Summer 2020 Newsletter

Volume 41

TCS is No Place for Hate

By Emily Figley, Second Grade Teacher At The College School, we believe in experiential learning.

We encourage our learners to approach challenges with a growth mindset and a willingness to view multiple perspectives.

You all know this. It’s probably a big part of why you’re here.

One of the many reasons I love being a TCS teacher is because of the authentic, tangible ways we make space for kids to understand their own identity, to sit with discomfort, ask hard questions, and challenge their own thinking. This year, one way that we’ve been able to demonstrate some of these core values was by receiving the 2019-2020 designation as a No Place for Hate school.

Issue 2

Summer 2020

Development for the ADL, said in our award ceremony, “tak[ing] a stand against bigotry, hate, prejudice and stereotypes within your own places of learning..is never an easy job. It takes a whole school community to make it work from students to teachers, families, and administrators.” In order to make the NPfH pledge something we are living out in our school community, all of us have to make it part of our promise to each other.

What’s next?

Tiffany Khang, our Director of Equity & Inclusion, reminded us in the Zoom award ceremony that “we have committed as a school to living out the pledge of being a No Place for Hate School.”

This means that we will work to demonstrate our commitment each year, seeking a yearly designation. Every year presents new challenges and difficult conversations, shaped by the nature of

So, what is No Place for Hate?

No Place for Hate (NPfH) is a national initiative of the AntiDefamation League (ADL), an organization dedicated to securing justice and fair treatment for all. NPfH has been around for twenty years and is in over 1,600 schools across the country. Schools receive this designation after a year-long process collecting evidence of their commitment to anti-hate and anti-bias work.

During the 2019-2020 school year, TCS showcased a variety of actions, including: • our annual Wagon Train food drive • skits demonstrating what it looks like to stand up to hate • our school-wide Post-It initiative to spread positivity, led by our Equity & Inclusion Student Committee • a partnership with the Mildred Lane Kemper Art Museum exploring art and social change • 100% class participation in signing the upper and lower division NPfH pledge NPfH emphasizes student voice and participation throughout the process. Students in all grades shared their voices, ideas, and reflections during each class’ effort. Our student-led Equity & Inclusion Committee, composed of students in Fifth - Eighth grades, was essential in sharing information with their peers, communicating with the school, and celebrating our designation at the end of year with a community Zoom. Mildred Lane Kemper Art Museum educators, Meredith Lehman and Olivia Mendelson, shared how much they enjoyed working with our students. Olivia shared that she saw learners who were “thinking critically, leading with empathy, respecting differences, and speaking up for what’s right.” These are qualities of future thinkers, problem-solvers, and leaders we want to encourage.

Receiving the designation truly required the commitment of everyone. As Tabari Coleman, Director of Professional

our world, communities, and classrooms. Living out the NPfH pledge and our own TCS mission means making anti-bias, antihate work at the core of all that we do.

As a teacher, I know that I am so grateful to have the support of the entire No Place for Hate community. I am incredibly proud of the TCS community and so excited to see what we can do next.

Congratulations, TCS!

Equity & Inclusion Mission Statement

At the College School, we are committed to helping each child explore their identity in order to find and develop their voice. Each identity, each voice should be honored and celebrated by all members of our community for they are the result of who each child is as an individual. They connect that child to a family and to the cultural identity and background(s) with which their family identifies.

Summer 2020

Congratulations Class of 2020

The College School Class of 2020

Front row, from left to right: Noah Finley, Molly Padberg, Ana Schirmer, Elise Mainard, Alia Jassim; Middle row, from left to right: Lydia Brodbeck, Sophie Beracha, Mia Todisman, Elizabeth Paterson, Zoe Hoyt, April Henken, Kate Steinberg, Amelia Donaldson, Theo Krieger; Back row, from left to right: Willy Durham, Isaac Tung, Camille Devlin, Audrey Amato, Rebekah Rhyne, William Sheffield, Declan Richards, Phillip Mihalevich.

This May, 22 students graduated from The College School, joining more than 900 alumni. This fall, the Class of 2020 is attending 11 different high schools this fall. We wish them the best on their new adventures!

Parkway West High School Audrey Amato Whitfield School Sophie Beracha Phillip Mihalevich Principia School Lydia Brodbeck

Declan Richards Theo Krieger William Sheffield Chaminade College Preparatory School Noah Finley

Lindbergh High School Amelia Donaldson

Nerinx Hall April Henken Zoe Hoyt Alia Jassim Molly Padberg Elizabeth Paterson Ana Schirmer Mia Todisman

St. Louis University High School Willy Durham

Cor Jesu Academy Elise Mainard

Webster Groves High School Camille Devlin Rebekah Rhyne

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Ladue Horton Watkins High School Kate Steinberg John Burroughs School Isaac Tung n

Summer 2020

Building Community Through River City

By Leah Zueger, Development and Communications Associate Each year at The College School brings with it a new milestone and theme for students. For every class, an experience, a project, or a combination of both is anticipated, prepared for, reflected upon, and ultimately accomplished. Whether it’s their first (of many!) overnight, performing on stage, a night spent solo camping, or a 100-mile bike ride, students at TCS learn early

that the world is filled with adventure and possibility. While one could argue that the theme in Third Grade may seem a bit... tame compared to Adventure Day in Second Grade or white water rafting on Eighth Grade Field Ecology, one could just as easily argue that it sits at the core of what The College School is: Community.

Starting in Preschool-Big Bend, students are introduced to the idea of community through the school’s Reggio-inspired philosophy, and in subsequent years, the importance of it is experienced in myriad ways. In Third Grade, however, the approach is quite purposeful, inviting students to examine many types of communities, both historical and current, and some of which they are a part of and some of which they are simply observers. How present-day communities function and what makes one livable is theirs to consider, study, and ultimately create. This happens in

a number of ways throughout the year, including writing stories from the perspective of a person living in the area centuries ago, Market Days (events that bring together a range of students to buy goods and services from current third graders in what teacher Will Langton describes as an “experiential curriculum of entrepreneurial literacy”), and the exploration of several distinct neighborhoods in the greater St. Louis region. The final project for the year involves each student introducing a new business or

organization to River City, the town where they spend their days imagining and creating a livable, sustainable community. This, however, does not happen until they’ve conducted extensive research, written a compelling paper, purchased land with their Market Days’ earnings, and built a physical structure to house their business.

Full disclosure, this last school year I was mom to a TCS third grader who was hooked on the idea of River City from his first Market Day experience in First Grade. As previously noted, River City is an actual place, and while it may be small in stature, it is big on ideas and heart. Located on The College School’s LaBarque Campus, River City is forever expanding and evolving to meet the needs of its newest residents. This year alone, it became home to a community college, an Iraqi grocery store, a natural history museum, a boutique hotel, an equestrian school, and a children’s hospital, to name but a few. All of this happened while distance learning and, in no small part, thanks to both teachers, Matt Diller and Will Langton. With their guidance, dedication, ingenuity, and patience, students were able to continue their dreams of creating an urban landscape that reflects themselves and their class, all while being physically separated.

Learning about community while physically distanced from

one’s own certainly illuminates the importance of it. A particularly wonderful project the students worked on while distance learning was writing a map-based story called A Day in the Life of River City. Referencing the map of River City that Will had recently revised, students created fictional stories informed by their own personal experiences and their own visions of what life is like living there. For my son, this story was not only a reflection of life as he imagined it in River City but a glimpse into his classroom community and the importance of those in it. He spoke fondly of borrowing a bike from a friend, a classmate and River City neighbor, so he could ride to a newly-opened grocery store, run by another classmate, as he waited for his car to be repaired at a shop owned by, you guessed it, yet another classmate. The story ends with this declaration: I am glad that today I got to take advantage of my amazing community.

During these unprecedented times when the future seems unclear, one certainty for these now fourth graders is that their place in and impact on River City will remain for years to come.

Of course, this mirrors their role in the larger TCS community as well. What an incredible gift for a child to know that not only do they have a place in their community but that their place in it matters. n

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Summer 2020

In the Kitchen with Chef Monica

Chef Monica leads The College School’s lunch program, and she has a recipe for you to try at home. This healthy snack alternative to ice cream is made with six simple ingredients. Make it super special by drizzling with dark chocolate.

Frozen Chocolate Banana Yogurt Bark - 2 cups plain Greek yogurt (or your choice of a dairy-free option) - 1/2 cup honey (or sweetener of choice) - 1 tbsp. vanilla extract - 4 tbsp. unsweetened cocoa powder - 2 ripe bananas - 1/4 cup granola

1. Mix the yogurt, honey, vanilla, and cocoa powder together in a bowl until well combined.

2. Gently stir in 1 sliced banana.

3. Pour the yogurt mixture onto a

cookie sheet lined with parchment

paper. Spread into a thin layer.

4. Slice another banana and layer it

on top. Sprinkle the top with granola.

Freeze for 2 to 3 hours or

overnight until solid.

Remove from the freezer and cut

into pieces with a sharp knife.

Can be stored in the freezer for

up to 2 months. n

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Summer 2020

Congratulations to Published TCS Students Congratulations to The College School’s published fifth graders: August, Benny, and Beckett. Their stories, “The Reunion,” “Bull’s Eye,” and “The Back Seat” were chosen this spring from more than 400 submissions from nine states to be included in the “Grannie Annie, Vol. 15” publication. The Grannie Annie Family Story Celebration, founded in 2005, is a 501(c)(3) nonprofit corporation based in St. Louis, Missouri. Its mission is to inspire young people to discover, write, and share stories from their family’s history, and to publish illustrated collections of their work. Through The Grannie Annie, thousands of students have had the opportunity to write or illustrate for a wide audience, strengthen family and community bonds, encounter history in a new way, and possibly be published in an international anthology.

The Back Seat

By Beckett c. 1958; Little Rock, Arkansas, USA It was 1958, I was eleven, and my family was preparing for our one and only family vacation for the year. Our destination was Washington, DC, but we had to drive down through Arkansas, across the south, and then up to DC. In Arkansas we always stay at the home of Harold, my dad‘s cousin. It was a long drive, but we were excited to finish our journey for the day. Finally we arrived! Harold’s house was a beautiful brick with a black door and a tall chimney. My dad hadn’t seen his cousin since he was a little boy, and he was stoked to see him!

Harold told us, “I need to take this boy that works at the house home. You can tag along if you would like.”

The boy who got into the back of the rusty station wagon was a young black boy. I got in the back seat with him, and my dad sat in front with Harold.

We started driving. Then Harold asked me to come sit in front with them. 1 I said, “No, I’m okay.” He asked again.

I replied, “No, really, I have more room back here.”

Harold pulled the station wagon over and talked to my dad in a quiet voice so that I could not hear. I was so scared that my heart was beating as fast as a cheetah. I was starting to get worried. I really wanted to know what they were saying.

My dad stared me in the eyes and said, “Son, come sit in front with us.” Without another word I went up front with my dad and Harold.

We dropped the little boy off at his house, and then we drove back to the beautiful brick house. This time I sat in the back seat the whole time, and they did not say anything. I wondered why Harold wanted me to come sit in front with them only on the way there and not on the way back.

Later that day my dad came over to me and whispered, “Son, the reason Harold had you come and sit in the front seat was because he did not want a white boy and a black boy sitting together.”

I was so mad! I could not believe it.

My dad continued, “I know it was not right, but I did not want to get in a fight or anything like that.” From that day on, I never forgot that moment.

The lesson my grandpa (the narrator of the story) learned from that experience was to never be a racist and to never treat black people as Harold did.

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At this time most cars had bench-style front seats, which could seat three people comfortably.

The Reunion

By August c. 1895, Lviv Oblast, Ukraine; 1910, Chicago, Illinois, USA Before World War I, my great-great-grandparents Mary and Theodore lived in a small village in Ukraine. Theodore’s father was a wealthy landowner and lived in a large stone house with glass windows. Mary’s mother was a seamstress, and every day Mary swept their dirt-floored home.

When Mary was six years old, she went with her mother to Theodore’s house. Theodore’s parents were sending him to a military high school, and Mary’s mother sewed the uniforms he would wear at school. Mary thought how handsome Theodore looked in the uniform. It was 1895, and people thought that war was about to start between Ukraine’s neighbors Russia and Poland.

Mary’s family knew that war was coming. The army was taking some crops from farmers, and they were starting to draft people into the army. Mary’s parents scraped together enough money to send Mary and her sister to America. It was hard to see them go, but Mary’s parents knew their children would have more opportunities in America.

Mary and her sister walked all the way to Hamburg, Germany, where they boarded a ship to America. The trip took twenty-nine days by sailing ship. On the ship Mary got very seasick and she thought she couldn’t continued on page 6 make it, so she was very happy when the ship landed at Ellis Island, New York.

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Summer 2020 When the ship docked, Mary and her sister thought they had landed in a war zone, because they heard loud explosions nearby.

They were kids and were scared as they walked off the ship to be processed so they could enter the United States. They calmed down when someone told them that it was the Fourth of July and the loud noises were fireworks.

Mary and her sister lived in an apartment with other people who had come to America from Ukraine. Mary worked as a maid in a tall building downtown. The girls stayed in New York for one year. Then they took a train to Chicago, where more people from Ukraine were living. Mary worked in a factory that made porcelain bowls.

One day in 1910, Mary was walking down a street in Chicago and saw a familiar face. Mary and Theodore stared at each other for a minute, then greeted each other with joy. They talked about home and their families. Theodore had come to America three years before, crossing the Atlantic Ocean in only fifteen days on a steamship. He had worked for two years in a coal mine in Pennsylvania before taking a train to Chicago, and now he worked in a steel mill.

Mary and Theodore talked all afternoon, and the next day they met and talked some more. After several months, they got married, and after a few more years they bought a two-flat1 in Cicero, a suburb of Chicago, where they raised their family. Theodore lived to the age of 103, and Mary to 98 — long enough to see three children, five grandchildren, and eleven great-grandchildren enter the world!

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A two-flat is a two-story building with an apartment unit on each floor. Two-flats were especially common in Chicago.

Bull’s Eye

By Benny, Grandson of the Narrator c.1952; Dayton, Tennessee, USA One summer day in the early 1950s, in my hometown of Dayton, Tennessee, my brother Ronnie and I were in our front yard. I had three other brothers, but I was closest in age to Ronnie. I was six, and he was seven. The two of us played together all the time.

On this day we made a makeshift bow, three arrows, and a small target that we nailed to a tree.

We found sticks and sharpened them with a knife to make the arrows. I shot first and then ran to get the arrows for Ronnie.

Ronnie’s turn was next. When I thought he was finished, I ran to get his arrows. But I looked back and saw he still had one arrow.

He had it knocked and ready to shoot. He let go and the arrow zoomed toward the target. A gust of wind blew it off course, and the arrow sailed right at me and lodged in my left eye. I was shocked. The arrow fell out, and I slapped my hand to my face.

“Ronnie, you shot my eye out!” I tried to open my eye — but it hurt like fire. The pain faded away, but I couldn’t see out of my left eye. I rushed into the house and shakily took my hand off my face.

I found my mom in the kitchen. “Ronnie shot me in the eye!” I yelled.

Mom tried to keep me calm while she called my dad at work and he came home to help. My parents took me to the eye doctor right away. I wondered if I would ever see out of my left eye again.

The doctors performed surgery to save my eye, but the nerves were dead. I made several trips back to the doctor, but there was no hope. I was blind in that eye.

I adjusted to having only one eye, and I played sports. I played every sport! My friends at school didn’t abandon me, though occasionally they would laugh and make fun of my eye. For some reason I always thought, “I’m special. I have one eye, and they don’t.”

If you’re not used to seeing out of two eyes and instead have only one, you adjust. As I got older, there were other activities I tried, and I didn’t think about not having two eyes. For example, I rode motorcycles. I had a fear of flying, so I took flying lessons.

After a while I even got my pilot’s license, though I am not allowed to fly a commercial plane because of my disability.

I never let my one eye get in the way of what I wanted to do. And now, over sixty years later, I’ve forgiven my brother and am grateful for all the things I’ve done with only one eye. n

New Hires

Jen Martin – School Nurse Jen comes to us from Clovis, New Mexico, where she was a school nurse in the Clovis Municipal School District. Jen has experience caring for children onsite, but she has also worked on larger administrative plans for the school district as well. Specifically, Jen planned, designed, and implemented district training for staff regarding health services protocols/ guidelines and standards/procedures for diabetic students that led to her receiving the 2019 New Mexico School Nurse Association (NMNSA) Award.

Jen is a registered nurse who has two bachelor’s degrees, one in nursing and one in management, she pursuing a master’s degree in nursing as well. Jen and her family moved to St. Louis in July. n

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Faculty/Staff Anniversaries and Milestones Scott Hanson, Drama Specialist, celebrated 20 years at TCS. Melissa Ridings, First Grade Teacher, celebrated 20 years at TCS. Janelle Finder, Fourth Grade Teacher, celebrated 10 years at TCS.

the college school alumni association

Summer 2020

EXPERIENCE the college school :::: Volume 13 :: Number 2 :: Summer 2020

were done over the phone. “It is already overwhelming for families to understand medical information because most people are not in the field. Now, we have an additional barrier of having a conversation over the phone instead of in person. It is stressful and heartbreaking to deliver difficult news to families in that way,” said Ben.

Alumni

Spotlight

Ben was able to navigate those challenges with the help of colleagues.

In many residency programs, it is a theme to process and discuss challenges with peers who have the same experience. Collaborating with others is something Ben attributes to TCS. “Medicine is a team profession and working together is very important. As a TCS student, you had to work with junior leaders, teachers, and fellow classmates to solve problems, especially during outdoor experiences,” said Ben. “At Loyola everyone had to work together to find a way to keep people safe and minimize exposure to both providers and patients.”

Benjamin Schmidt, MD Ben Schmidt was finishing up his internal medicine residency at Loyola University Medical Center when COVID-19 hit Chicago. Loyola Medicine saw a rapid influx of patients causing it to increase from two ICU teams to six. Ben was one of the senior residents asked to join the ICU COVID-19 teams.

receive test results. Ben and the ICU team were very cautious and treated every patient with respiratory issues as if they had the virus. They would send patients to the COVID-19 ICU floor to try to isolate the virus. Eventually, the testing process improved by April, greatly allowing the ICU to minimize the risk of spreading COVID-19.

Ben experienced firsthand the changing needs of Loyola Medicine, and its reaction to the pandemic. Personal Protective Equipment was available but limited, with providers often restricted to only using one mask a day whenever possible. At the beginning of the pandemic, it would take several days to

One of the biggest challenges with COVID-19 patients was the loss of connection with their families. Family members were no longer permitted to be by their loved one’s bedside because of visitor restrictions to isolate the spread of the virus. In-person interactions between healthcare providers and patient families

By June, Loyola Medicine saw a decrease in COVID-19 patients. Ben finished his residency and moved back to St. Louis. He expressed a positive outlook on the next year, “Remember there is hope, but we must stay vigilant.

We are able to help prevent these serious infections by following social distancing guidelines and wearing a mask.”

Ben started his first year as a gastroenterology fellow for St. Louis University Hospital in July. He is looking forward to becoming an independent physician and working for a practice where he can provide quality medical care while also starting the work to address medical inequities; an under recognized aspect of medicine that Ben believes is crucial to the well-being of our community. n

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the college school alumni association

Summer 2020

AluMNi News Robert Barron (1970) Robert lives in Oregon with his wife, Sandy. He serves as the Chief Financial Officer for the City of Salem, Oregon. He spends his time traveling and visiting with his children in three different time zones.

Donald Wiley (Keith) (1975) Donald was promoted to GS-15 last October and moved into a senior advisory position for the Federal Government’s acquisitions and contract management team. He has been using this time during social distancing to concentrate on physical therapy, dieting, and losing weight. He has already dropped 30 pounds.

Liessa Bowen (1987) Life is certainly an adventure for Liessa. She is a wildlife biologist by training and helped with a bird-banding and monitoring project this summer. As the parent of two teens, she enjoys sharing in their adventures as well, although this spring and summer they have all (mostly) enjoyed homebody lifestyles with minimal adventure.

Howard Park (1972) After 33 years in Washington, DC Howard moved back to St. Louis in early 2020. His “retirement” job is buying and selling used books and records. He also hopes to get involved in local politics. He co-chaired DC for Obama in 2008.

Thérèse Williams (1972) Thérèse has enjoyed many different career paths. She spent ten years in administration at an international permaculture NGO. She is the film producer for the documentary Voices of Standing Rock. She is a certified Reiki I & II healing practitioner. She has spent over 25 years as a Tarot reader and instructor. And, she is a professional musician and singer—performing in several bands over the years in Santa Fe, Albuquerque, Los Alamos, and Chama.

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Alicia Konstantinovich (1997) Alicia is in her fourth year as an inhouse attorney at the architecture firm HOK, which was co-founded by alum parent Gyo Obata. Her daughter Anna just finished her first year at TCS. Leigh Hullverson (1998) Leigh has worked with adults who have developmental disabilities for over 13 years Sarah Huppert (1998) Sarah lives in Eugene, Oregon with her husband, Jordan, and their two dogs, Logan and Han. She is a high school science and math teacher at Thurston High School in Springfield, Oregon (Go Colts!).

Drew Morris (2005) Drew works in marketing for a commercial real estate firm in St. Louis.

He is also the lead singer in a cover band on the side (or at least he was when dive bars were still open!). He currently lives in the Tower Grove neighborhood with his boyfriend.

Benjamin Schmidt (2005) Benjamin recently completed his internal medicine residency at Loyola University Medical Center this past June.

He recently moved back to St. Louis with his wife Katie to start a gastroenterology fellowship at Saint Louis University.

Elysia Joyce Krieger (1988) Elysia (Joyce) Krieger and her husband, Mark, celebrated a bittersweet end to 15 years of excellent adventures in TCS parenthood. Their youngest child, Theo, graduated in May of 2020.

Ann Aurbach (1995) Ann has spent almost 20 years in the theatrical arts as a stage manager of opera and a production manager of everything. She is also a professional photographer and recently transitioned to be the Photography Manager at the Saint Louis Art Museum.

Luke Hellwig (2007) Luke recently finished his second year of a PhD program in Color Science at RIT in Rochester, NY. He is having a great time learning about the human visual system and applying that knowledge to color technology.

William Morris (2008) William graduated from Savannah College of Art and Design. He is now living in the City of Atlanta making manufacturing training videos for the state. He still goes camping once a month.

the college school alumni association Madeline Hasek (2012)

Nathan Tung (2014)

Madeline recently graduated from the University of Kansas with a Bachelor’s Degree in Strategic Communications. She is excited to be moving to Denver in July.

Nathan Tung is a rising junior at Brown University studying Computer Science and Applied Mathematics. He really enjoys learning, which was nurtured at TCS! He also maintained his passion for outdoor adventures.

Alex McPherson (2012) Alex graduated from Truman State University in May 2020 with a Bachelor of Arts in English and Communication and minors in French and Film Studies. He received Valedictorian and Summa Cum Laude honors. At Truman, he was also the award-winning, friendly neighborhood movie reviewer for The Index, Truman’s student-run newspaper, since September 2017 (publishing under the name “Gordon McPherson”). Alex is currently interning at The Missouri Review literary magazine.

Owen St. Germain (2014) After receiving the Presidential Scholarship to Boston University, Owen joined their Mechanical Engineering program in 2018. His studies have led him to become a member of the 3D printing research team and the rocket propulsion team. He will be entering his junior year this fall and decided to make Boston his permanent home by purchasing a condo there in March.

Henry Brown (2016) Henry will be attending University of South Carolina Law School after graduating from The Citadel, Magna Cum Laude. He is also a recipient of the Citadel Medal from the Society of the Cincinnati.

Summer 2020 Audrey Hiotis (2016) Audrey’s senior year at Crossroads College Prep culminated with a drive-thru graduation. She plans to attend University of Colorado, Boulder in August, 2020.

Ben Krieger (2016) Ben graduated from SLUH in 2020.

He plans to attend The University of Tulsa in the fall and will pursue a double major in computer science and game simulation.

Abby Morgan (2016) Abby recently graduated from Whitfield School. She plans to attend Denver University in the fall of 2020.

Dear Alumni Parents Tired of getting multiple mailings? Help us reconnect with your TCS alumni and cut down on paper.

Fill out the back of this form with their new information. Use the remit envelope, included in the newsletter, to mail the form back to us.

We will update our records. It’s that easy!

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the college school alumni association Grace Ebenhoh (2019) During Grace’s freshman year, she placed 12th at cross country districts and ran at the state meet.

Rainey Fikes (2019) Rainey had a very exciting freshman year. She received recognition in the St. Louis Post Dispatch for having an A average her freshman year and made it on to the St. Joseph’s dance team.

She also received a scholarship for her performance during a dance competition.

ALUMNI UPDATE

Summer 2020

Sophia Rose Kinninger (2019) Sophia and her family moved to central Washington. She continues to enjoy the great outdoors—hiking, biking, and kayaking—with her new friends.

Sophia is very active in performing arts and has participated in multiple local and high school musicals. She was also nominated for the Washington Ambassador of Music Program which was scheduled to tour Europe this summer before the pandemic.

Maris Stinnett (2019) Maris had a successful first year at Nerinx Hall. She made first honors, joined the crew for two school theater productions, and played on the freshman basketball team. n

Complete and mail the form back to TCS using the enclosed remit envelope.

Alumni Name:

Alumni Name (2):

Address:

Address:

City, State, Zip:

City, State, Zip:

Email:

Email:

Phone:

Phone:

Class of:

Class of:

Other updates:

Other updates:

For questions or to send your update immediately, email development@thecollegeschool.org

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CHOOSE YOUR IMPACT STRONG STRONG CAMPUS COMMUNITY TCS has implemented new program and health initiatives due to COVID-19 that impact our students and faculty both in-person and virtual.

Grants help families access our experiential curriculum and support our mission to be an equitable and inclusive community. Donors may allocate their gift to one of the grants below.

• Each student is provided a Chromebook or Tablet • Family Relief Program helps families finacially impacted by COVID-19 through tuition assistance • Professional development for online and blended learning • Dedicated learning software and applications for in-person and virtual learning • New hire of licensed nurse • Plexiglass barriers and face masks for students, faculty, and staff

• FINANCIAL AID GRANT: TCS awarded $420,000 in need-based financial aid last year to 25% of our student body. This new grant supplements need-based financial aid to families that need support covering the cost of tuition and allows donors to directly support our finanical aid program.

Donating to our STRONG CAMPUS campaign helps cover the cost of implementing these new initiatives.

The STRONG COMMUNITY campaign helps provide funding to families in need of financial support.

• RACIAL EQUITY SCHOLARSHIP GRANT: Financial support for students of color who qualify for need-based financial aid. Grants are $2,650 per student.

We are stronger together. Donate today. thecollegeschool.org/strong

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