning from Mr. Dean, Mrs. Ashcraft and Ms. Mays. They were not only outstanding educators but also mentors and friends who deeply impacted me. Their guidance continues to influence me today, even in my work leading writing workshops for young people – a different field, but one that draws
Front row: Hana Conte, Kori McLane, Rowan Lavelle Second row: Callie Fox, Amber Kuehnel, Sofia Pancheri, Emma Rinehart, EJ Clements, Evelyn Paulsen, Tofunmi Ajayi Third row: Ms. Lisa Mays ’05, Manuel Cantillo, John Trokan, Will Fox, Kyan Gatewood, Ari Symonds, Corbin Nuss, Zezzie Imperial, Lily Finkleman, Liam Kenney, Livia Butcher, Kyndall Jones, Adelynn Woodward, Collin McGuire, Sophia Lei, Cailyn Youtsey Back row: Daniel Winhusen, Mr. Dean.
from the same spirit of mentorship and intellectual engagement.”
In the classroom, the course progression has changed little during Mr. Dean’s tenure. Instruction focuses on classical Latin, or that of ancient Rome. All Middle School students take sixth grade Latin, which meets once per week. In grades 7-12, students choose between French and Spanish and Latin. The Latin program usually includes about 25-30% of the Middle School and about 15% of the Upper School. Eleventh graders who take AP Latin or Latin 4 can then select Honors Ancient Greek in 12th grade. The annual Celebration of the Classics, headed into its 28th year, continues to be a mainstay, revolving around the classical work such as The Iliad or The Odyssey selected as the event’s focal point for student projects (although it no longer includes the weekend-long readathon of the chosen work!). Competitions and national exams are available to students at all levels, as is selection to the Latin Honor Society.
Another key element of the Latin program at Summit is community service. Monthly Saturday morning events at Matthew 25: Ministries are a staple. Other events such as cardmaking, sandwiches for Tender Mercies or park trail mulching/honeysuckle eradication have also been offered, making about 50 service hours per year. It is a special goal of Mr. Dean to return to pre-pandemic numbers of 200+ service hours annually.
So why study Latin? Mr. Dean responds, “Because Latin is no longer a living spoken language, learning the ‘dead language’ teaches you about language and languages in general. Past students have said that they
learned grammar and the intricacies of the English language through their study of Latin. The Romance languages all come from Latin and after Latin those Romance languages are pretty easy; but the real value is just an ability to understand the world around you more, from the US Senate (based on the Roman Senatus) to Cincinnatus (namesake of our city) to Aegis Security Company (named after the impenetrable shield made by Zeus but worn by Athena) to the names of the planets/months.” Current student John Trokan ’28 echoes this saying, “I think students have gotten a better understanding and appreciation of history in this class, as well as the experience of learning a new language (which is of course basically five languages rolled into one).”
A spirit tunnel greets the returning State Champs!
Tullus Dean ‘17 and Julia Dean ‘19 giving a speech about (father) Larry Dean in honor of his Silver Bowl 20th year at the JCL national convention.
Alum Tullus Dean ’17 (Mr. Dean’s son) has continued to be involved in OJCL, both in college and postgraduation. He strongly advocates for the Latin experience sharing, “A lot of my career success can be attributed to the skills I developed while in the Latin program at Summit. Interpersonal and communication skills while serving leadership roles laid the groundwork for my day job; hours of translating and looking up vocab words became practice for reading code documentation; I actually learned more about English grammar from Latin than I did in English (that has nothing to do with my English teachers and everything to do with the way my father was able to impress upon me the importance of a sentence’s grammatical structure) - I still find myself identifying indirect statements and clauses in English and imagining how they’d be translated into Latin. I continued my Classical education in college at Xavier University where I minored in Classical Humanities, which has been a talking point in every job interview since then.”
Brandon Sharp ’08 adds, “The benefits of taking Latin at Summit are legion. Practically, it sharpened my grammar, helped expand my vocabulary and helped me in various ways during college and law school. But it also exposed me to a big portion of our culture and civilization’s foundation. It allowed me to read poems, like those of Catullus, that revealed to me how people have been grappling with the human condition and its struggles for millennia. Finally, and most importantly,
it gave me the opportunity to learn alongside some fantastic people.”
Joseph Delamerced ’18 views his experiences through a different lens, “studying the classics helps you recognize patterns, appreciate cultural continuity, and question how narratives shape the present. For me, especially as a person of color, studying the Classics has offered a meaningful framework for understanding my place in the world and how I want to engage with it –politically, artistically and professionally.” Continuing to reflect, he added “There’s a common belief that Latin and Greek are useful because they boost standardized test scores or help with careers in law or medicine. While there’s some truth to that, I think reducing the study of Classics to utility alone misses the point. Latin and Greek are fascinating in their own right. Studying them is intellectually enriching – it’s amazing to explore the intricacies of ancient languages and realize how they influence modern ones. It’s not just academic; it’s also deeply fun and thought-provoking. The ability to find joy and relevance in something so ancient is a skill itself, and it stays with you.”
The culmination of the year is attendance at the OJCL State Convention, and often the national convention during the summer months. Winning repeated state titles, as well as having Summit students elected to state offices every year for almost three decades (Irene Calderon ’22 was elected to JCL national office), is
Carpe Diem! Summit’s long history of excellence in Latin.
where the program shines. But it is far more than medals and trophies that impact participants in the long run. “The highlight of my experience has definitely been the community I have found in the OJCL. Participating in Latin at Summit has opened the doors for me to meet so many people who take Latin at other schools, and I have made so many friends in the wider OJCL I never would have met otherwise,” says Hana Conte. Hana is the current OJCL President and previously served as second Vice President. She is the eighth Summit student elected to the state presidency.
Relationships made through the state and national organizations are cited by numerous alumni as a unique and valuable takeaway. “A favorite memory would definitely be attending Latin Conventions,” Joseph Delamerced reminisces, “I remember being genuinely surprised, thinking, ‘Wow, these people are actually really funny and pretty cool.’ It was a moment when the joy of the subject and the strength of the community really came alive. Some of my closest friendships today stem from what began as an arbitrary choice of what language to take in middle school. Two of my friends who spoke at my wedding are people I grew close to, in part, through the OJCL. It’s funny how a shared interest in something as specific as Latin can become the thread that deepens a lasting connection.”
Chris Lee ’14 feels that the bonds formed between Summit Middle and Upper School students are also a special feature. “As someone who participated in athletics, it is easy to assume that an academic competition like the OJCL Convention would primarily rely on the efforts of upperclassmen and other high schoolers, rather than the seventh and eighth graders experiencing the magic of the convention for the first time,” he says. “This could not be further from the truth, as each individual delegate has an identical opportunity to contribute to the overall sweepstakes due to how delicately OJCL manages the competitive balance of the competition. The breadth of competitive opportunities equitably rewards individual strengths, celebrating academic achievement alongside artistic expression at every level of knowledge, unified by an authentic love for the surviving aspects of the Classical Period.”
Expanding on the role that the Latin program plays in the development of leadership and character, Chris adds, “This fosters a spirit of respect within this subsection of The Summit community unlike any other. In its own unique way, OJCL expands and diversifies the peers of a young student, organically nurturing the seeds of passion to grow into the responsibility of leadership. With so much of our world driven by a call for change, OJCL has fortified a
Lisa Mays ’05 is flanked by numerous Latin awards while assisting Lafarron Tucker ‘26 and Rowan Cosgrove ‘27.
sanctuary that celebrates the positivity of a bygone age, developing young leaders who seek to ensure that the next generation of scholars be blessed with the same experience that molded them.”
Tullus Dean has been a part of the Classics world his entire life. As an adult, he continues his involvement at the Ohio Senior Classical League (college and post college organization affiliated with the JCL). “It has exposed me to the behind-the-scenes footwork that it takes to put on large conventions and events. I’m currently in my second of a three-year term as the OJCL State Chair of Convention and Technology, where I organize Ohio’s yearly state Latin convention, a 3-day event with over 400 attendees,” Tullus says. “I can’t begin to describe the personal gratification I get out of serving in this position. Handling the technology, contracts, finances, fundraising, communication and other responsibilities that go into providing students their own opportunity to enjoy the Classics.”
So, what does Mr. Larry Dean value the most about his Summit Latin experience? “One of the nice things about teaching students starting in sixth all the way through the 12th is getting to know them so well, seeing them grow and mature, watching their hard work pay off (most of the time!). I learn new things each day from the students.”
When asked about the incredible success of the program, Mr. Dean proudly adds, “Latin students
Summit placed first in Overall Points, third in Total per Capita Points and third in Academic per Capita Points at the 2025 Ohio Junior Classical League Convention. This was their 11th State Championship in the last 15 years.
340 students, teachers, adults and college students from 23 Ohio schools attended the state competition in Columbus this past March. The Summit sent a delegation of 28 students to compete.
Five Summit students placed in the top 15 of all 320 convention students; John Trokan ’28, Kyan Gatewood ‘28, Hana Conte, Will Fox ‘28 and Cailyn Youtsey ‘27.
are excellent ambassadors for Summit. Their success is the school’s success. Just like a state victory in sports reflects positively on the school, the academic excellence of the Latin students also does so. I love how academics are celebrated here at Summit, and Latin is just one of many, many programs that show the school’s academic prowess.”
Students stay focused on the instruction of veteran Latin teacher, Larry Dean.
Mrs. Moeggenberg leads a drawing lesson inspired by Mary Cassatt’s Mother and Child. After studying the piece and sketching their outlines in a previous class, students bring their artwork to life with color and shading.
A Fresh Chapter for Kindergarten: The Summit’s Montessori Schedule Evolves for 2025–2026
By Tina Tedesco
The Summit’s Montessori program is unveiling a thoughtfully redesigned daily schedule that promises to elevate the kindergarten experience while staying true to the heart of Montessori philosophy. With a blend of consistency, enrichment and innovation, this new structure is designed to support every child’s growth—academically, socially and emotionally during their final year in the 3–6 classroom.
Kindergarten Reimagined, but Rooted in Tradition
One of the most reassuring aspects of the new schedule is what’s staying the same: students will remain in their current classroom with the same teacher. This continuity honors the Montessori emphasis on longterm teacher-student relationships and eliminates the disruption of transitioning to a new environment. It also ensures that every kindergartner receives a rich, developmentally appropriate curriculum from a teacher already deeply familiar with their learning style and personality.
A Day in the Life: What’s New?
The revised schedule introduces a dynamic afternoon structure designed specifically for Summit kindergarteners. After a shared lunch in the cafeteria, students will rotate through a weekly specials schedule that includes:
• World Languages (Spanish or French, alternating by semester)
• Handwriting
• Social-Emotional Learning (SEL)
• Enrichment Studies
These sessions take place while younger full-day students are napping, giving kindergarteners a unique opportunity for advanced learning and peer bonding. Students are grouped into four consistent cohorts for these specials, fostering close friendships and shared experiences.
Following specials and recess, students return to their classrooms for an afternoon work cycle—an extension of their academic day that deepens understanding and encourages leadership within the multi-age setting.
Toddlers enjoy unstructured play in the natural playscape and sandbox- an important sensorial experience that encourages exploration and joy in nature. Outdoor time is part of our daily routine.
Enrichment That Sparks Wonder
A highlight of the kindergarten year is the weekly Enrichment session with veteran educator Mrs. Linda Moeggenberg. These longer-format classes allow for immersive, hands-on exploration of topics like the Solar System, the Skeletal System, Zoology, and Famous Artists. The extended time also supports beloved traditions like the Nativity Play, a cherished Summit milestone for all kindergartners.
Field Trips That Bring Learning to Life
The adventure doesn’t stop in the classroom. Kindergarteners will enjoy enriching field trips to local cultural and scientific institutions, including:
• The Cincinnati Zoo
• The Children’s Theatre
• The Cincinnati Observatory
• The Cincinnati Art Museum
These outings are designed to complement classroom learning and provide real-world connections to the curriculum.
Why the Change?
This schedule redesign is the result of months of collaboration with Independent School Management (ISM) and feedback from families and faculty. The goal? To create a more student-centered, developmentally aligned experience that prepares children for the transition to Lower School while preserving the magic of Montessori.
Key benefits include:
• Longer, uninterrupted work cycles that support deeper academic engagement
• Fewer transitions and more predictable routines
• Balanced classrooms with a mix of full-day and half-day students
• Improved communication between families and teachers
• Equitable teacher planning time and integrated support services
These enhancements also align with The Summit’s ongoing pursuit of accreditation with the American
With gentle guidance from Ms. Bry, Demi develops her own original story in her journal. Nurturing creativity and self-expression is a hallmark of our Montessori approach.
Montessori Society (AMS), reinforcing its commitment to excellence in Montessori education.
As Stephanie Hicks, Montessori Director, shared in her recent letter to families, “These thoughtful enhancements reflect our deep commitment to Montessori philosophy and align with the accreditation standards of the Independent Schools Association of the Central States (ISACS).”
The Summit hosted a Coffee Q&A session in May to help families understand the new schedule and ask questions. Teachers will continue to provide updates and opportunities to engage throughout this school year.
The 2025–2026 school year promises to be a joyful, enriching and empowering journey for our kindergarteners. With a schedule designed to honor their developmental needs and prepare them for what’s next, The Summit is setting the stage for a truly transformative year.
Kindergartner Catherine Davis demonstrates focus and independence as she completes her continent map and reflects on her learning through journal writing.
Ms. Emily Fortin works with a student on his long bead chain- so long, they had to take it to the hallway! Montessori math encourages children to explore large numbers in a concrete, hands-on way.
Real-World Reading: Lower School’s new ELA curriculum brings literacy to life
By Tanya Bricking Leach
During a class discussion about healthy eating, a second grader thought about her usual lunch at home. She looked up and said, “That’s all yellow,” describing her plate of chicken nuggets and mac and cheese.
“She started brainstorming what fruits or vegetables she could add,” says Sara Bycura, second grade teacher. “That kind of real-life thinking is what we want.”
It’s all part of Project Learn, a new English Language Arts (ELA) curriculum in The Summit’s Lower School that ties reading and writing to real-world topics students care about.
“We made this change because research has shown this is the best way to teach literacy,” says Alexis Weaver, a literacy specialist for kindergarten and first grade. “We’re integrating literacy into real-world concepts. Students are engaged, and they know why they’re learning what they’re learning.”
Literacy across the day
The new ELA curriculum, called Project Learn, replaces
the old workshop model. Instead of practicing reading and writing in isolation, students now use those skills while exploring science and social studies. It’s all connected, and it’s more engaging.
In first grade, for example, students visited the Observatory while studying the sun and moon and applying what they had learned in books to real-life observations. During a unit on the human body, they used pipettes to model the circulatory system and practiced explaining how blood moves through the body.
Second graders read about the Constitution and then drafted classroom rules, using what they learned to shape their own community. In another unit, they built clay models of land and water features and practiced using new vocabulary to describe what they made.
“They’re not just memorizing vocabulary,” Bycura says. “They’re using it in context. And when they see a word again in a different setting, they get so excited.”
Third grade brings even deeper connections. When learning about the Civil War, students created nonfiction chapter books to show what they knew and
build their writing skills. In a human movement unit, they modeled how muscles and tendons work together to move in the body. By attaching a string to a paper finger, they could see how pulling the string — just like a tendon — bent the finger at the joints. These kinds of hands-on, literacy-rich lessons are part of a larger shift in how reading and writing are taught at The Summit.
Inspired by local research
The new approach was inspired by professional development through the Center for Reading Science at Mount St. Joseph University, a Catholic university in Cincinnati founded by the Sisters of Charity and long connected to the region’s Catholic schools. The Summit team worked directly with faculty from the center and now uses a curriculum developed through that partnership.
Michelle Livingstone, a literacy specialist for grades two through four, says the shift is part of a larger move toward evidence-based instruction.
“The content we use is drawn from the Ohio learning standards. The strategies are based on how kids actually learn to read. Everything we do is grounded in research,” she says.
That includes collaboration among teachers. “We meet weekly by grade level and regularly across grade levels,” Weaver says. “We talk about what’s working, how we’re pacing the units and how to adapt strategies for our students.”
Confidence and comprehension
Bycura has noticed a change in how students approach reading and writing.
“They’re more confident because they’re all coming in with shared background knowledge,” she says. “When they go to write, they already have ideas. That makes a big difference.”
In a unit on animal adaptations and habitats, students researched animals and created books to display in the class library. “They were so proud of them,” she says. “And they still talk about what they learned weeks later.” Weaver agrees. “Even after a unit ends, they want to keep reading about it. I have kids asking for more books about animals or plants long after the lesson is over,” she says.
More than memorization
The curriculum is designed to help students think deeply and talk about what they learn.
“They’re not just answering questions,” Livingstone says. “They’re forming opinions, comparing ideas and backing up their thinking with evidence from texts.” Vocabulary plays a big role. Bycura displays new words on posters around the classroom, and students are encouraged to notice and reuse them.
“They love spotting a word we’ve studied in another book or even outside of class,” she says. “And parents are telling us their kids are using words at home that they didn’t even know they knew.”
Looking ahead
Project Learn is designed for early elementary students as they continue to grow into proficient readers. But the skills they gain will stay with them well beyond third grade.
“We’re seeing it spark curiosity,” Weaver says. “Students are asking thoughtful questions and making connections across subjects in ways that weren’t happening before.”
Livingstone says the goal is to build independent readers who can think critically, ask questions and communicate clearly.
“They’re reading complex fiction and nonfiction texts, and they’re analyzing them with their teachers,” she says. “By the time they get to middle school, they’ll be used to reading and writing about real topics.”
Weaver says the long-term goal is even bigger: “We want students who are curious, confident and able to make sense of the world. And that starts with reading.”
Why an Integrated Approach Works
Benefits of combining ELA with science and social studies:
• Builds Connections: Students link reading and writing to real topics like landforms, food systems or government.
• Boosts Engagement: Kids are more interested when they see how reading and writing apply to the world around them.
• Supports Language Development: Vocabulary, grammar and oral language show up across the day—not just during reading time.
• Saves Time: Teaching strategies across subjects help teachers maximize instructional minutes.
Want to learn more about the research behind this? Read “Rethinking How to Promote Reading Comprehension” by Hugh Catts at aft.org.
Teaching That Sticks: How the Middle School fuels critical thinking, collaboration and character
By Tanya Bricking Leach
Every day in Rob Schaaf’s classroom, middle schoolers do more than just learn history. They’re learning how to think for themselves, work as a team and grow into confident, thoughtful people.
Schaaf is a social studies teacher and the RISE and behavior coordinator for grades five through eight. He blends project-based learning with student-led collaboration and character education.
“What they learn is less important than how they learn it at this age,” Schaaf says.
In Schaaf’s class, critical thinking shows up in different ways. Students create geography maps, collaborate on group research and negotiate alliances in the lunchtime Diplomacy Club.
From memorization to making meaning
Lessons might start with a region’s geography, but they don’t end there. Instead of rote memorization, students complete hands-on projects. They build maps showing population density, natural resources, literacy rates and religious majorities. They examine how borders changed after colonialism.
“Looking at how borders and places have changed over time helps explain a lot of the conflict and issues that Africa is dealing with today,” Schaaf says. “They’re processing this on their own.”
After the geography unit, students dive into history by choosing their own research topics. The content varies, but the skills stay consistent.
“They all learn something slightly different, but they all learn the same research skills,” Schaaf says. That includes finding reliable sources, evaluating bias, taking notes, organizing information and citing their work. And the payoff isn’t a test score. It’s being able to form an opinion and back it up with evidence.
“I tell parents all the time I don’t remember anything that I learned in a middle school social studies class,” Schaaf says. “So, the learning has to be meaningful in how it’s done.”
Learning to work together
Schaaf designs two of his three major projects to be group-based. That includes the map-making assignment and a current events video project, which mimics a newscast complete with anchors, field reporters and even commercials.
“They each take responsibility for a story, but they also have to play different roles in the videos,” Schaaf says. “Some kids hate being on camera, so they do the editing. Others handle the script. Everyone contributes in their own way.”
Students reflect on their contributions through anonymous group rubrics, rating themselves and teammates on effort and cooperation. “It helps students see how their contributions are being viewed by classmates,” Schaaf says. “How are you producing value in a group?”
While students often start by working with their friends, Schaaf says the outcomes improve when they begin to think more critically about team dynamics. “If you just put a group of boys together, and the map ends up sloppy, nobody’s surprised,” he says. “But they learn from that. They make different choices next time.”
Diplomacy teaches more than strategy
One of Schaaf’s favorite ways to reinforce collaboration is through a club called Diplomacy. Based on a strategy game set in pre–World War I Europe, students write orders and form alliances to try to take over the map. But nothing works without teamwork.
“You have to make alliances and work together. You can’t demand something from someone unless you offer something back,” Schaaf says. “The groups that do best are the ones who build the best relationships early in the game.”
The club now runs during lunch for two groups: one for grades 5 and 6 and another for grades 7 and 8. “I’ve got a team of girls this year who won both of our games, and they were very proud,” Schaaf says.
A positive approach to behavior
Schaaf also coordinates the RISE program in the Middle School. The acronym stands for respect, integrity, self-
control and excellence. It’s part code of conduct — and part culture.
The school has shifted from a purely disciplinary model to one that also rewards good behavior. Teachers now submit positive write-ups when students go out of their way to be helpful, thoughtful or kind.
“We’re starting to recognize students for the little positive things we see them doing,” Schaaf says. “It makes a big difference in how they view expectations.”
Acts such as staying after class to help clean up, inviting a classmate to join a game, or checking in on someone who looks upset are all reasons to be recognized. Students whose names come up in these write-ups get entered into a weekly raffle for a reward. Schaaf also makes a point to personally acknowledge them. “I’ll say, ‘Hey, I saw your positive write-up. That was awesome.’”
He still handles traditional discipline such as lunch detentions, but those meetings are more conversation than punishment. “I’m not just there to punish them. I’m there to help them recognize their role and what they can do better next time,” Schaaf says.
Why middle school matters
Schaaf says this focus on reflection, character and thinking is essential at this stage. “Middle schoolers are starting to separate their identities from their parents. They’re figuring out who they are,” he says.
Critical thinking gives them the tools to evaluate what they’re seeing, both in class and in life.
“You might see someone getting positive attention. But is that really what you want to model?” he says. “We want kids who question things, not just copy what they see.”
He sees collaboration as equally important. “Almost every job they’ll ever do will require working with others,” Schaaf says. “The earlier they learn how to contribute and recognize other people’s strengths, the better.”
A window of opportunity
Schaaf says what makes middle school special is how much growth is still possible.
“They’re old enough to have real conversations, but they’re young enough that there’s still a lot of growing to do,” he says. “We have a real opportunity to make a positive difference.”
And while some adults find middle schoolers difficult, Schaaf sees something else entirely. “If you understand where they’re coming from developmentally, you can explain 90% of what they do. Their concerns are real and important to them. We do them a disservice if we dismiss that.”
That’s what he wants people to know. “I wish everybody could see the awkward beauty of it the way I do,” he says. “They are really interesting people. And there’s a lot you can get out of working with them.”
Walking For Water: Summit students unite for global impact
By Emily Fernback
Each spring, students at The Summit Country Day School take part in a powerful tradition that connects their local community to a global cause. Known as Hands Across the Water, this annual service-learning project began in 2010 when Michael van Dorselaer ’15 introduced it to the Middle School. Since then, it has grown into a schoolwide initiative that brings together students from every division in a shared mission: to provide clean water to children in developing countries.
Rooted in the values of the Sisters of Notre Dame de Namur (SNDdeN), The Summit’s Catholic and Independent identity emphasizes service, education, and global citizenship. Through Hands Across the Water, students learn about the global water crisis in the classroom, exploring the issue through language arts, math, science, social studies and religion. The project is more than a fundraiser—it’s a hands-on lesson in empathy, justice and the power of collective action.
The funds raised support the Clean Water for Life Project, which supplies P&G Purifier of Water packets
to schools and clinics in underserved regions. In many parts of the Southern Hemisphere, women and children walk for hours each day to collect water, and it’s often from contaminated sources. These purification packets, developed in collaboration with the U.S. Centers for Disease Control and Prevention, offer a simple, affordable way to make water safe to drink, right at home or school.
Each April, the entire Summit community comes together for Hands Across the Water Day as a symbolic act of solidarity. The day begins with prayer led by Father Phil Seher and Sister Mary Ann Barnhorn, SNDdeN. Students then participate in a walkathon, carrying gallons of water across campus—water they’ve brought in as donations. The walk mirrors the daily journeys made by millions around the world and serves as a powerful reminder of the privilege of easy access to clean water. After the event, the donated water is given to Matthew 25: Ministries, extending the impact even further.
The results of this effort are tangible. According to the SNDdeN, donations from The Summit have helped
Kristin Hausladen ‘96 and Lower School students walk for the Hands Across the Water.
reduce the time families spend collecting water, allowing children to spend more time in school. The Clean Water for Life Project also drills wells, installs piping and electrical systems, and supports long-term infrastructure improvements. Kevin Manley, former Director of Development for the SNDdeN, described The Summit’s contributions as “providing time to those who before had much less of it.”
This year, the school raised $6,455.30 for the cause, bringing the total since the project’s inception to more than $180,000. Though the walkathon is a once-a-year event, the spirit of Hands Across the Water continues year-round, as the Sisters and the school community remain committed to making clean water a reality for all.
Middle School students walk for the Hands Across the Water.
Middle School students walk for the Hands Across the Water.
When Cookies Unlock Memories
By Tracy Law, Ph.D.‘85
The relationship between food and memory is powerful. How taste, smell and presentation elicit memory is studied by psychologists and beloved by writers. When Lucy Hayes ‘26 and a group of friends visited the Sisters of Notre Dame Province Center bearing cookies, little did they realize what relationships would be formed, and what memories shared.
In reflecting on their initial visit, Lucy says, “My friends and I didn’t expect that a plate of warm chocolate chip cookies or a chilled fresh cheesecake could lead to stories of far-away missions, deep faith and decades of service, but it has, every time. It all began with my friend Sydney’s love for baking- what started with her sharing homemade cookies, cakes and pies with family and friends quickly turned into something more meaningful.” A single visit became a monthly gathering “sharing desserts while the sisters shared their lives.” For Lucy, this became a passion project. Inspired by the sisters’ stories, she is eagerly exploring ways to share what she’s heard with the greater Summit community. She approached her junior English teacher, Ms. Gail Rosero about the best way to document the shared
narratives. Following are two stories that have been, as she says, “in my heart ever since.”
“Sister Marcella, with her compassionate heart and unwavering dedication, shared her experiences working with the homeless in DC. She spoke of how her work with the homeless was ‘the love of her life’ and how she worked with a group opening a facility where the homeless could come for medical care. She shared with us a special story about a specific day in The Church of the Savior, a man had passed away and while waiting for his body to be picked up, she sang to him, ‘Go now in peace, faithful child of God, as you take your rest into paradise, God’s holy angels will lead you home to the wide open arms of our God.’ This song is so special to her that when a sister dies, she goes to their room and sings this song. She says, ‘with my poor memory it amazes me that I still remember, I like to think it’s God’s way of helping me hold on.’”
“Sister Agnes shared a deeply moving story about taking in a young woman who had been placed in an abusive adoptive home after moving here from Germany. This woman, already traumatized by her past, had then been wrongly admitted to a psychiatric ward. Sister Agnes
Rosie Gieseke ‘26, Sydney Brinkman ‘26 and Lucy Hayes ‘26 share cookies with the Sisters on one of their monthly visits.
shared the struggles that she and her fellow sisters experienced when trying to help the girl, after taking her in. She explained that often the girl would ask the sisters what they were getting in return for helping her; Sister Agnes explained that ‘people do things out of love, and we are doing this because we love you; this often brought her to tears, to hear that someone loved her.’ The sisters’ work with this girl was so impactful that they were able to get her into a community college, then a 4-year college where she made the Dean’s List.”
When asked what has been most valuable to her about these gatherings, Lucy says, “These stories of selfless service, compassion and resilience left a lasting impact on me, reminding me of the profound difference that can be made when we reach out to those in need with kindness and understanding. Each sister has her own unique journey, filled with compassion, resilience and quiet acts of heroism that continue to inspire me.”
Ms. Rosero adds, “By reaching out to brighten the day of the sisters, Lucy and her friends demonstrate a sensitivity and compassion that is beyond their years. And the fact that they focus on how much they have benefited from listening to the stories of the sisters embodies the best of the motto, ‘to grow in grace and wisdom.’”
Sydney Brinkman ‘26 and Lucy Hayes ‘26 enthusiastically wait to hear the stories to come.
Lucy Hayes ‘26, Sydney Brinkman ‘26 and Rosie Gieseke ‘26 pose with the sisters and their cookies.
A Good Knight’s Sleep
By Tracy Law, Ph.D. ‘85
Sleep is a basic need for humans. This is especially true for young people. The Center for Disease Control (CDC) estimates that 35-50% of US children aged four months to 14 years are not regularly experiencing the required hours of sleep. Without proper sleep, children suffer from behavioral problems, difficulties concentrating at school and excessive sleepiness during the day. These problems are then exacerbated by the stress and other complications of families living below the poverty level.
There is however a related hidden problem in the United States that is also all too common in the Greater Cincinnati area – homes without beds. Founded in 2001 to combat this issue, the Cincinnati St. Vincent de Paul Bed Program provides beds to families in need. In 2022, they provided 1,636 beds and currently receive 200 requests per month. Having participated in the SVdP event, the Bohmer family accepted the challenge to bring this service experience to The Summit. Rebecca and Mike Bohmer (SCD Board of Trustee member) are the parents of Danny ’22, Vivi ’24 and Quinn ’26.
When thinking about recreating the SVdP event at Summit, Rebecca reflects on her initial hesitancy,
“It’s a lot of logistical planning. It requires about 100 volunteers. It’s hard to explain to those who have never seen it. And it’s really hard for people to believe that kids in their own community have never had their own bed.” But the 2024 event was a success. “I was completely overwhelmed,” says Rebecca, “and I had so many moments of joy watching our students interact with kids from Corryville Catholic. I loved watching their parents relax while their kids were having a ball. And most of all, loved watching the Summit students, parents, teachers and staff step up (as always) to make it a huge success.”
Dubbed “A Good Knight’s Sleep,” the Summit event involves inviting parents who have requested help from SVdP and their children to the Athletics Complex. To remove the discomfort and stigma of asking for help, it is presented as a raffle for the beds; unbeknownst to them, everyone is a winner. The night before, volunteers assemble the beds, complete with bedding. On event day, the children and their parents are welcomed to a relaxed afternoon of fun, games and food. Parents chat while their children play with Summit student volunteers. The highlight of the day is the unveiling of the beds. Afterwards, Summit volunteers transport the beds to the recipients’ homes. This year, in addition
Some of the US student volunteers after assembling the donated beds.
to Upper School students, Middle School students Parker Adams, Jack Devitt, and Colton Bettcher also participated as part of their Capstone Project.
The impact on our Summit students is profound. “I think it’s amazing that we are able to get just as much out of the experience as the people receiving the beds. It’s truly eye-opening,” said Quinn Bohmer ’26.
Charlie Ritch ’26 added “Seeing the impact that we had on these kids by giving them something as simple as a bed truly has had a lasting impact on me. It didn’t even feel like I was doing service, but more like I was having fun playing with kids like me. Seeing the looks on these kids’ faces when they received their beds has opened my eyes to the importance of philanthropy.”
Rebecca was similarly affected, sharing that “little miracles happened throughout the planning and execution of the day. The stories of families breaking down in tears when they learned they would no longer have to sleep together, or on the floor, were so touching and eye opening. A dad who was working to get his children back home needed two beds before he was approved by the State of Ohio to get them back. A mom who had no furniture but a small futon for five people was shocked to get all four of her kids each a new bed. As her new bed was being delivered, a young girl said, ‘Mom, does this mean we don’t have to sleep together anymore?’ And on and on. That we had exactly 50 children who needed 50 beds both last year and this year felt divinely arranged.”
The sense of community, so beloved by the Sisters of Notre Dame de Namur, was felt by Jocelyn Lauckner ’25 who said, “this opportunity allowed me to give
back to and foster a deeper connection with children in the local Cincinnati community. Sharing in their excitement and observing the sheer joy on the faces of the recipients as they ran to their new beds was heartwarming. I am abundantly grateful for the bonds forged, the smiles shared and the reminder that small efforts can have a profound impact on young hearts.”
“We grew the event to include St. Francis De Sales this year and hope to spread to the community of CISE (Catholic Inner City Schools Education) schools in the future,” Rebecca reflects. “Sometimes you are in a position to help, and sometimes you are in a position where you need to ask for help. We all have both throughout our lives. I am so grateful to be able to help in a way that makes a difference that very night.”
Charlie Ritch ‘26 and his new friend celebrate the gift of a bed.
50 beds wait for 50 kids at the Good Knights Sleep event.
Student Spotlight
Summit Stages a Spectacular First Act at Cappies Awards
For its first time out, The Summit made a great showing at the Critics and Awards Program, or Cappies, securing nine nominations and one win for the production of The Brothers Grimm Spectaculathon during the awards ceremony in May. The Cappies is a national program that recognizes excellence in high school theatre across Greater Cincinnati. Student critics are trained to review live performances at other schools and have their top reviews published. At year’s end, student critics vote on awards for performances, technical achievements, and productions, which are presented at the annual Cappies Gala at the Aronoff Center.
Summit had a total of nine Cappies critics this year participating in the program. Sophie Brouwer ’26, Hana Conte ’26, Rowan Cosgrove ’27, Finn Kropp ’25, Olive Lindsay ‘27, Mason Moyle ‘25, Annabelle Schlotman (published twice); Katie Shackleford (Lead Critic and published once) and Katherine Shuey (published once).
“Thank you so much for your continued support,” says Theatre Director Amy Batchelor. “I am truly blessed!”
Comic Actor in a Male Role in a Play
Daniel Winhusen ‘26, Winner
Sound
Rowan Cosgrove ‘25 and Finn Kropp ‘25, Nominated
Ensemble in a Play
Johannes and the Raven, including students
Katie Shackleford ‘26, Katherine Shuey ‘27 and Julia Tedesco ‘27, Nominated
Featured Actor in a Female Role in a Play Annabelle Schlotman ‘25, Nominated
Best Featured Actor in a Male Role in a Play Rowan Lavelle ‘25, Nominated
Comic Actor in a Female Role in a Play Hana Conte ‘26, Nominated
Supporting Actor in a Female Role in a Play Caitlyn Ferrer ‘26, Nominated
Leading Actor in a Female Role in a Play Gracie Sanders ‘25, Nominated
Play
The Brothers Grimm Spectaculathon, including students Sophie Gray ‘25, Caroline Hagerman ‘26, Runako Muvirimi ‘26, Nia Neal ‘25, Sophie Brouwer ‘26, Livi Mueller ‘26, Jayden Puryear ‘26, Ashley May ‘27, Dani Santamarina ‘28, Lexi Cutter ‘26 and Kaitlyn Rassi ‘26, Nominated
Julia Tedesco ‘27 and Rowan Lavelle ‘25
Daniel Winhusen ‘26 wins best Comic Actor
Annabelle Scholtman ‘25 and Hana Conte ‘26
Middle School Awards
Honor in Action
Matti Hofmann ‘31
Anna Baker ‘30
Rachel Burkart ‘30
Dorothy Stang
Grade 5: Liam Wiltshire ‘32 and McKenzie Bell ‘32
Grade 6: Matti Hofmann ‘31 and Michaela Bell ‘31
Grade 7: Robert Montgomery
IV ‘30 and Anna Baker ‘30
Grade 8: Isaac Lam ‘29 and Lucy Viveros Valdepeña ‘29
Grade 5 Leaders of Character Award
Janie Wendling ‘32
Rory Hussey ‘32
Grade 6 Leader of Character Award
Gwen Suder ‘31
Noah Roberts ‘31
Grade 7 Leaders of Character Award
Evelyn Paulsen ‘30
Hudson Pfeffer ‘30
Grade 8 Leaders of Character Award
Anne Marie Misrach ‘29
Eileen Bolan SMS ‘25
Grade 8 Awards
The Character Award
Mabel Hartmann SMS ‘25
Beckham Carrasquillo ‘29
Sportsmanship Award
Alaina Williams ‘29
Maguire Imperial ‘29
Leadership Award
Henry Ahouse ‘29
Marguerite Jackson SMS ‘25
On March 29, several of our 7th and 8th grade musicians showcased their talent at the OMEA Solo and Ensemble event, delivering outstanding performances after months of dedicated practice. Students prepared solos and ensemble pieces, which they performed before an official adjudicator, receiving both a rating and written critique based on their musical expression and technical skill. Soloists Charlie Williams ‘30 and Isaiah Santiago ‘30 earned a Rating I, the highest distinction, recognizing their performances as “truly outstanding.” Ari Symonds ‘29 received a Rating II, acknowledging a strong performance with only minor errors.
Outstanding Student Award
Olivia Miele ‘29
Samuel Krulcik ‘29
Outstanding Citizenship Award
Nikhil Jain ‘29
Ari Symonds ‘29
Peacemaker Award
Sofia Pancheri ‘29
Dominic Montaque SMS ‘25
Emil Nelson Award
Cameron Kline ‘29
Summit freshman Abby Kroner ‘28 has been named one of five Cincinnati Area Teens of Impact by the American Heart Association. She was recognized at the AHA’s Go Red for Women event at Great American Ball Park, joined by close friends and fellow advocates Natalie Pater ’28 and Grace Golden ’28. Throughout March and April, Abby raised more than $31,000 with her team in honor of her sister, Kate Kroner.
Freshmen compete at Envirothon competition
Five Summit freshmen—Dr. Kat Sickinger, Forrest Cloran ‘28, John Trokan ‘28, Dillon Minton ‘28, Sam Viltro ‘28, Will Fox ‘28 and Mr. Derrick Duncan —represented the school in its first-ever appearance at the Envirothon competition, a statewide environmental science contest focused on topics like forestry, wildlife, soils, and aquatic ecology. The team placed 14th out of 62 teams and was the third highest-ranking team from Hamilton County. The students enjoyed the experience and are already looking ahead to next year, aiming to break into the top four and qualify for the state competition.
Summit Eighth Grader Named Teen of Impact Honoree
Middle School Musicians Shine at OMEA Solo and Ensemble Event
Cincinnati Art Museum’s 10x10 Teen Expo
Haley Baker ‘26 was recently honored for her artistic talent with the acceptance of her entry into the 2025 10x10 Teen Expo at the Cincinnati Art Museum. Her work was displayed from April 15–20 in the Marek-Weaver Family Commons, alongside other pieces from teen artists across the region. The 10x10 exhibit celebrates emerging youth talents in visual art and offers a unique platform for creative expression in a professional museum setting.
Students earn awards at Magnified Giving
Several seventh graders recently attended a special event at the Magnified Giving office, where they joined students from across the area to learn more about philanthropy and present on nonprofit organizations of their choice. Thanks to their preparation through Capstone, Summit students stood out - Andrea Perez Sanchez ‘30, Brenna Neyer ‘30, Olivia Elfenbein ‘30, Sophia Lei ‘30, Estelle Neyer ‘30, and Rebeca Perez Sanchez ‘30 all represented Summit proudly. Rebeca Perez Sanchez was awarded $1,000 for her presentation on CancerFree KIDS, and Brenna Neyer earned $500 for her work highlighting Madi’s House.
Summit sophomore earns honorable mention at Cincinnati Scholastic Chess Series
Shriyan Masineni ‘27 was honored with a trophy and medal after participating in the Cincinnati Scholastic Chess Series in the U900 category. Despite competing in only four of the six monthly tournaments, Shriyan earned an impressive 8.5 points based on his wins throughout the series. Students who achieved over 7.5 points received an honorable mention, recognizing Shriyan’s strong performance and dedication chess series.
STEM students present research at DiscoverBMB
Summit’s MAPS (Modeling a Protein Story) Team—Sophia Carazo ‘26, Meghan Curran ‘26, Caitlyn Ferrer ‘26, Zezzie Imperial ‘27 and Zaina Kamran ‘26, presented their research at DiscoverBMB, which is the annual meeting of the American Society of Biochemistry and Molecular Biology, held in Chicago. Their abstract, "A New Era in Weight Loss Management: Illustrating GLP1R Interactions with Natural Ligand GLP1," was accepted for the Undergraduate Poster Session on Saturday, April 12. The students represented Summit at a national level, sharing their scientific insights alongside college researchers and highlighting the strength of Summit’s STEM programming and the students’ dedication to real-world inquiry.
Student researcher heads to state with award-winning social media study
Zaina Kamran ‘26 was selected to present her original research project, Investigating How Social Media and Gender Impact Emotions and Social Media Scrolling Habits, at the Ohio Junior Science and Humanities Symposium and the Buckeye Science and Engineering Fair. She also earned Superior scores at the University of Cincinnati Regional Science Fair, qualifying her for State Science Day and was given the American Statistical Association Award. Now in its third year, her project explores behavioral patterns tied to social media use.
Jocelyn Lauckner ‘25, a student-athlete at The Summit, has been named one of 18 recipients of the 2025 Flying Pig Marathon Scholarship, awarded by Pig Works. The $5,000 scholarship recognizes high school runners who demonstrate excellence not only in cross country or track and field, but also in leadership, teamwork, and community service. This year marks a record number of scholarships awarded by the organization, highlighting a growing commitment to supporting student-athletes in both their academic and athletic careers.
Middle School Athletics
Miami Valley Conference (MVC) Winners
Boys’ Cross Country
Boys’ and Girls’ Soccer
Boys’ Basketball, 2nd in the MVC Volleyball, 3rd in the MVC
Cincinnati Youth Organization
Boys’ Track, 2nd in the city
Girls’ Track, 4th in the city
Faculty Spotlight
Donna Doran – Music and the Developing Brain
When Donna Dirksing Doran walks into her classroom at The Summit, she brings more than just a song and a dance; she brings a deep understanding of how music shapes the developing brain. As an Early Childhood and Elementary Music Education Specialist, Donna has spent years crafting joyful, research-based lessons for children from birth through third grade. Her work recently earned her a place on stage at Cincinnati’s Music Hall, where she joined renowned soprano Renée Fleming for the Music and Mind event, a national initiative exploring the intersection of music, health and neuroscience.
Donna was invited to the panel by UC Integrative Health, thanks to a recommendation from a former Summit parent and physician at Cincinnati Children’s Hospital. While the organizers initially sought a music therapist, Donna’s unique approach to early childhood music education stood out. “Music to children presents as joy and joyful moments,” she explained, “but it’s also a powerful tool for cognitive and emotional development.”
At the event, Donna shared how music can support everything from literacy and math to emotional regulation and memory. “The part of the brain that processes music is the same part that processes information needed for reading,” she said. “Babies and toddlers need sound information to develop auditory processing networks, which in turn prepare their brains for literacy.” She emphasized that even something as simple as keeping a steady beat can activate the neural pathways necessary for reading.
Her insights are backed by science. Medical imaging has shown that musicians, especially those who begin training before age seven, have increased development in areas of the brain responsible for verbal memory, fine motor skills and auditory processing. “Neurons that fire together, wire together,” Donna quoted psychologist Donald Hebb, explaining how repeated musical activities build anticipation and strengthen memory in young children.
One of her most compelling stories involved a toddler in her program who began singing before speaking.
“I’m excited to highlight some of what we do at The Summit and spotlight the artistic pillar to the Cincinnati community.”
- Donna Doran
Initially nonverbal, the child gradually started echo singing in class, and soon after, his speech began to emerge. “It was a beautiful reminder that music can unlock language,” she said.
Donna’s message to the audience was clear: music is not just a luxury — it’s a necessity. “It’s not only important to our souls,” she said, “it’s also important to our brains. The earlier we can become involved in music, the more benefits we can receive.”
She also encouraged families to bring music into their homes in simple, spontaneous ways. “Music learning can happen in a structured class, but it can also happen during a dance party in the living room or while banging on pots and pans,” she said. “Parents are rock stars to their children, and their children have been hearing their voices since inside the womb.”
As she continues to teach and advocate, Donna remains excited to spotlight the artistic pillar to the Cincinnati community and the role music plays in shaping young minds. “Whether you’re reading music or a novel, you’re exercising the same part of your brain,” she said. “Music is a gift we can give our children, and it is one that will benefit them for a lifetime.”
Calendar of Events
2025-26
Opening Day of School for Grades 1-12: Aug. 19
Montessori Phase-in Dates: Aug. 20-29
Booster Bash: Aug. 23
All School Opening Mass: Aug. 26
Labor Day NO SCHOOL: Sept. 1
Fall Festival: Sept. 19
Homecoming Weekend: Sept. 19-20
Fall Break NO SCHOOL: Oct. 16-17
End of Warm Weather Uniforms: Oct. 31
In-Service Day NO SCHOOL: Nov. 4
Thanksgiving Break NO SCHOOL: Nov. 26-28
A Festival of Lessons & Carols: Dec. 14
Christmas Break NO SCHOOL: Dec. 22-Jan. 2
Christmas Eve Masses: Dec. 24
In-Service Day NO SCHOOL: Jan. 5
Martin Luther King Jr. Day NO SCHOOL: Jan. 19
All School Catholic Schools Week Mass: Jan. 27
Schiff Family SRI Colloquium: Jan. 29
Winter Break NO SCHOOL: Feb. 13-16
Ash Wednesday: Feb. 18
AP Art Expo: Feb. 19
Start of Warm Weather Uniforms: March 2
All School Day of Service: March 7
One Night, All Knights: March 14
Spring Break NO SCHOOL: March 23-27
Easter Break NO SCHOOL: April 3-6
Campus Day: April 26
Drive for the Knights Golf Outing: May 3
May Crowning: May 7
Montessori Last Day of School: May 20
Last Day of School for Grades 1-12: May 22
Divisional Conferences
*= NO SCHOOL
Montessori: Oct. 24*, Mar. 13*
Lower School: Oct. 23, Oct. 24*, Mar. 12, Mar. 13*
Middle School: Oct. 23, Oct. 24*, Mar. 13*
Upper School: Oct. 23, Oct. 24*, Mar. 13*
Moving Up Milestones
US Grade 12 Graduation: May 17
MS Grade 8 Graduation: May 20
LS Grade 4 Sending Forth Mass: May 21
Kristin Hausladen Baker ‘96 named Schilderink Family Faculty Chair for Distinguished Teaching
By Tina Tedesco
W
alk into Kristin Baker’s fourth-grade classroom, and you’ll immediately sense something special. There’s a rhythm to the way she teaches—equal parts joy, rigor, warmth and faith. Her students are not just learning; they’re thriving. Each student is seen, heard, challenged and celebrated. Kristin’s teaching style is deeply personal and profoundly effective. She doesn’t just deliver lessons; she builds relationships, cultivates confidence and inspires transformation.
“She brought out the best in their math abilities. She modeled Catholic prayer. She even threw a pool party just to celebrate their achievements,” said Candace McDonald, a parent of three children who have all had Kristin as a teacher.
This is the kind of mentorship that goes beyond academics. Kristin’s classroom is a place where students are prepared not just for the next grade, but for life. Her high expectations are always paired with compassion, and her belief in every child is unwavering.
It’s no surprise, then, that this year, The Summit community named Mrs. Kristin Hausladen Baker the 2025 recipient of its highest honor for teaching excellence: the Schilderink Faculty Chair for Distinguished Teaching.
This award represents far more than outstanding instruction. It symbolizes the heartbeat of the school, the commitment to inspiring growth, nurturing learning and empowering achievement in every student. And Kristin embodies all of it.
“This is a place that I call home, and I model how I treat teachers after my teachers.” Kristin said in her acceptance speech. “I am proud to not only be an alum and a teacher, but also a parent of three children who I have so much gratitude for. This is their second home, and I’m so proud to be part of this school.”
Kristin’s connection to Summit runs deep. As an alumna, a teacher, and a parent, she lives and breathes the values the school holds dear. Her dedication is evident in every interaction, whether she’s meeting a student early in the morning for extra help or piloting a new technology initiative despite not being a frequent tech user.
“That’s who she is,” a colleague shared. “Always learning, always growing, always leading by example.”
Her innovative approach to parent communication has even influenced how Summit reports student progress in math and writing, an example of how her leadership extends beyond the classroom and helps shape the school itself.
Kristin’s excellence is widely recognized, but she has never sought the spotlight. She simply shows up, day after day, pouring her energy into her students. One teacher joked, “Fifth grade can’t even keep up,” a nod to how well-prepared her students are when they leave her classroom.
A former student’s parent summed it up perfectly: “There are teachers who let students coast through school. Kristin is not one of them. She sees each child not only for who they are but for who they can become.”
That’s the essence of the Schilderink Award. It’s not just about teaching—it’s about transformation. And Kristin transforms lives.
Lauren (Brinkmeyer) Goebel ‘96 and Kristin pose with past US Director, Tom Monaco at Senior Prom.
Leaders of Character Awards
This award recognizes those who consistently model what we seek to teach students: kindness, caring, respect, fairness, responsibility, courage, perseverance, accountability, justice, patience, humility, compassion and gratitude. Leaders of Character recognize opportunities, form a vision of what can be achieved and challenges self and others to get results. We are proud to honor the following four recipients:
Emily Fortin: Community Builder and Compassionate Leader
“Emily leads with quiet strength and unwavering kindness—her classroom is a reflection of the values we hold most dear.”
Emily Fortin is a compassionate and principled educator who fosters a warm, inclusive classroom where every student feels seen and valued. Her leadership is rooted in kindness, professionalism, and a deep commitment to community. She models grace and thoughtful problem-solving in every interaction, inspiring both students and colleagues.
Emily actively engages in professional growth and contributes meaningfully to school life. Her resilience, humility, and quiet strength reflect the core values we teach our children. She is a true Leader of Character whose presence uplifts the entire school community.
Emily’s classroom is a haven of peace and mutual respect, where students are encouraged to express themselves and grow with confidence. Her ability to connect with each child and her unwavering support for her peers make her a cornerstone of the Lower School. She leads not through loud declarations, but through consistent, heartfelt action that leaves a lasting impact.
Laura Haas: Leadership Architect and Lifelong Mentor
“My hope for you is that you try to always have a purpose, and that you lead with your head, your heart and your hands.” - Laura Haas
Laura Haas has been a guiding force in the Upper School for nearly four decades, serving as a coach, teacher, and advisor. Her most enduring legacy lies in her role in shaping the Leader of Character framework, where her wisdom and decisiveness helped bring clarity and direction.
Laura leads with integrity, courage, and a deep sense of responsibility. She embodies the spirit of The Summit through her unwavering dedication and thoughtful mentorship. Her influence has shaped generations of students and colleagues alike, making her a true Leader of Character in every sense.
Laura’s contributions extend beyond the classroom— she has been instrumental in developing leadership programs and mentoring young educators. Her ability to see potential in others and guide them with honesty and care has left an indelible mark on the school community. Her legacy is one of empowerment, vision, and steadfast commitment to excellence.
Cliff Pope: Guardian of Values
“Cliff doesn’t just do what’s right—he does it with grace, patience, and unwavering care.”
Cliff Pope is a quiet yet powerful presence in the Upper School, known for his integrity, patience and unwavering commitment to justice. Whether supporting students, guiding peers, or safeguarding school values, he leads with humility and discernment.
Cliff handles sensitive situations with care and fairness, always putting student well-being and Catholic identity at the forefront. He takes on responsibilities without hesitation and models the values we strive to instill in our students. His steady leadership and deep compassion make him a respected and admired Leader of Character.
Cliff’s calm demeanor and thoughtful approach make him a trusted confidant and advisor. He is often the quiet force behind important decisions, ensuring that every action is guided by principles and empathy. His presence brings a sense of stability and reassurance to the entire school.
Rob Schaaf: Responsive Leader and Trusted Guide
“Rob leads not for recognition, but because he cares deeply about people and doing the right thing.”
Rob Schaaf exemplifies leadership through action, consistency, and care. Balancing roles in two academic departments and serving as the Middle School RISE and behavior coordinator, he meets every challenge with fairness, calm, and compassion.
Rob is a thoughtful teacher, a dependable teammate, and a trusted presence for students and families. He leads by example—listening well, responding quickly, and always doing what is right. His integrity, perseverance, and dedication to student growth reflect the very essence of the Leader of Character award and strengthen our entire school community.
Rob’s ability to juggle multiple responsibilities while maintaining a positive and composed demeanor is truly remarkable. He is a problem-solver, a mentor, and a role model who consistently puts the needs of others first. His work behind the scenes ensures a supportive and respectful environment where students can thrive.
Living The Summit Way: Honoring This Year’s
Exemplary
Leaders
At The Summit, excellence is more than a goal—it’s a way of life. It’s about servant leadership, integrity, and a tireless commitment to doing what’s right for our students and community. Each year, The Summit Way Award recognizes individuals who embody these values in extraordinary ways. This year, we are proud to celebrate three remarkable recipients whose dedication, compassion, and spirit uplift everyone around them.
Laura Wulker: The Engine Behind the Mission
While her work may happen behind the scenes, Laura Wulker’s impact is front and center. As Advancement Services Manager, Laura is the organizational powerhouse who keeps the development office humming. From managing complex databases to producing hundreds of donor profiles at lightning speed, she brings precision, humor and a “can do” spirit to everything she does.
Laura’s colleagues describe her as a fundraising mission control operator - texting updates mid-meeting, solving problems before they arise, and always ready to roll up her sleeves. Her work is vital; her attitude is infectious and her dedication unmatched.
In a role that demands both technical skill and heart, Laura shines. Her tireless efforts and behind-the-scenes brilliance are a perfect reflection of The Summit Way.
Linda Moeggenberg: A Legacy of Joyful Learning
With more than three decades of service, Linda Moeggenberg is more than a teacher; she’s a Summit institution. Her kindergarten classroom is a place of wonder, where creativity, respect and hands-on learning flourish. Students thrive under her guidance, and parents often request her by name, with one even calling her a “unicorn”—a rare blend of magic, grace, and dedication.
Linda’s influence extends far beyond her classroom. She’s a vital contributor to school plays, field trips, and countless behind-the-scenes efforts that keep the school running smoothly. Her mentorship of fellow educators and her ever-present willingness to help, whether it’s early mornings or summer days, reflect her deep commitment to the community.
Her legacy is one of excellence, flexibility and heart. Linda Moeggenberg lives The Summit Way every single day.
Elizabeth Ko: A Steady Hand and a Compassionate Heart
Elizabeth Ko is a quiet force of wisdom and warmth within The Summit community. Known for her thoughtful approach and deep empathy, Elizabeth is a trusted guide for both students and colleagues. Whether she’s offering support during a challenging moment or staying late to ensure clear communication with families, her commitment never wavers.
Her read-aloud sessions on social-emotional learning have become a cherished part of the school day, with students eagerly anticipating the return of beloved characters and meaningful conversations. Behind the scenes, her expertise in child development and her ability to see the whole child make her an invaluable resource to the entire faculty.
Elizabeth’s integrity, kindness and unwavering dedication leave a lasting imprint on everyone she encounters. She is a true embodiment of The Summit Way.
“Let us always go on sowing the good seed; then live in the peace of God.”
– Saint Julie Billiart, foundress of the Sisters of Notre Dame de Namur
Retirees
Laura
Honoring Laura Haas’s 36 Years at The Summit
After 36 years of unwavering dedication, boundless energy and transformative leadership, Laura Haas is retiring from The Summit, leaving behind a legacy that will continue to shape the school community for generations. As students, faculty and alumni reflected on her remarkable career, one thing is clear: Laura Haas is not just a part of The Summit; she is its heart.
From her earliest days on campus, Laura brought a spirit of innovation, compassion and resilience that defined her tenure. She served in countless roles: teacher, coach, advisor, mentor and leader, but her impact extended far beyond any title. She was, as one colleague put it, “the heart and soul of our student programming initiatives,” a steady and inspiring presence through six Upper School Directors and countless changes in education.
Laura’s commitment to student development was never confined to the classroom. She was a visionary in co-curricular programming, leaving her mark on initiatives like the Soleil Program, Student Council and the Upper School Leadership Teams. These programs empowered students to find their voices, take initiative and lead with integrity.
Her influence extended to the athletic fields as well, where she coached nearly every season: field hockey, basketball, softball, cross country and track. Former athletes remember her not only for her strategic mind and competitive spirit but for the way she made each player feel seen, heard and valued. “Coach Haas believed in me when I didn’t believe in myself,” one alum recalled.
Perhaps what stands out most about Laura is her authenticity. She led with honesty and humility, never afraid to admit mistakes or learn alongside her students and colleagues. Her leadership was never about authority; it was about service. “The point was to lead so that those that you lead become better leaders,” she once said.
As Laura steps into retirement, the community she helped build is filled with gratitude and admiration. Her legacy is firmly rooted in the culture of The Summit, in the programs she built, the students she mentored, and the values she championed. “Always be reminded we create a community among those with whom we work and those who we serve.”
Haas
Coach Laura Haas with softball players in 1994.
Beth Bissmeyer
Beth Bissmeyer: A Legacy of Dedication and Heart
Beth Bissmeyer is leaving The Summit after 12 years of dedicated service. From her very first day, Beth brought a rare blend of warmth, professionalism and vision that helped shape the school into the community it is today.
Throughout her tenure, Beth wore many hats with grace and excellence. As a key member of the admissions team, she welcomed countless families with her signature kindness and smile. She later served as assistant director of the Upper School and, most recently, as assistant to the chaplain and parent community coordinator—roles in which her faith and compassion shone brightly.
Beth’s connection to The Summit goes beyond her dedication as a staff member. She also invested in The Summit as a proud parent. “Throughout their time here, our children have always been loved, nurtured, and proactively guided to use their God-given gifts and talents to make the world a better place,” she once shared. Andrew ’17, Patrick ’19, Brendan ’21, and Maggie ’25 are all proud Summit graduates.
As she steps into retirement, Beth looks forward to focusing on her other passions: teaching yoga and supporting the family business.
Martha Grumley
Martha Grumley: A Gifted and Dedicated Educator
After nearly 12 years of service at The Summit, Martha Grumley is retiring. Martha’s brilliance, tireless work ethic, and deep commitment to students and colleagues have left a lasting impact on our community.
A gifted educator, Martha had a rare ability to engage young minds with clarity, creativity and compassion. Whether supporting students as an educational assistant or leading as a teacher, she brought intellect and empathy to every role. Her colleagues often joked she could teach quantum physics to second graders— and make it fun.
Martha’s dedication extended beyond the classroom. She was often the first to arrive, preparing materials with meticulous care. Her generosity, mentorship and collaborative spirit made her a beloved presence among staff.
Though retiring, Martha’s journey with The Summit isn’t over. She plans to return as a substitute teacher, continuing to support students whenever needed—a testament to her enduring passion for education.
As she transitions into this new chapter, Martha looks forward to spending more time with her grandsons, Lyle and George, her husband Rich, and daughters Meg and Hannah. Her presence will be deeply missed, but her legacy will continue to inspire.
Upper School Athletics: A Year to Remember (2024–25)
The 2024–25 school year was nothing short of extraordinary for The Summit’s athletic program. From championship titles to academic honors, our student-athletes demonstrated excellence both on and off the field. With state championships in both boys’ and girls’ soccer, numerous district and regional titles and standout individual performances, this year was a testament to the talent, dedication and spirit of our teams. We also celebrate the coaches whose leadership helped guide these achievements and the students who balanced athletic success with academic distinction. Here’s a look back at a remarkable year in Summit athletics!
State Champions
Boys’ and Girls’ Soccer
State Qualifying Teams
Boys’ and Girls’ Cross Country, Girls’ Tennis, Boys’ and Girls’ Swimming, Boys’ Basketball, Boys’ and Girls’ Track
Regional Champions
Boys’ and Girls Soccer, Boys’ Basketball
District Champions
Boys’ and Girls’ Cross Country, Boys’ and Girls’ Soccer, Boys’ Basketball, Boys’ Track, Baseball
Callie Fox ‘26 (Girls’ Cross Country), Mia Stevens ‘26 (Girls’ Soccer), Ama Karikari ‘27 (Track)
City Players of the Year
Mia Stevens ‘26 (Girls’ Soccer), Kendall Northern ‘26 (Volleyball)
MVC Coaches of the Year
Kurtis Smith (Girls’ Cross Country), Scott Sievering (Boys’ Soccer), Karen Hess (Volleyball), Kevin Johnson Jr. ‘13 (Boys’ Basketball), Kim Horning (Track)
SW Ohio DIV Private School Coach of the Year
Mike Fee (Girls’ Soccer)
District 16 DV Coach of the Year
Karen Hess (Volleyball)
Summit boys’ basketball earns first regional championship since 2012 with a 58-35 victory over Clark Montessori.
After two years on the sidelines, cheer made a triumphant comeback.
Swim Sends a Record Nine Athletes to State.
Summit Baseball wrapped its season with a district championship.
Alex Bajorek ‘26.
Briez Kelly ‘27.
Muna Anusionwu ‘27.
From Players to Leaders Alumni Coaches Are Back
at The Summit
Coach Cooper Schreibeis ‘12 - soccer.
Once a Knight, always a Knight
By Brendan Connelly
When athletic director Greg Dennis was hired in 2003, Summit Country Day’s athletic programs owned two team state titles: baseball in 1995 and boys’ soccer in 1999.
Not long after he took over, the state championships started to arrive in droves, from boys’ and girls’ soccer to boys’ basketball to track and field. A big reason for that has been the school’s alumni that have returned as head coaches or assistant coaches.
“Most of the schools I’ve worked at have always had a lot of success with alumni coming back. They understand the culture of the program and the school, and they’re a lot more bought in to want to see the success continue,” Dennis said.
Heading into the 2025-2026 school year, there are 12 alumni in the coaching ranks across the Middle School and Upper School. They didn’t all return at the same time, but it has been a waterfall effect in recent years. As more alumni have come back, greater success has followed.
Corey Albertson ‘07 is one of the oldest alumni to return. Along with head coach Kevin Johnson Jr. ‘13, they are leading the boys’ basketball team to places it hasn’t been in 10 years.
“It’s been awesome. I’ve been fortunate to have known Kevin since he was 14 or 15 years old. He’s building the program back to where the expectations are similar to when he played,” Albertson said.
Johnson is a household name in Cincinnati thanks to his playing career at Summit and the University of Cincinnati. He was the leading scorer on the Silver Knights’ 2012 Division III state championship team. In four years at UC, he averaged six points per game and helped the Bearcats to four NCAA Tournament appearances.
In Johnson’s first season at the helm, the boys’ basketball team went 17-7 and earned a share of the Miami Valley Conference-Scarlet division title. Last March, the Silver Knights advanced to their first state semifinal since 2012.
Johnson is also the alumni engagement officer. The job gives him a chance to reconnect with classmates, and he can also play a small part in bringing alumni back to the school to coach.
Former head coach Rich Hoyt had a lasting impact on Albertson during his playing days. A good coach is so much more than just that. In every sport, coaches have the opportunity to be a mentor who can leave a lifelong impact on their athletes.
Coach John Penote ‘22 bringing his team together for a cheer.
The Summit Country Day School strives to develop its students’ character in five different areas: spiritual, academic, physical, social and artistic. In practice and competition, the coaches aim to further build those pillars.
Jamie Escudero ‘04 has been the junior varsity baseball head coach since 2020. He played for Andy Poli, who is currently in his second stint as the varsity head coach. Poli was the one to call Escudero when the JV position opened.
“Andy’s great. He obviously pushed me to be a better player and taught me a lot about the nuance of the game when I was a player,” Escudero said.
Escudero also coaches bowling alongside his father, Ed, who taught chemistry at the school from 1987 to 2016 and started the bowling team in 2008. While Ed takes a regimented approach, Jamie and Michael Pierce like to tailor their coaching plans based on each student’s abilities. Sometimes that means helping a bowler improve from a 180 average to a 200 average. Other times it’s working from the ground up while also giving a math lesson to help students understand the frame-byframe scoring.
The developmental side of sports, and instilling life lessons, is what Jamie enjoys most.
“Seeing the growth and seeing the kids actually go from, ‘I don’t really know what this game is all about,’ to ‘I can’t wait until next season starts!’ is pretty awesome,” Escudero said. “It’s one of those places that was part of
my life forever, so it kind of made sense to give back, even if it is as minimally as six kids at a bowling alley.” The majority of the coaches graduated in 2010 or later. Some have known each other since they walked the halls together. Seeing each other every day, both on the athletic fields and around Cincinnati, means they don’t have to wait five years for class reunions.
“It’s that culture of being able to see them and pick up right where you left off and just talk about old memories,” 2014 graduate Bryce Hueber said.
The youngest alumni in the coaching ranks are middle school soccer coaches Lily Martin ‘24, John Penote ‘22 and Rachel Martin ‘20. Of the 12 alumni currently coaching at Summit, six are involved with the soccer teams, either at the Middle School or Upper School.
The soccer teams have the longest pedigree of any athletic program at the school. The boys’ team has won seven titles since 2012, and the girls’ team has lifted the trophy five times since 2011. In a way, their recent success has helped lift the rest of the school’s athletic programs.
Since 2010, Summit has had two individuals appear in the OHSAA state tournament. Colin Cotton ‘11 won the 2010 Division III cross country state championship. Elizabeth Fahrmeier ‘21 played in three straight Division II tennis state tournaments, taking fourth place in 2017. There are five track and field state champions, including Mason Moore ‘15 winning back-to-back 1,600-meter titles in 2014 and 2015.
Coach Ruben Tolble ‘18 helping to keep the LAX program strong.
Corey Albertson ‘07 Boys Varsity Basketball
Kiana Allen ‘18 Girls Basketball
Bradley Bedacht ’10 Bowling
Megan Byrne ’18 Lacrosse
Courtney Chamberlin ’18 Track and Cross Country
Jamie Escudero ‘04 Bowling and Baseball
Tyler Hannah ‘15 Track and Football
Holden Hertzel ‘12 Middle School Boys Basketball
Bryce Hueber ‘14 Girls Soccer
Kevin Johnson ‘13 Boys Varsity Basketball
Todd Kinross ’87 Field Hockey
Brandon Lorentz ‘13 Middle School Track and Soccer
Lily Martin ‘24 K-6 Soccer
Rachel Martin ‘20 Middle School Boys Basketball High School Cross Country High School Girls Lacrosse
Scott Mays ‘10 Boys and Girls Soccer
John Penote ‘22 Middle School Boys Soccer
Cooper Schreibeis ‘12 JV Boys Soccer
Dan Shisler ’19 Track
Sophie Siedner ’09 Field Hockey
Ruben Tolble ‘18 Varsity Boys Lacrosse
Coach Kevin Johnson Jr. ‘13 strategizing with his athletes.
Coach Scott Mays ‘10 giving direction to one of his players.
“Since I was there in 2007 versus now, there’s a completely different emphasis on sports at Summit. It’s much more structured, it’s much more competitive, it’s much more of a source of pride,” Albertson said.
As a sophomore, Hueber scored eight goals and was a part of the girls’ soccer team’s first state title. After playing in college at Wright State and Ohio, and professionally overseas, she is beginning her first season as an assistant.
She had previously talked to head coach Mike Fee about joining his staff and pounced on the opportunity when a position opened during the offseason. What makes Fee one of the best coaches in the city is his leadership style. His ears are always open to suggestions not just from the coaching staff, but also from the players.
Hueber was at the 2024 state championship game and, after seeing the Silver Knights claim back-to-back titles,
is eager to contribute to more postseason runs.
“It just gets me more and more motivated and excited and trying to make sure that, every day, they’re challenged to strive to get that feeling because there’s no better feeling,” Hueber said.
Each coach has different stories of mentorship and a different reason for coming back. The one common thread they all share is Dennis. His continuity and familiarity have given the coaches a sense of comfort as they return in a professional capacity.
He is also committed to doing things the right way and the best way possible.
“I think there’s more of a focus on doing it right and not just having a team to have a team and field a team and have that option. If we’re going to have a field hockey team, let’s make sure we have great coaches and great leaders for the girls playing field hockey. We’re going to have a bowling team? Let’s have people that know what they’re doing,” Greg Dennis said.
It has become increasingly common in recent years that the best people for the job have been alumni.
Dennis allows each head coach to oversee their program down to the middle school level and hire their own assistants.
“Greg has been there for 20-plus years now. That makes people more comfortable coming back and I would be pretty comfortable saying that every one of those alums that have come back and coached, they all have a very
Coach Brandon Lorentz ‘13 congratulates a runner for a job well-done.
Coach Rachel Martin ‘20 back row, left.
strong relationship with him,” Albertson said. Dennis has a reciprocal appreciation for all the alumni that have a desire to lead future generations. As the athletic director, he obviously takes pride in each team’s accomplishments. But what brings him just as much joy is knowing those programs have achieved success thanks to individuals whose minds were shaped by the school.
“A lot of our coaches now that were former students were some of our leaders within the building and on the athletic field, and they’re bringing that same energy back as coaches,” Dennis said.
From the alumni standpoint, they have a chance to spend time on the fields and courts where they once dominated.
Summit provides a state-of-the-art experience with Williams Field on the school grounds and at the athletic complex in Madisonville. There are plans to upgrade both facilities; the athletic complex is 25 years old, and Williams Field was last renovated around the time Dennis’s tenure began. Both locations have seen their fair share of legendary moments, but future upgrades will give Summit’s student-athletes more, and better, opportunities to chase greatness. Dennis simply hopes that the alumni will continue to lead the way.
“The culture doesn’t change. Those alumni know and understand our culture, so they help us instill that culture in the new kids that are coming in,” Dennis said.
Basketball Coach Corey Albertson ‘07.
In addition to JV baseball, Jamie Escudero ‘04 coaches bowling alongside his father, Ed.
Courtney Chamberlin ‘18 and Tyler Hannah ‘15 with track head coach Kim Horning.
Silver Knights Forever
Alumni Game Boys’ Soccer.
Alumni Game Girls’ Soccer.
Alumni Game Boys’ Basketball.
Alumni Game Girls’ Field Hockey.
Upcoming Dates
Friday, September 19
SPA Fall Festival and Homecoming game. Summit v. Roger Bacon at 7 p.m.
Saturday, September 20
Athletic Hall of Fame. Inductees will be announced at halftime during the Oct. 4 football game and honored at a ceremony Oct. 5 from noon to 2 p.m. in St. Cecilia Hall.
Reunions for this year are the class years ending in 5 and 0. The reunion weekend will be Oct. 5. All alumni are invited. Contact your class rep and Kevin Johnson Jr. ’13 to plan your reunion.
Saturday, September 20
Campus tour at noon. Memorial Service for Alumni and The Summit Community at 1 p.m., Immaculate Heart of Mary Chapel.
Thursday, October 30
Legacy Photo, Immaculate Heart of Mary Chapel
Wednesday, November 26
Thanksgiving Alumni Happy Hour
Sunday, December 14 Lessons and Carols
Alumni Contact Kevin Johnson, Jr. ‘13
Alumni Engagement and Gifts Officer 513.871.4700 ext. 240 johnson_k@summitcds.org
Homecoming and Reunion Weekend
Friday, September 19
3:30 p.m. • Fall Fest
Bring the family for fun during the Summit Parents Association Fall Festival. Purchase food and activity tickets at the event.
5:30-7 p.m. • Alumni and Friends Tailgate The Class of 1989 Pond ALL ALUMNI are invited to join. $25 per person to cover your drinks and lite bites. RSVP and pay with the QR code.
7 p.m. • Football Game
Summit vs. Miami Valley Christian Academy Williams Field
Announcing the Athletic Hall of Fame inductees and special award winners during halftime.
Saturday, September 20
3 p.m. • Campus Tour
Led by Pat Kelly • Depart from the Immaculate Heart of Mary Chapel Foyer
4 p.m. • Alumni Memorial Mass Immaculate Heart of Mary Chapel
All Alumni and The Summit community are invited to a special mass honoring our departed alumni.
5-6:30 p.m. • Athletic Hall of Fame St. Cecilia’s Hall Inducting: C.J. Collins ‘09 and Michael Peterson ‘07
ALL ALUMNI are invited. $25 per person for drinks and appetizers. RSVP and pay with QR code.
Class Notes
To RSVP, please scan the QR code or register online at summitcds.org/alumni.
Alumni class notes are now published in the quarterly alumni e-newsletter. Please submit your updates on job promotions, marriages, babies, awards and other notable events online at www.summitcds.org/submityournews
Service-learning project: Garden for the Good.
The annual crowning of Mary.
Friendly competition ahead of the State Robotics Championships. MS celebrating Culture Day.
Spring Montessori concert.
A Lasting Tribute: The Mary Foss Brinkmeyer ’67 Parlor
On a meaningful evening at The Summit, members of the community gathered to dedicate Bishops Parlor in memory of Mary Foss Brinkmeyer, a distinguished member of the Class of 1967. Mary’s contributions to The Summit were profound and far-reaching. She was a Summit Lifer and served at the school as an educator, parent, grandparent, Board member, mentor and Assistant Head of School. Notably, she played a pivotal role in crafting the school’s mission statement, and she was the visionary behind the Leaders of Character Program, both of which continue to guide The Summit community today.
In recognition of her enduring legacy, the space has been renamed the Mary Foss Brinkmeyer Parlor. This thoughtfully renovated room is intended to serve multiple purposes: a gathering place for community engagement, a setting for joyful celebrations such as weddings, and a collaborative environment for leadership and planning. Each function reflects the values Mary championed throughout her life.
The renovation was made possible through the leadership of Summit alumni and the generosity of donors. The parlor now features personal memorabilia and photographs that honor Mary’s deep connection to The Summit.
All members of The Summit community are invited to visit the Mary Foss Brinkmeyer Parlor, a space inspired by the grace, vision and love of Mary’s legacy.
