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The Story

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A Message from the Board Chair The Story

Dear Schenck School Community,

Innovation has always been at the heart of The Schenck School’s mission—to empower dyslexic learners with the tools, strategies, and confidence to thrive. As we introduce this issue of The Story, we celebrate the transformative ideas and forward-thinking approaches that shape teaching and learning at our school.

As a former student, parent, and now board chair, I have seen firsthand how The Schenck School continues to evolve while staying true to its core mission. Our faculty’s commitment to research-based instruction and willingness to explore new techniques ensures that our students receive the best education tailored to their specific needs. From innovative assistive technologies to creative classroom strategies, every aspect of our program is designed to meet our students where they are and propel them forward.

Beyond the classroom, innovation extends to how we support and nurture the whole child—helping students build confidence, advocate for themselves, and embrace their potential. These advances would not be possible without the generosity of our donors, whose belief in our mission allows us to invest in the future of dyslexic education.

As you read this issue, I hope you are inspired by the incredible ideas shaping the future of teaching and learning at The Schenck School. Thank you for being a part of our journey and for your unwavering support of our students, faculty, and community.

Warmest regards,

Jeffrey Wright ’88, P’19,’19,’22, Board Chair

2024-2025

Board of Trustees

Mr. Jeffrey L. Wright, Chair

Mrs. Susan Armstrong

Dr. Mark R. Bell II

Mrs. Sarah P. Bottini

Mrs. Nancy Bryant

Mr. James B. Chapman, Sr.

Mrs. Robyn Curnow

Ms. Jennifer R. Dangar

Mrs. Katherine Denny

Mr. John A. Draughon, Jr.

Mr. John Curtis Fisher

Mrs. Burch Hanson

Mrs. Jessica Jones

Mr. Andrew Kang

Mrs. Elizabeth S. Miller-Tucker

Dr. Arun V. Mohan

Mrs. Jennifer C. Morgan

Mr. Paul M. Ollinger

Mrs. Michaeline M. Roland

Mr. Richard R. Rollins III

Mrs. Elizabeth J. Shults

Dr. Adam Webb

Mrs. Caroline H. Wildman

Emeritus Trustees

Mrs. Betty Ann H. Abblitt

Mr. Richard M. Asbill

Mr. Frank J. Belatti

Mrs. Kimberly R. Berman

Mr. Kenneth W. Bomar

Mr. Emmet J. Bondurant

Mrs. Kay Bondurant

Mr. Joseph Breiner

Mr. Eric B. Brock

Mrs. Evelyn Carter

Mr. J. Donald Childress

Mrs. Barbara M. Coats

Mr. Richard W. Courts IV

Mrs. Emily Dannals Davis

Mrs. Margaret P. Denny

Mr. Mark L. Feidler

Mr. R. Brad Foster

Mr. and Mrs. J. Rex Fuqua

Mr. S. Taylor Glover

Mrs. Nancy Green

Mr. David P. Higgins

Mr. Robert C. Hill II

Mr. Brannon A. Huntz

Mr. Charles D. Hurt III

Dr. E. Ladd Jones III

Mrs. Andrea M. Kauffman

Dr. John C. Knox

Mrs. Kimberly C. Marks

Mr. Laurin M. McSwain

Mr. John W. Miller II

Dr. Carlos S. Moreno

Mrs. Mary E. Morris

Mrs. Joan B. Pattillo

Mr. Mark N. Phillips

Mr. Neal J. Quirk

Mrs. Selma Ridgway

Mrs. Tina S. Roddenbery

Mrs. Margaret H. Rollins

Ms. Pamela R. Rollins

Mr. H. Jerry Rosenberg III

Dr. Randal H. Rudderman

Dr. Ernst M. Ruder

Mrs. Ellen F. Schneidau

Mrs. Linda Sewell

Mr. Taylor W. Smith

Mrs. Janice K. Story

Mr. Calvin S. Stowell

Mr. David B. Stromquist

Mr. S. Andrew Sullivan

Mr. F. Neal Sumter III

Mrs. Julie Vickers

Mrs. Gwyneth G. Webb

Mr. Peter C. White

Mrs. Polly Williams

Mr. Robert G. Woodward

The Schenck School Magazine

Spring 2025

Editor: Katie Harrigan Director of Communications and Marketing

Contributing Editors:

Janie Beck

Dr. Kara A. Loftin

Contributors:

Janie Beck

Cason Given

Dr. Kara A. Loftin

Lily Stowell

Graphic Design and Art Direction:

Dawn Stein

Photography: Alice Park

Heidi Harris

Lily Stowell

Faculty, Staff, student, and parent photographers

Printing: Drummond

The Story, The Schecnk School Magazine, is published by the Communications Office twice a year and is mailed free of charge to members of The Schenck School community. For general information about the School, please visit www.schenck.org. To submit alumni news, email alumni@schenck.org.

The Schenck School acknowledges its obligations to prohibit discrimination, harassment, or retaliation on the basis of race, color, national origin, age, sex, disability/handicap, or religion in admission to its educational programs, activities, and services, and in employment opportunities or processes. Retaliation against an individual for filing a complaint under this policy or participating in the informal or formal resolution is prohibited.

A Message from the Head of School

Dear Community,

Rita Pierson, the beloved educator known for her TED Talk Every Kid Deserves a Champion, once asked a powerful question:

“How different would our world be if every child had a champion—an adult who never gave up on them, who understood the power of connection, and who insisted that they become the best they could possibly be?”

At The Schenck School, this is not just a question; it is our daily reality. We are a community of champions, a place where children are seen, believed in, and empowered to reach their fullest potential. Our teachers, staff, and specialists are more than educators; they are unwavering sources of encouragement and support, lifting every student toward confidence and success.

A nurturing, connected school community has the power to break down barriers to learning, to spark courage and curiosity, and to help each child discover their strengths. This issue of The Story is dedicated to the incredible educators and staff of The Schenck School who make this possible— those who pour their hearts into our scholars every single day.

May we all continue to be champions for our children, reminding them that they are capable, they are valued, and they are never alone on their journey.

Read, Rise, Fly,

Dr. Kara A. Loftin

Head of School

Leadership & Administration

Head of School

Dr. Kara A. Loftin

Principal Foster Soules

Director of Advancement

Janie Beck

Director of Finance and Operations

Ryan Hudak

Director of Communications and Marketing

Katie Harrigan

Director of Information Technology

Brannon Fissette

Director of Community Engagement

Ellen Hill

Director of Admission

Peggy Hendrix

Managing Director of ReadSource

Loretta Edmond

Mission

CAMPUS news

Reptile Man Returns to Schenck

Michael Shwedick of Reptile World has been visiting Schenck since 1986! This year, the students had the chance to pet a python and see incredible creatures up close, including an alligator, alligator snapping turtle, Mexican beaded lizard, a Mexican milk snake, cobra, rattlesnake, and more!

“We are lucky to have Michael Shwedick visit us every other year,” says Laura Thwaite, Kindergarten Teacher. “Our students love hearing how he turned his love of reptiles into a lifelong passion and career. He has a calm, but captivating way of sharing information and showing how interconnected nature is. To say that our students and teachers are mesmerized for his entire one-and-a-halfhour presentation is an understatement. We always look forward to his next visit and the reptiles that he brings to share!”

Day of Giving

The 12th Day of Giving was a day of joy at The Schenck School! Before heading into the winter break, students assembled care packages for non-profits including Atlanta Children’s Shelter, The Shepherd Center, Children’s Healthcare of Atlanta, and Slater Elementary. The day culminated in a heartfelt assembly, where students from all grades proudly presented their projects to representatives from these organizations. It was a meaningful celebration of service, generosity, and community.

“I

have really enjoyed being a part of the Day of Giving each year. It is such a wonderful way to celebrate the season and leave for break on a high note. I love watching the students get excited about the organization they are helping and feeling that they have done something that will benefit someone else.”

– Katie Boehme, Day of Giving Coordinator and 3rd grade teacher

Instagram Highlights

October 23 ( 103)

�� Reptile Man slithered into our school today, bringing a wild adventure with him!

November 14 ( 122)

Grandparents’ and Special Friends’ Day at the School.

November 21 ( 85)

�� Our 2nd graders had an incredible day at the Booth Museum!

November 22 ( 77)

Our 6th graders are gearing up to give back this season!

January 29 ( 85)

This week, we’re taking on The Great Kindness Challenge! ��

Founders’ Day

We celebrated Founders’ Day on a warm fall morning, honoring the legacy of David Schenck. This year’s theme was art, a nod to Mr. Schenck’s love of drawing and painting, reminding us that creativity was always at the heart of his mission.

World Read Aloud Day at The Schenck School

Since 2010, World Read Aloud Day has been a global movement celebrating the power of reading aloud and advocating for literacy worldwide. This year, teachers, parents, and students joined the movement by reading stories together. As a school dedicated to literacy, The Schenck School embraces days like these as an essential part of fostering a love of reading and strengthening literacy for all.

“World Read Aloud Day is such a special day for us at Schenck! There’s something magical about reading aloud that brings us closer, ignites our imaginations, and fosters a love of reading within our community.”

– Kerri Saulnier, Library Media Specialist, S.H.I.N.E. Program Coordinator

House Assembly/Sorting Ceremony

The House Sorting Assembly is one of the most exciting traditions at The Schenck School, bringing a sense of community and anticipation to the start of the school year. New students eagerly await their placement into one of the four houses—Terra, Solis, Ignis, or Tempus. During the assembly, new students open their envelopes together by grade, revealing their individual shirt that officially welcomes them into their Schenck house. The energy in the room is electric with cheers and celebration.

“The House Sorting Ceremony is an incredible community-building experience. There is so much energy and anticipation! At the ceremony, our current students welcome their new House members with open arms. It’s such a special, fun event for our Schenck School community, and I am honored to be a part of it!

– Tasha Wisehart, SpeechLanguage Pathologist and Director of House System

Dyslexia Day at the Capitol

Our fifth-grade students and teachers, joined by Dr. Kara, Ellen Hill, and Lily Stowell, visited the Capitol to advocate for dyslexia awareness and show The Schenck School’s support for important legislation. The students helped distribute informative materials to legislators and personally thanked them for their continued support of SB 48 and HB 538. They also had the opportunity to tour part of the Capitol and attend a session of the House of Representatives, where they heard the reading of the proclamation for Dyslexia Day 2025.

“On our 5th grade field trip to the Georgia State Capitol for Dyslexia Day, we sat in on a Senate legislative session, delivered important dyslexia information to senators, and saw firsthand how our voices can help shape the future. It was a day of learning, advocacy, and making a difference!”

– Ann Reid Young, 5th Grade Teacher

Grandparents and Special Friends Day

On November 12 and 13, 2024, The Schenck School warmly welcomed grandparents and special friends to campus for two memorable days of connection and celebration. Guests had the opportunity to visit classrooms, experience the joy of learning alongside their students, and see firsthand the incredible work happening at Schenck. These cherished moments highlighted the strong community that surrounds and supports our students, making it a truly special event for all who attended.

Five Questions With... ? ? ? ? ?

Mary Galloway

1. What is the most rewarding part of your job?

When I see a young child go from feeling insecure to believing in themselves, I am reminded of one of the most important aspects of our teaching: building self-confidence.

2. What inspires you?

My fellow teachers inspire me. I learn something every day from this dedicated group of people. They teach with compassion and purpose, and they make me proud to be a part of the Schenck family.

3. What do you tell kids who might be frustrated or struggling with reading?

I try to acknowledge even the smallest accomplishments. Each achievement students make builds upon the other, helping to create the foundation they need for success.

4. What is it like working with Ms. Annie Oates knowing that you had a profound impact on her education? Is there a positive message you can share with her about her journey as a teacher?

Annie is an outstanding young person. Her passion for teaching, along with her positive and patient spirit, is a gift to her students. She is a shining example of someone giving back to their community in a meaningful and impactful way.

5. What is your favorite children’s book?

My favorite children’s book authors and illustrators are Jan Brett, Audrey and Don Wood, and Eric Carle. Their illustrations range from simple and whimsical to highly detailed and intricate. Their stories are engaging and timeless, never losing their charm.

Annie Oates

1. What is the most rewarding part of your job?

The most rewarding part of my job is what I learn every day. I am always blown away by what Schenck continues to teach me. Between the abundance of experienced teachers and the creative, outside-the-box-thinking students, I am surrounded by knowledge. It is so rewarding to leave work each day knowing I have grown.

2. What is something that inspires you?

I am most inspired by my students, specifically their enthusiasm for life. I have always appreciated looking at life through a kid’s lens, especially dyslexic kids! They are eager for knowledge, filled with creativity, and have a natural excitement for each day. My students inspire me each day to approach life and challenging things the way they do!

3. What do you tell kids who might be frustrated or struggling with reading?

Being that I am dyslexic, I always tell my students that I understand how they are feeling and that it is fine to be frustrated. I remind the kids that although reading is hard, putting forth your best effort is something to be proud of. I like to tell my students to take it one word at a time and assure them that each word read is a huge accomplishment in itself!

4. What is it like working with Ms. Mary and what is something you would like to tell her about your dyslexia journey?

My journey with dyslexia started in first grade when I became a student at The Schenck School. During my time at Schenck, I was lucky to have four memorable teachers who all inspired me to become a teacher. One of those teachers was Mary Galloway, better known as “Ms. Mary.” I want to thank Mary for being a pivotal part of my journey. Thank you for creating such a happy classroom that made all the struggles of being dyslexic disappear when we were there. I hope that I can bring the same magic into the classroom like Ms. Mary did and still does today!

5. Who has been the biggest influence on your career?

Katie Wilkinson is my biggest influence! She is a second grade teacher at The Schenck School. Not only is she an amazing teacher to look up to, she is also my older sister! Before I was a teacher, I would come to her class to be a mystery reader whenever I could. I was always impressed by the way she led her class and brought so much excitement into the classroom. I have wanted to be a teacher for as long as I can remember, but watching my sister teach confirmed to follow in her footsteps and I am so thankful that I did!

PROFESSIONAL Development

Welcoming Thought Leaders in Education to our Campus

Dr. Brad Witzel

Dr. Brad Witzel spoke about Cognitive Stages of Learning, streamlining math to connect arithmetic to algebra, the importance of concrete and visual representations and instructional strategies specifically for students with language-based learning differences. The topic of our evening event was Supporting our Students’ Math Performance in which Dr. Witzel discussed critical parts of students’ math knowledge and understanding. He worked with our teachers on concrete and representational models of math concepts and designing instruction based on Cognitive Stages of Learning.

Lunchbox Sessions

This spring, The Schenck School relaunched its Lunch & Learns as Lunchbox Sessions, offering parents meaningful opportunities to engage in expert-led discussions. Head of School Dr. Kara, along with Dr. Jennifer Foster of The Atlanta Psychology Group, guided parents through three insightful sessions on fostering resilience in children. Topics included Raising Resilient Kids: Hacks for Growing Super Thinkers, Building Strengths for Life’s Ups and Downs, and Helping Elementary-Aged Kids Navigate Anxiety with Confidence. Lunchbox Sessions created a space for learning, connection, and practical strategies to support children’s well-being.

Dr. Sarah Powell

Dr. Sarah Powell’s evening event focused on Literacy in Math and how the language of math impacts learning, understanding, and application. She completed a full day workshop with our teachers about concrete and visual representations of fractions, as well as word problem schemas. Word problem schemas help students comprehend the language of word problems in order to have a solution strategy. She also hosted a breakfast for parents, answering questions about dyscalculia, advocacy, and the language of math.

Portrait of a Phoenix:

Henry Clute

Fast Facts

How long at Schenck?

3 Years (2nd, 3rd, and 4th Grade)

Involved in?

Art Barn, Kids TV

Soaring on to?

Montgomery

Elementary

Shout out?

My friend George Livingston! He’s nice and we have a lot of fun together.

As you Soar On, what lesson will you take with you?

Always be nice, and try to make friends.

What does Schenck mean to you?

Schenck means A LOT to me!! This is a school that helped me how to read and do math. Now I am leaving and I feel confident that I will do well at my next school.

Who were your teachers?

Ms. Katie and Ms. Mary Liles for 2nd grade, Ms. Arnold and Ms. Hachet for 3rd grade, and Ms. Pryles and Ms. Combes for 4th grade.

How have you grown at Schenck in the three years you have attended?

I’ve grown a whole foot since I’ve been at Schenck! I enjoy reading now and even read for fun! I just finished one book and have already started a new one. My favorite book is Lone Wolf by Kathryn Lasky, which I first discovered in the book bin in my third-grade teacher’s classroom.

What advice would you give to the incoming Schenck students?

Be nice to everyone, and try to stay focused and learn instead of zoning out.

What is your favorite memory from your time here, both in and out of the classroom?

Everything I did for the first time at Schenck was my most fun and favorite memory.

What is a fun fact about you?

My favorite lunch is butter pasta. I once ate 5 plates in one sitting! And I love to play soccer at recess.

What are you going to do when you leave?

I am going to miss Schenck a lot, but I hope to come back to see my friends and teachers.

I enjoy reading now and even read for fun!

I just finished one book and have already started a new one.”

NOTES FROM ReadSource

Learning Specialists at ReadSource

ReadSource Remediation Specialists are changing the trajectory of students’ lives through the power of literacy. In partnership with Purpose Built Schools Atlanta at Slater Elementary and Price Middle School, they provide expert, research-backed instruction that equips struggling readers with the skills and confidence they need to succeed. These specialists do more than teach, they ignite a love for reading, foster academic resilience, and create pathways to brighter futures. By delivering targeted interventions tailored to each student’s needs, they are not only closing literacy gaps but also unlocking potential, one reader at a time.

“Spending time with students at Slater goes far beyond syllable types and reading. We build relationships and provide a safe and nurturing space for children to feel successful.”

– Kellie Reifenberger

Remediation Specialist

Slater Elementary

“Our teaching team empowers students to become confident, independent learners, enabling them to tackle words and concepts they once thought impossible. Hearing a student exclaim, ‘I didn’t know I could read a word that long!’ showcases the transformative impact of their instruction, fostering a sense of mastery that extends far beyond the classroom.”

– Caroline Pasternak

Project Coordinator

Slater Elementary

“Our relationship with the teachers and administrators at Slater Elementary has grown and flourished to become a true partnership centered on the child’s wholeness.”

– Nancy Christensen

Remediation Specialist

Slater Elementary

“The ReadSource partnership at Price Middle School is truly changing lives. Working closely with Price administration and teachers helps embed the valuable skills we teach across all content areas. Everyday we value the opportunity to teach critical literacy skills and strategies to prepare these young adults for high school and beyond.”

– Erika Afeman

Project Coordinator

Slater Elementary

MEET THE TEAM

“At Slater Elementary, I’ve worked alongside teachers to support students beyond just phonics instruction. Through conversations with both teachers and students, we’ve been able to connect students with counseling services, which has led to significant progress both in small groups and in the classroom. The collaboration between PBSA and ReadSource gives me confidence that the kids truly are going to be okay.”

– Jordan Bizzell, Remediation Specialist

Slater Elementary

“Our impact goes beyond just improving reading skills; we’re helping students develop valuable life skills they can use both in the classroom and beyond. When students come into sessions proudly sharing how they were able to answer a question no one else could, thanks to what we’ve taught them, it truly makes everything worthwhile.”

– Tiana Jones-Cannady Remediation Specialist

Price Middle School

“The impact the students have had on me is far greater than what I anticipated when I joined the ReadSource team as a Remediation Specialist and I am immensely grateful for the opportunity to be a part of the students’ lives.”

– Christina Pack

Remediation Specialist

Price Middle School

updates DEVELOPMENT

Doubling Down on Success: Another Great Auction & Gala

Supporters of The Schenck School gathered together for this year’s Auction & Gala in early February. Themed Doubling Down on Success and led by parent event chairs Greta Crowley, Kristen Herrin, and Jessica Poole, we bet the night would be a smash hit! Thanks to the Schenck community’s collective generosity, the evening was a remarkable success.

Starting with a VIP reception featuring champagne and bourbon tastings, the event included silent and live auctions, a paddle pull, a Golden Ticket raffle, and a paddle raise in support of ReadSource. Guests enjoyed mixing and mingling with one another while connecting at the gaming tables and spending “Phoenix dollars.”

In total, participants generously contributed $179,185 in support of Schenck, and $81,000 was donated to ReadSource.

Thank you to all who were able to join us and support our mission!

We extend a special thank you to our event sponsors:

Full House Sponsors

Arcus Capital Partners

Papa Johns on behalf of The Sieve Family

Lisa and Mark Snoddy

Ace of Hearts Sponsors

Homrich Berg

Kaye, Lembeck, Hitt and French

Family Law Attorneys

The Steele Family

Mary Stoney and Jeffrey Wright

Double Diamond Sponsors

Betty Ann and Larry Abblitt

Kori and Lynwood Bishop

Greta and David Crowley

Holly and Fred DeLoach

OneDigital Truist

Caroline and Andy Wildman

Winning Hand Sponsors

Melissa and Ryan Alfred

Linda and Brian Barish

Sara and Andrew Bernhardt

Gina and Trevor Bleedorn

Elizabeth and Britton Burdette

Kimberly and Nathan Curtis

Jessica and Ryan Doyle

Amanda and Brad Gomel

Jennifer and Donnan Gray

Burch and Mark Hanson

Ashley and Ryan Jenkins

Jessica and Justin Jones

Amy and Andrew Kelly

Missy and Anthony Martin

Jacqueline Morris

Lizzie and Chris Rollins

Lauren and Rick Rollins

Kate and Matt Santore

Farley and Matt Sirockman

Jennifer and Cal Stowell

Jacqueline and Rob Townley

Elizabeth Miller-Tucker and Scott Tucker

Summer and Sean Warren

Emily and Adam Webb

Why I Give to Schenck Philanthropy: THE POWER OF

Veteran teacher and former parent, Christine Bomar, shares what makes The Schenck School so special to her family.

Christine Bomar is no stranger to Schenck; she is a beloved first-grade teacher, a former parent, and one of Schenck’s biggest cheerleaders. Her Schenck story began in 2008 when her older daughter, Maddy, enrolled and continued when her younger daughter, Lindsey, subsequently followed in 2009. Due in large part to the lasting positive impact Schenck has had on her family, Christine ultimately joined the faculty in 2020 and has been a part of the Phoenix flock ever since.

Each day, Christine endeavors to extend Mr. Schenck’s legacy, believing that learning should be fun even if you

learn differently! Her classroom is a happy place, and this year is the school-based home for ten fortunate kids who benefit from Schenck’s immersive dyslexiaremediation program and Christine’s deep, personal understanding of dyslexia. Christine herself lived with undiagnosed dyslexia as a child and uses her experiences with learning differences to inform her teaching approach. As a former parent, she also shares a commonality with the parents of her students, with whom she freely shares acquired knowledge.

One of Christine’s fondest Schenck memories is also one of her earliest: she recalls attending her first parent gathering with her husband, Spencer, both excited and nervous. Within five minutes of arrival, they both felt more at ease, with Spencer noting, “Everyone here is drinking the same Kool-Aid.”

Christine notes that the faculty’s welcoming approach made everyone “feel like an immediate part of the fantastic Schenck community”; she has held onto that feeling of belonging ever since.

In addition to her teaching duties, Christine joyfully and generously includes Schenck among her philanthropic priorities each year. She gives because Schenck has meant so much to her and her family and because she wants the School to “continue to excel and advance, always having the best resources available.”

In sharing what Schenck has meant to their family, the Bomars jointly describe the School as “a haven for understanding and acceptance, a place to grow and excel.”

“Learning should be fun even if you learn differently!”

in Advancing The Schenck School Community THE POWER OF

At The Schenck School, we often say that dyslexic students thrive when given the right tools, the right instruction, and the right support. But just as important as these elements is the strength of the community that surrounds them. It is our collective commitment—faculty, staff, families, alumni, and friends—that drives the School forward, ensuring that every child who walks through our doors has access to the most effective, research-based instruction and the confidence to unlock their full potential. Innovation in teaching and learning doesn’t happen in isolation. It requires collaboration, curiosity, and the resources to pursue new ideas. Thanks to the generosity of our community, The Schenck School continues to be at the forefront of dyslexia education, integrating cutting-edge methodologies with timetested approaches that empower our students. Philanthropy unlocks the resources necessary to deliver our mission, each and every day: to build a solid educational foundation for students with dyslexia and develop their rich potential

Gifts to The Schenck School do more than fund classrooms and curriculum—they fuel discovery, inspire creativity, and open doors for students who learn differently. They make it possible for our faculty to engage in ongoing professional development, ensuring they bring the latest research and best practices into their classrooms. They provide needbased financial aid that expands access to our transformative program. And they strengthen the bonds of our community, reminding every student that they are part of something bigger—a network of people who believe in their potential and are committed to their success.

Every contribution, large or small, plays a role in shaping the future of The Schenck School. Together, we are not just supporting a school; we are investing in innovation, in opportunity, and, most importantly, in the lives of the students who will go on to change the world. Thank you for being part of this incredible journey. Your generosity is what keeps The Schenck School at the forefront of dyslexia education.

The Class vs. Staff Dodgeball Game is a spirited tradition that brings out big smiles, friendly competition, and plenty of Schenck pride. It’s a memorable moment that builds community, boosts school spirit, and continues the shared love for all things Schenck.

The Schenck School Difference: HOW EXTRAORDINARY TEACHERS

TRANSFORM LIVES

By Dr. Kara A. Loftin

Istill remember my fourth-grade teacher, Mrs. Johnson—a beacon of light during one of the most challenging times in my young life. When I was ready to give up, she refused to let me. She saw my struggles, gave me the extra attention I needed, and offered her unwavering support when I craved it most. Years later, my college advisor, Dr. Jean Reagles, did the same. She took a young woman filled with self-doubt and helped me find my confidence, guiding me to recognize my worth when I couldn’t see it myself.

In very real ways, these two teachers changed the course of my life. And that’s what great teachers do. They don’t just teach facts and figures; they ignite something inside their students. They challenge them to think critically, to express their ideas clearly, and to believe in themselves. Most of all, they build relationships because learning doesn’t happen without trust. Meaningful learning can only occur when the student and the teacher have a strong and genuine connection. At The Schenck School, this belief is at the heart of what makes its teachers extraordinary.

Teachers at The Schenck School understand dyslexia, are intuitive to the needs of dyslexic students, and have the patience and understanding to allow transformative learning to unfold for each individual child.”

– Ellen Hill, Director of Community

Engagement

The Power of Relationships in Learning

The Schenck School we know today started with one remarkable educator: David Schenck. He wasn’t just a teacher; he was a visionary. Former Upper School Principal Cheryl Mullins described him as a “gifted dyslexic who worked hard, lived exuberantly, experienced life broadly, and overcame his difficulties joyfully.” What truly set him apart was his ability to connect with students. His classrooms radiated joy, and that joy was contagious.

Mr. Schenck understood something that learning theorists like Lev Vygotsky and John Dewey have long championed: learning is not a solitary act; it’s a social one. Vygotsky’s Zone of Proximal Development teaches us that children learn best when guided by a more knowledgeable mentor who nurtures them just enough to push beyond what they think they can do. Dewey, the father of experiential learning, believed that education grounded in real-world connections engages students in ways that make learning meaningful and personal. This philosophy is especially critical for students with dyslexia, who often arrive at school carrying frustration and self-doubt. Studies have shown that positive relationships with teachers can lead to increased student engagement, improved

As a Schenck alum, I know firsthand the power of this school. Being able to offer that shared experience with students, while working with a dedicated team to help them thrive, is incredibly fulfilling.”

– Steffi Claytor, 2nd Grade Teacher

academic performance, and higher emotional wellbeing. These positive teacher-student relationships are a foundation for our work at The Schenck School and lead our teachers to not only see the struggles of our dyslexic learners but to anticipate them. They create safe spaces where students feel empowered to take risks, grow, and find great success.

Kelsey Richardson, who attended The Schenck School from kindergarten through third grade (2009–2013), recently reflected on the impact of these relationships: “Being identified as dyslexic and remediated by the teachers at Schenck at a young age was a life-changing experience for me. I owe my academic success—from elementary school to high school and now at Florida State University—to the years I spent with the wonderful teachers and staff at Schenck. They not only taught me how to decode, read, and spell but also how to advocate for myself.”

This is what happens when students feel seen.

Challenging Students to Think, Reason, and Communicate

At The Schenck School, teachers set high expectations for academic success and deep, meaningful learning. As one teacher said, “Schenck School students are successful because we have high expectations for them and then give them the tools to meet those expectations.” This aligns with the belief that students with dyslexia have immense potential in school and life. Strong, supportive teacher-student relationships play a crucial role in this process, fostering trust, confidence, and a willingness to take academic risks. Schenck School teachers employ the Orton-Gillingham Approach, a researchbacked, highly effective methodology specifically designed for students with dyslexia. Through this approach, teachers diagnose and address students’ needs, tailoring lessons to each individual instead of following a one-size-fitsall curriculum. The instruction is direct and clear. It provides students with a structured learning experience, eliminating the need to guess information not previously taught. This teaching method uses language and multisensory tools to help students learn effectively and deeply. Great teachers don’t just understand a subject; they know how to teach it effectively. Our teachers are experts in breaking down complex concepts, scaffolding instruction, and adapting their methods to fit how their students learn best. Whether teaching phonics through explicit, systematic instruction or helping students grasp mathematical concepts with hands-on learning, they ensure no child is forgotten.

Empowering

Students Through Self-Advocacy

Students at Schenck learn how to articulate their thoughts, express their needs, and embrace their dyslexia as a unique strength. The impact of this empowerment is echoed by countless alumni. One former student shared: “I remember arriving at Schenck, frustrated with myself and school. I simply did not understand what I was doing wrong or what I was supposed to know. During my two years at The Schenck School, the world of academics opened up to me in the most engaging and supportive atmosphere I had ever been in. Since then, I have called on the tools I learned at Schenck, and with relatively few stumbles, I have never looked back.”

This commitment to fostering self-esteem and independence aligns with the core belief that students should develop high self-esteem, become selfadvocates, and view themselves as competent and independent learners. This is why so many Schenck graduates go on to thrive—not just in school but in life. Parents, too, see this transformation firsthand. Kasey Gryboski, a former Schenck parent, shared:

“I just wanted to take a minute and share with you our daughter’s report card… straight A’s at Woodward, taking all AP classes. This is something that my husband and I never imagined she would be able to achieve. We truly believe that The Schenck School changed our daughter’s life.” Similarly, Diana Ruehlmann, whose daughter Lily attended Schenck and soared on in 2024, reflects on the impact: “I saw my daughter at Schenck and how she proudly told everyone she went to an awesome school because she has dyslexia. There is no shame at all—only pride in what she sees as a true gift. Schenck has helped my husband and me see it this way as well.”

These stories echo the experiences of countless families. When students receive proper support and their learning is scaffolded with just enough challenge to encourage them to think, reason, and communicate with confidence, they rise. Students leave with a firm foundation for continued learning, equipped not just with knowledge but with the confidence and skills to navigate the world. This is the difference extraordinary teachers at The Schenck School make in the lives of their students.

The Legacy of Great Teachers

Built on dedication, expertise, and an unwavering commitment to seeing every child succeed, our approach to excellent teaching is not accidental. “Imagine this community without a school like The Schenck School” (Brad Foster, Emeritus Trustee). Great teachers don’t just deliver lessons—they shape lives. They help students find their voices, believe in their abilities, and confidently step into their future. They challenge, support, and inspire. Because at The Schenck School, teachers don’t just teach; they transform lives.

I love working at The Schenck School because I get to be a part of a journey where students not only overcome their learning challenges but learn to celebrate their dyslexia and discover their full potential. It is truly a wonderful place!”

– Mary Liles Souter, 2nd grade teacher

MORE THAN A LESSON PLAN

AtThe Schenck School, teaching is more than a profession; it’s a craft, a calling, and a commitment to continuous growth. Our faculty are not only skilled educators but also mentors, collaborators, and lifelong learners who go beyond the classroom to support one another and strengthen our community. Through initiatives like Fresh Faces, Learning Pathways, Sunshine Committee, and Team Teaching, Schenck teachers engage in meaningful professional development, build connections, and cultivate a school culture that values both excellence and support. These programs ensure that our educators remain at the forefront of best practices, because when teachers thrive, students do too.

Fresh Faces: Guiding New Teachers

A strong teacher makes a strong classroom, but even the most talented educators need support when stepping into a new school environment. Fresh Faces, led by Mentor Coordinators, including 5th Grade Teacher, Mary Margaret Schulte, ensures that new faculty at The Schenck School feel equipped, connected, and confident as they navigate their first year.

“Since Schenck is a remediation school where students stay for two to three years on average, many new teachers find our model unique from schools where they have previously taught,” explained Mary Margaret. Through monthly gatherings and one-on-one mentorship, new teachers build their knowledge, refine their skills, and gain insight into the school’s specialized remediation model.

Fresh Faces is more than an orientation; it’s an ongoing community of learning and support. Guest speakers from across the school share expertise, from the Science of Reading to instructional design to Schenck’s outplacement process. By reinforcing key concepts and providing a space to ask questions, Fresh Faces empowers teachers to fully embrace the Schenck mission, ensuring that every student benefits from a faculty that is prepared, knowledgeable, and deeply invested in their success.

“Since Schenck is a remediation school where students stay for two to three years on average, many new teachers find our model unique from

schools where they have previously taught,”

– Mary Margaret Schulte, 5th Grade Teacher

Learning Pathways: Growing Together

At The Schenck School, learning never stops— especially for teachers. Led by Laura Dreyer, 6th grade teacher, Professional Learning Pathways launched in fall 2023 to give faculty a deeper, more meaningful way to grow their practice. Instead of attending standalone workshops, teachers choose a focus area (math, writing, STEM integration), and spend a semester exploring strategies they can apply directly in the classroom. By shifting from traditional “professional development” to sustained professional learning, this initiative values the expertise of Schenck educators while creating space for research-backed, practical growth. With guidance from administrators, specialists, and peers, teachers gain real-world strategies that help students thrive. Stronger teachers means stronger learners, making Learning Pathways a win for everyone.

The Sunshine Committee: Spreading Joy

Teaching is a rewarding but demanding job, and at The Schenck School, the Sunshine Committee ensures that faculty and staff feel just as valued as the students they support. Led by Mary Bryan Blumberg, 2nd grade teacher, the Sunshine Committee is dedicated to lifting spirits, fostering connections, and spreading appreciation throughout the year. From fun surprises like hide-and-seek challenges and trivia games to heartfelt gestures like thank-you notes and celebration showers, the committee creates moments that bring Schenck faculty and staff together.

Whether it’s a coffee cart, cake day, a stocked faculty lounge, or a simple act of kindness, these efforts boost morale and strengthen the sense of community that makes Schenck such a special place. Because when teachers feel supported, they can pour even more into the students they serve.

Team Teaching: The Power of Teaching Together

At The Schenck School, collaboration isn’t just encouraged—it’s essential. Team teaching ensures that students receive more targeted instruction, individualized support, and opportunities for deeper learning. In classrooms like the one led by 4th grade teachers Allison DeFrees and Shelby Carey, instruction is seamlessly integrated across subject areas, allowing students to make meaningful connections in their learning. With two educators in the room, lessons are more dynamic, small-group instruction is more frequent, and differentiation happens in real time. Whether through station teaching, parallel instruction, or guided practice, team teaching ensures that every student has more opportunities to engage, ask questions, and build confidence. More than just sharing a classroom, co-teachers share the responsibility of student success—bringing together their strengths, insights, and expertise to create an environment where every learner can thrive.

Shelby and I collaborate on all areas of student need. We trust the plans and observations each other contributes to our team, and that helps our instructional delivery remain as strong as possible.”

– Allison DeFrees

!ABOUND ideas

Ideas stem from curiosity. A question, a spark, a quiet “what if” whispered in the back of the mind. At The Schenck School, that spark finds a home in the Idea Lab, where creativity, design thinking, and hands-on exploration come together. What begins as a simple thought can grow into a plan, a prototype, or even a magical finished product. Each step in the process encourages students to think boldly, work collaboratively, and believe in the power of their imagination.

What went into the redesign of the Idea Lab?

The redesign of the Idea Lab was a thoughtful and collaborative process. We knew from the start that we wanted to update the space to make it more inviting, flexible, and functional. Our goal was to create a place where students could explore robotics, 3D printing, video production, and other hands-on STEM activities, while also ensuring ample storage and room for creativity.

A pivotal moment came during the 2024 Auction and Gala when Alice Long, a 5th grader, won Head of School for the Day. Seizing the opportunity, we invited Alice and her classmates into the Idea Lab to share their vision for the space. Together, we sketched out ideas on a piece of scratch paper, and their creativity and insight shaped the final design.

Remarkably, every suggestion the students made resonated with our vision. They wanted a cozy couch and comfortable seating, a table that could easily be moved to allow for open space, large cabinets for storage, and a set of iMacs for digital projects. Alice presented the plan to the leadership team, and with their enthusiastic approval, we moved forward.

The result is a vibrant, student-inspired Idea Lab that fosters innovation, collaboration, and creativity; a true reflection of our students’ imaginations and our commitment to enhancing STEM education at The Schenck School.

What are some of the projects that you’ve worked on with students?

Since the Idea Lab makeover, we’ve embarked on a wide range of exciting projects with students. From coding video games with 1st graders and 3D printing in our Future Technologies after-school program to creating a school newspaper and launching a new podcast with 6th grade, the Idea Lab has become a hub of creativity and innovation.

One of my favorite projects was our Mission to Mars with 4th and 5th graders. Using Kai’s Clan robots, students took on the challenge of managing various missions to establish and maintain a Martian colony. What made this project truly special was its connection to their literature study of A Rover’s Story The integration of reading, math, and coding provided a rich, interdisciplinary learning experience.

One memorable mission involved the students’ Martian base running low on oxygen. Teams had to program their robots to collect oxygen tanks scattered across the Martian surface, all while racing against a countdown timer displayed on the screen. Not every group succeeded, but that was part of the learning process. Watching students navigate the challenges, cope with setbacks, and apply what they learned to improve on their next attempt highlighted the resilience and problem-solving skills we aim to foster in the Idea Lab. It was an unforgettable experience that perfectly encapsulated the spirit of exploration and innovation we strive for every day.

How have you seen students thrive in STEM/STEAM here at Schenck since the opening of the Idea Lab?

One of the most rewarding aspects of the Idea Lab is witnessing students grow in confidence. It’s incredible to see a quiet, reserved student walk into the lab, face a challenging task, and then transform as they solve complex problems or create something extraordinary. The Idea Lab offers a space where students can take risks, embrace challenges, and discover their strengths in new and exciting ways.

Our teachers have also thrived in this space. We’ve hosted multiple STEM and literacy-focused professional development sessions in the Idea Lab, and each teacher who has participated has left inspired and more confident. They’ve not only done remarkable work within the lab but have also brought new ideas and approaches back to their classrooms, enriching the learning experience for all students.

The Idea Lab has truly become a place where creativity, curiosity, and collaboration come to life, and it’s just the beginning.

STEM is a fantastic fit for Schenck School learners. Our students shine when they are given the chance to be creative, solve problems, and think outside the box, skills that come naturally to them.”

– Dr. Brannon Fissette, Director of Information Technology

ALUMNI news

Plush Toys

At the end of 2023, the Advancement Office received a request from Bradley Mischner ’24: the students wanted Phelix stuffed animals. Taking their idea to heart, we partnered with a vendor to transform our beloved mascot into a take-home plush. After months of refining the design to ensure Phelix looked just right, the first shipment arrived at the School. The excitement was instant—students eagerly purchased their own Phelix, ensuring they’ll always have a piece of Schenck with them.

Alumni Events

Adult Party

The Schenck School invited adult alumni to a special evening of connection and celebration at Monday Night Brewing. The event provided a wonderful opportunity for alumni to reconnect with old friends, reminisce about their time at Schenck, and hear about the School’s latest developments. With great conversation, a lively atmosphere, and a shared love for the Schenck community, the night was a true celebration of our alumni and their ongoing connection to the School!

Social and Share

In January, The Schenck School welcomed alumni and their parents for an engaging Social and Share event focused on equipping middle and high school students with essential study skills and work habits. The evening featured clinical psychologist Dr. Matt Levy, known for his expertise in psychoeducational evaluations and family therapy, and Rachael Barron, founder of Effective Students and an expert in executive functioning. Parents and students attended separate sessions, gaining valuable strategies tailored to the unique learning needs of dyslexic students. The event provided a supportive space for families to connect, share experiences, and learn practical tools for academic success beyond Schenck.

thank you!

goodbye!

Art Education FAREWELL A Fond

Steve Shaw, The Real Deal in

For 27 years, Steve Shaw has been more than an art teacher at The Schenck School— he has been a mentor, an inspiration, and a champion of creativity for every student who entered his classroom.

From the very beginning, Steve’s philosophy was clear: art is essential. He believed that art could connect disciplines, transcend cultural and economic boundaries, and serve as a powerful tool for self-discovery. His classroom wasn’t just a place for painting and sculpting—it was a sanctuary where freedom and creativity thrived alongside logic and discipline, just as he envisioned.

Former Head of School Gena Calloway once described him as “the real deal,” a sentiment echoed by countless students and colleagues over the years. Recognizing that art provides an expressive outlet beyond words, he gave dyslexic students a space to shine, build confidence, and embrace their creative instincts, empowering young artists to see mistakes not as failures but as opportunities to learn and grow.

Through Steve’s guidance, students have learned more than artistic techniques—they have learned resilience, problem-solving, and the courage to take risks. “Figure out what you need to do,” he often told them. “Start with the big stuff and save the details for last.” This wisdom extended beyond the art room, shaping their approach to learning and life.

As he embarks on a well-deserved retirement, we celebrate Steve’s incredible legacy. His lessons, both in art and in life, will continue to inspire generations of Schenck School students.

Head of School Dr. Kara A. Loftin summed it up best, by saying “Thank you, Steve, for 27 years of passion, dedication, and creativity. You are, and always will be, ‘the real deal.’”

“Mr. Steve has been the heart of our school—an inspiring art teacher, a devoted colleague, and a true friend. We’ve shared the joy of teaching each other’s children and watching our students grow. He was always generous with his time, endlessly helpful, and ready to make our school a better place. I’ll never forget going to a Braves game with him and Mr. Schenck, the laughter we shared, and the countless moments that made our time together so special. He made every child feel seen, and I’ll miss the collaboration, the friendship, and even being called ‘Mr. Steve’ by mistake. Our school is brighter, kinder, and more beautiful because of him.”

Eric Taylor

“There is no one, I mean no one as great as Steve Shaw. He’s been a favorite friend and colleague since he arrived. He is tirelessly devoted to our school and Mr. Schenck’s legacy. He quickly became my two sons’ favorite teacher and they still draw to this day because of what they learned at Schenck with Mr. Steve. He is a favorite teacher of many who have passed through our doors. We love him and will miss him terribly. “

Ellen Hill

epilogue

At The Schenck School, teachers are the heartbeat of everything we do. This issue is a small tribute to their enormous impact. Whether through a quote, photo, or story, every teacher is represented because every teacher matters. Honoring them in these pages is our way of saying thank you for the care, passion, and purpose they bring to our students each day.